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.

What is the shape of wrapping paper that you would need to completely wrap this model?

How can you make an angle of 60 degrees by folding a sheet of paper twice?

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?

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?

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.

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?

Bilbo goes on an adventure, before arriving back home. Using the information given about his journey, can you work out where Bilbo lives?

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

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?

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?

Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?

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?

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?

Anne completes a circuit around a circular track in 40 seconds. Brenda runs in the opposite direction and meets Anne every 15 seconds. How long does it take Brenda to run around the track?

Square It game for an adult and child. Can you come up with a way of always winning this game?

At the time of writing the hour and minute hands of my clock are at right angles. How long will it be before they are at right angles again?

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.

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.

Can you make sense of the charts and diagrams that are created and used by sports competitors, trainers and statisticians?

Here is a solitaire type environment for you to experiment with. Which targets can you reach?

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

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

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 task depends on groups working collaboratively, discussing and reasoning to agree a final product.

Can you make sense of the charts and diagrams that are created and used by sports competitors, trainers and statisticians?

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.

A train leaves on time. After it has gone 8 miles (at 33mph) the driver looks at his watch and sees that the hour hand is exactly over the minute hand. When did the train leave the station?

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?

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.

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.

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.

Can you describe this route to infinity? Where will the arrows take you next?

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. . . .

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?

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?

Here are four tiles. They can be arranged in a 2 by 2 square so that this large square has a green edge. If the tiles are moved around, we can make a 2 by 2 square with a blue edge... Now try to. . . .

Imagine a 4 by 4 by 4 cube. If you and a friend drill holes in some of the small cubes in the ways described, how many will not have holes drilled through them?

One face of a regular tetrahedron is painted blue and each of the remaining faces are painted using one of the colours red, green or yellow. How many different possibilities are there?

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 outline of Little Ming and Little Fung dancing?