Which of the following cubes can be made from these nets?

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.

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

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

Find all the ways to cut out a 'net' of six squares that can be folded into a cube.

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

The whole set of tiles is used to make a square. This has a green and blue border. There are no green or blue tiles anywhere in the square except on this border. How many tiles are there in the set?

Imagine you have six different colours of paint. You paint a cube using a different colour for each of the six faces. How many different cubes can be painted using the same set of six colours?

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.

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?

Show that among the interior angles of a convex polygon there cannot be more than three acute angles.

Imagine you are suspending a cube from one vertex (corner) and allowing it to hang freely. Now imagine you are lowering it into water until it is exactly half submerged. What shape does the surface. . . .

Can you explain why it is impossible to construct this triangle?

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.

A rectangular field has two posts with a ring on top of each post. There are two quarrelsome goats and plenty of ropes which you can tie to their collars. How can you secure them so they can't. . . .

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. . . .

The second in a series of articles on visualising and modelling shapes in the history of astronomy.

If you move the tiles around, can you make squares with different coloured edges?

We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?

Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?

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

Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.

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. . . .

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.

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?

A half-cube is cut into two pieces by a plane through the long diagonal and at right angles to it. Can you draw a net of these pieces? Are they identical?

Slide the pieces to move Khun Phaen past all the guards into the position on the right from which he can escape to freedom.

Given a 2 by 2 by 2 skeletal cube with one route `down' the cube. How many routes are there from A to B?

A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .

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.

Semi-regular tessellations combine two or more different regular polygons to fill the plane. Can you find all the semi-regular tessellations?

What shape is made when you fold using this crease pattern? Can you make a ring design?

Can you mark 4 points on a flat surface so that there are only two different distances between them?

Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .

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?

Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?

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.

How many different ways can I lay 10 paving slabs, each 2 foot by 1 foot, to make a path 2 foot wide and 10 foot long from my back door into my garden, without cutting any of the paving slabs?

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. . . .

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.

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

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

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?

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

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