How far have these students walked by the time the teacher's car reaches them after their bus broke down?

How does the position of the line affect the equation of the line? What can you say about the equations of parallel lines?

Alf Coles writes about how he tries to create 'spaces for exploration' for the students in his classrooms.

Charlie has created a mapping. Can you figure out what it does? What questions does it prompt you to ask?

Experiment with the interactivity of "rolling" regular polygons, and explore how the different positions of the red dot affects its vertical and horizontal movement at each stage.

Experiment with the interactivity of "rolling" regular polygons, and explore how the different positions of the red dot affects the distance it travels at each stage.

Investigate what happens to the equation of different lines when you translate them. Try to predict what will happen. Explain your findings.

Experiment with the interactivity of "rolling" regular polygons, and explore how the different positions of the red dot affects its speed at each stage.

Use the interactivity to move Mr Pearson and his dog. Can you move him so that the graph shows a curve?

Can you create a story that would describe the movement of the man shown on these graphs? Use the interactivity to try out our ideas.

Collect as many diamonds as you can by drawing three straight lines.

Explore the relationship between simple linear functions and their graphs.

Investigate what happens to the equations of different lines when you reflect them in one of the axes. Try to predict what will happen. Explain your findings.

If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?

Imagine different shaped vessels being filled. Can you work out what the graphs of the water level should look like?