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

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

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

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.

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?

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.

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

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. . . .

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?

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

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?

See if you can anticipate successive 'generations' of the two animals shown here.

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?

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.

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

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. . . .

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

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

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?

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. . . .

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.

In a three-dimensional version of noughts and crosses, how many winning lines can you make?

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.

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?

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.

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?

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?

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

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

Can you fit the tangram pieces into the outlines of the watering can and man in a boat?

Can you fit the tangram pieces into the outlines of Mai Ling and Chi Wing?

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

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?

Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.

Can you fit the tangram pieces into the outline of Little Ming and Little Fung dancing?

Can you fit the tangram pieces into the outlines of the workmen?

A game for 2 players. Given a board of dots in a grid pattern, players take turns drawing a line by connecting 2 adjacent dots. Your goal is to complete more squares than your opponent.

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. . . .

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 outlines of the candle and sundial?

How many moves does it take to swap over some red and blue frogs? Do you have a method?

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.

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. . . .

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.