Explore the effect of reflecting in two parallel mirror lines.
Explore the effect of reflecting in two intersecting mirror lines.
Explore the effect of combining enlargements.
With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.
A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10
Take a counter and surround it by a ring of other counters that
MUST touch two others. How many are needed?
Use the interactivity to investigate what kinds of triangles can be
drawn on peg boards with different numbers of pegs.
Watch this film carefully. Can you find a general rule for
explaining when the dot will be this same distance from the
How can you arrange these 10 matches in four piles so that when you
move one match from three of the piles into the fourth, you end up
with the same arrangement?
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
Think of a number, square it and subtract your starting number. Is
the number you’re left with odd or even? How do the images
help to explain this?
These squares have been made from Cuisenaire rods. Can you describe
the pattern? What would the next square look like?
Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9,
12, 15... other squares? 8, 11, 14... other squares?
Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?
What would be the smallest number of moves needed to move a Knight
from a chess set from one corner to the opposite corner of a 99 by
99 square board?
Draw a square. A second square of the same size slides around the
first always maintaining contact and keeping the same orientation.
How far does the dot travel?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.
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?
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.
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.
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.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
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
Triangle numbers can be represented by a triangular array of
squares. What do you notice about the sum of identical triangle
This article for teachers describes several games, found on the
site, all of which have a related structure that can be used to
develop the skills of strategic planning.
Find some examples of pairs of numbers such that their sum is a
factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and
16 is a factor of 48.
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Can all unit fractions be written as the sum of two unit fractions?
One block is needed to make an up-and-down staircase, with one step
up and one step down. How many blocks would be needed to build an
up-and-down staircase with 5 steps up and 5 steps down?
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.
How many ways can you find to do up all four buttons on my coat?
How about if I had five buttons? Six ...?
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
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?
Imagine you have a large supply of 3kg and 8kg weights. How many of
each weight would you need for the average (mean) of the weights to
be 6kg? What other averages could you have?
In this problem we are looking at sets of parallel sticks that
cross each other. What is the least number of crossings you can
make? And the greatest?
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
A package contains a set of resources designed to develop
pupils’ mathematical thinking. This package places a
particular emphasis on “generalising” and is designed
to meet the. . . .
Charlie has moved between countries and the average income of both
has increased. How can this be so?
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 the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .
It's easy to work out the areas of most squares that we meet, but
what if they were tilted?