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. . . .
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. . . .
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?
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.
This task depends on groups working collaboratively, discussing and
reasoning to agree a final product.
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?
A game for 2 people. Take turns joining two dots, until your opponent is unable to move.
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.
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?
Can you make sense of the charts and diagrams that are created and used by sports competitors, trainers and statisticians?
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?
Given the nets of 4 cubes with the faces coloured in 4 colours, build a tower so that on each vertical wall no colour is repeated, that is all 4 colours appear.
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.
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?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
See if you can anticipate successive 'generations' of the two
animals shown here.
In a three-dimensional version of noughts and crosses, how many winning lines can you make?
Can you describe this route to infinity? Where will the arrows take you next?
Here is a solitaire type environment for you to experiment with. Which targets can you reach?
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. . . .
Bilbo goes on an adventure, before arriving back home. Using the
information given about his journey, can you work out where Bilbo
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.
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 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?
Slide the pieces to move Khun Phaen past all the guards into the position on the right from which he can escape to freedom.
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.
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?
Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.
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. . . .
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. . . .
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.
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable.
Decide which of these diagrams are traversable.
Imagine a large cube made from small red cubes being dropped into a
pot of yellow paint. How many of the small cubes will have yellow
paint on their faces?
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.
A Hamiltonian circuit is a continuous path in a graph that passes through each of the vertices exactly once and returns to the start.
How many Hamiltonian circuits can you find in these graphs?
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.
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.
A circle rolls around the outside edge of a square so that its circumference always touches the edge of the square. Can you describe the locus of the centre of the circle?
How can the same pieces of the tangram make this bowl before and after it was chipped? Use the interactivity to try and work out what is going on!
Show that among the interior angles of a convex polygon there
cannot be more than three acute angles.
Can you fit the tangram pieces into the outlines of the chairs?
Can you fit the tangram pieces into the outline of this shape. How would you describe it?
Mathematics is the study of patterns. Studying pattern is an
opportunity to observe, hypothesise, experiment, discover and
Can you fit the tangram pieces into the outlines of the lobster, yacht and cyclist?
Can you fit the tangram pieces into the outline of the child walking home from school?
Can you fit the tangram pieces into the outlines of these people?