See if you can anticipate successive 'generations' of the two
animals shown here.
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.
The second in a series of articles on visualising and modelling shapes in the history of astronomy.
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?
This article explores ths history of theories about the shape of our planet. It is the first in a series of articles looking at the significance of geometric shapes in the history of astronomy.
Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.
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.
What is the shape of wrapping paper that you would need to completely wrap this model?
Bilbo goes on an adventure, before arriving back home. Using the
information given about his journey, can you work out where Bilbo
How can you make an angle of 60 degrees by folding a sheet of paper
Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.
You have 27 small cubes, 3 each of nine colours. Use the small cubes to make a 3 by 3 by 3 cube so that each face of the bigger cube contains one of every colour.
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.
The image in this problem is part of a piece of equipment found in the playground of a school. How would you describe it to someone over the phone?
In a three-dimensional version of noughts and crosses, how many winning lines can you make?
Place the numbers 1, 2, 3,..., 9 one on each square of a 3 by 3 grid so that all the rows and columns add up to a prime number. How many different solutions can you find?
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?
The reader is invited to investigate changes (or permutations) in the ringing of church bells, illustrated by braid diagrams showing the order in which the bells are rung.
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
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?
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. . . .
A game for 2 people. Take turns joining two dots, until your opponent is unable to move.
Can you make sense of the charts and diagrams that are created and used by sports competitors, trainers and statisticians?
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?
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.
Can you describe this route to infinity? Where will the arrows take you next?
This task depends on groups working collaboratively, discussing and
reasoning to agree a final product.
What can you see? What do you notice? What questions can you ask?
Here is a solitaire type environment for you to experiment with. Which targets can you reach?
A bus route has a total duration of 40 minutes. Every 10 minutes,
two buses set out, one from each end. How many buses will one bus
meet on its way from one end to the other end?
Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?
Square It game for an adult and child. Can you come up with a way of always winning this game?
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?
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.
Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?
Every day at noon a boat leaves Le Havre for New York while another
boat leaves New York for Le Havre. The ocean crossing takes seven
days. How many boats will each boat cross during their journey?
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?
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. . . .
On a clock the three hands - the second, minute and hour hands - are on the same axis. How often in a 24 hour day will the second hand be parallel to either of the two other hands?
What happens when you turn these cogs? Investigate the differences
between turning two cogs of different sizes and two cogs which are
Can you fit the tangram pieces into the outline of this sports car?
This article looks at levels of geometric thinking and the types of
activities required to develop this thinking.
Can you fit the tangram pieces into the outline of this goat and giraffe?
Here's a simple way to make a Tangram without any measuring or
Lyndon Baker describes how the Mobius strip and Euler's law can
introduce pupils to the idea of topology.
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,. . . .
Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
Billy's class had a robot called Fred who could draw with chalk
held underneath him. What shapes did the pupils make Fred draw?