We're excited about this new program for drawing beautiful mathematical designs. Can you work out how we made our first few pictures and, even better, share your most elegant solutions with us?

What can you see? What do you notice? What questions can you ask?

I found these clocks in the Arts Centre at the University of Warwick intriguing - do they really need four clocks and what times would be ambiguous with only two or three of them?

A game for 2 people. Take turns joining two dots, until your opponent is unable to move.

Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

How can you arrange these 10 matches in four piles so that when you move one match from three of the piles into the fourth, you end up with the same arrangement?

Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.

This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.

Take it in turns to place a domino on the grid. One to be placed horizontally and the other vertically. Can you make it impossible for your opponent to play?

A cheap and simple toy with lots of mathematics. Can you interpret the images that are produced? Can you predict the pattern that will be produced using different wheels?

This article looks at levels of geometric thinking and the types of activities required to develop this thinking.

This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .

This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .

Exploring and predicting folding, cutting and punching holes and making spirals.

Can you fit the tangram pieces into the outline of this goat and giraffe?

Can you fit the tangram pieces into the outline of this sports car?

Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?

Can you arrange the shapes in a chain so that each one shares a face (or faces) that are the same shape as the one that follows it?

Can you cut a regular hexagon into two pieces to make a parallelogram? Try cutting it into three pieces to make a rhombus!

Here's a simple way to make a Tangram without any measuring or ruling lines.

What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.

Billy's class had a robot called Fred who could draw with chalk held underneath him. What shapes did the pupils make Fred draw?

An extension of noughts and crosses in which the grid is enlarged and the length of the winning line can to altered to 3, 4 or 5.

Can you fit the tangram pieces into the outline of these convex shapes?

Can you fit the tangram pieces into the outline of this junk?

Can you fit the tangram pieces into the outline of the rocket?

You have been given three shapes made out of sponge: a sphere, a cylinder and a cone. Your challenge is to find out how to cut them to make different shapes for printing.

Reasoning about the number of matches needed to build squares that share their sides.

These points all mark the vertices (corners) of ten hidden squares. Can you find the 10 hidden squares?

If you can post the triangle with either the blue or yellow colour face up, how many ways can it be posted altogether?

Use the three triangles to fill these outline shapes. Perhaps you can create some of your own shapes for a friend to fill?

A shape and space game for 2,3 or 4 players. Be the last person to be able to place a pentomino piece on the playing board. Play with card, or on the computer.

If you split the square into these two pieces, it is possible to fit the pieces together again to make a new shape. How many new shapes can you make?

Here are shadows of some 3D shapes. What shapes could have made them?

This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

A game for 2 players. Given a board of dots in a grid pattern, players take turns drawing a line by connecting 2 adjacent dots. Your goal is to complete more squares than your opponent.

Can you fit the tangram pieces into the outlines of the candle and sundial?

Can you fit the tangram pieces into the outlines of the watering can and man in a boat?

Can you fit the tangram pieces into the outlines of Mai Ling and Chi Wing?

Can you fit the tangram pieces into the outlines of the workmen?

Can you fit the tangram pieces into the outline of this plaque design?

Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.

A game for 2 players. Can be played online. One player has 1 red counter, the other has 4 blue. The red counter needs to reach the other side, and the blue needs to trap the red.

This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .

Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.

Can you fit the tangram pieces into the outline of Little Ming and Little Fung dancing?

A hundred square has been printed on both sides of a piece of paper. What is on the back of 100? 58? 23? 19?

Which of these dice are right-handed and which are left-handed?