A simple file for the Interactive whiteboard or PC screen, demonstrating equivalent fractions.

Use an interactive Excel spreadsheet to explore number in this exciting game!

Use Excel to investigate the effect of translations around a number grid.

A group of interactive resources to support work on percentages Key Stage 4.

Use an Excel spreadsheet to explore long multiplication.

Use an interactive Excel spreadsheet to investigate factors and multiples.

An Excel spreadsheet with an investigation.

Use Excel to practise adding and subtracting fractions.

The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4

Use Excel to explore multiplication of fractions.

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. . . .

Rotate a copy of the trapezium about the centre of the longest side of the blue triangle to make a square. Find the area of the square and then derive a formula for the area of the trapezium.

Prove Pythagoras Theorem using enlargements and scale factors.

What can you say about the values of n that make $7^n + 3^n$ a multiple of 10? Are there other pairs of integers between 1 and 10 which have similar properties?

A collection of resources to support work on Factors and Multiples at Secondary level.

If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

A right-angled isosceles triangle is rotated about the centre point of a square. What can you say about the area of the part of the square covered by the triangle as it rotates?

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

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.

A java applet that takes you through the steps needed to solve a Diophantine equation of the form Px+Qy=1 using Euclid's algorithm.

Find the frequency distribution for ordinary English, and use it to help you crack the code.

A metal puzzle which led to some mathematical questions.

There are thirteen axes of rotational symmetry of a unit cube. Describe them all. What is the average length of the parts of the axes of symmetry which lie inside the cube?

Use an Excel to investigate division. Explore the relationships between the process elements using an interactive spreadsheet.

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

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

Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

Do you know how to find the area of a triangle? You can count the squares. What happens if we turn the triangle on end? Press the button and see. Try counting the number of units in the triangle now. . . .

Can you put the 25 coloured tiles into the 5 x 5 square so that no column, no row and no diagonal line have tiles of the same colour in them?

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The winner is the player to take the last counter.

This set of resources for teachers offers interactive environments to support work on loci at Key Stage 4.

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.

A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.

There are 27 small cubes in a 3 x 3 x 3 cube, 54 faces being visible at any one time. Is it possible to reorganise these cubes so that by dipping the large cube into a pot of paint three times you. . . .

This rectangle is cut into five pieces which fit exactly into a triangular outline and also into a square outline where the triangle, the rectangle and the square have equal areas.

Find all the ways of placing the numbers 1 to 9 on a W shape, with 3 numbers on each leg, so that each set of 3 numbers has the same total.

in how many ways can you place the numbers 1, 2, 3 … 9 in the nine regions of the Olympic Emblem (5 overlapping circles) so that the amount in each ring is the same?

Is this a fair game? How many ways are there of creating a fair game by adding odd and even numbers?

These formulae are often quoted, but rarely proved. In this article, we derive the formulae for the volumes of a square-based pyramid and a cone, using relatively simple mathematical concepts.

Can you beat Piggy in this simple dice game? Can you figure out Piggy's strategy, and is there a better one?

You can move the 4 pieces of the jigsaw and fit them into both outlines. Explain what has happened to the missing one unit of area.

Meg and Mo need to hang their marbles so that they balance. Use the interactivity to experiment and find out what they need to do.

This resource contains interactive problems to support work on number sequences at Key Stage 4.

A counter is placed in the bottom right hand corner of a grid. You toss a coin and move the star according to the following rules: ... What is the probability that you end up in the top left-hand. . . .

Can you find a relationship between the number of dots on the circle and the number of steps that will ensure that all points are hit?