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?

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.

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.

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.

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

What is the relationship between these first two shapes? Which shape relates to the third one in the same way? Can you explain why?

How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?

We can cut a small triangle off the corner of a square and then fit the two pieces together. Can you work out how these shapes are made from the two pieces?

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

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. . . .

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

Can you work out what kind of rotation produced this pattern of pegs in our pegboard?

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?

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

Create a pattern on the left-hand grid. How could you extend your pattern on the right-hand grid?

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?

Can you picture where this letter "F" will be on the grid if you flip it in these different ways?

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. . . .

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.

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?

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

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.

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

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

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

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?

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

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?

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,. . . .

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

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

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.

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

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

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

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

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.

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?

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

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

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. . . .

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?