Can you recreate these designs? What are the basic units? What movement is required between each unit? Some elegant use of procedures will help - variables not essential.
See if you can anticipate successive 'generations' of the two animals shown here.
Which of the following cubes can be made from these nets?
These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?
How can you make an angle of 60 degrees by folding a sheet of paper twice?
Here is a solitaire type environment for you to experiment with. Which targets can you reach?
In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square?
Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?
Here's a simple way to make a Tangram without any measuring or ruling lines.
A and B are two interlocking cogwheels having p teeth and q teeth respectively. One tooth on B is painted red. Find the values of p and q for which the red tooth on B contacts every gap on the. . . .
The triangle ABC is equilateral. The arc AB has centre C, the arc BC has centre A and the arc CA has centre B. Explain how and why this shape can roll along between two parallel tracks.
Blue Flibbins are so jealous of their red partners that they will not leave them on their own with any other bue Flibbin. What is the quickest way of getting the five pairs of Flibbins safely to. . . .
What is the shape of wrapping paper that you would need to completely wrap this model?
In how many ways can you fit all three pieces together to make shapes with line symmetry?
Use the interactivity to listen to the bells ringing a pattern. Now it's your turn! Play one of the bells yourself. How do you know when it is your turn to ring?
Can you cut up a square in the way shown and make the pieces into a triangle?
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
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,. . . .
Imagine you have an unlimited number of four types of triangle. How many different tetrahedra can you make?
Use the interactivity to play two of the bells in a pattern. How do you know when it is your turn to ring, and how do you know which bell to ring?
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.
Paint a stripe on a cardboard roll. Can you predict what will happen when it is rolled across a sheet of paper?
Can you predict when you'll be clapping and when you'll be clicking if you start this rhythm? How about when a friend begins a new rhythm at the same time?
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
Have a look at what happens when you pull a reef knot and a granny knot tight. Which do you think is best for securing things together? Why?
Can you visualise what shape this piece of paper will make when it is folded?
Reasoning about the number of matches needed to build squares that share their sides.
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.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
This task depends on groups working collaboratively, discussing and reasoning to agree a final product.
Make a cube out of straws and have a go at this practical challenge.
Draw a pentagon with all the diagonals. This is called a pentagram. How many diagonals are there? How many diagonals are there in a hexagram, heptagram, ... Does any pattern occur when looking at. . . .
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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.
Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?
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.
Can you fit the tangram pieces into the outline of Granma T?
Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.
A dog is looking for a good place to bury his bone. Can you work out where he started and ended in each case? What possible routes could he have taken?
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.
An irregular tetrahedron is composed of four different triangles. Can such a tetrahedron be constructed where the side lengths are 4, 5, 6, 7, 8 and 9 units of length?
The diagram shows a very heavy kitchen cabinet. It cannot be lifted but it can be pivoted around a corner. The task is to move it, without sliding, in a series of turns about the corners so that it. . . .
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!
Can you find ways of joining cubes together so that 28 faces are visible?
Exploring and predicting folding, cutting and punching holes and making spirals.
Four rods, two of length a and two of length b, are linked to form a kite. The linkage is moveable so that the angles change. What is the maximum area of the kite?
A magician took a suit of thirteen cards and held them in his hand face down. Every card he revealed had the same value as the one he had just finished spelling. How did this work?
This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.
In this problem, we have created a pattern from smaller and smaller squares. If we carried on the pattern forever, what proportion of the image would be coloured blue?