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

Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?

The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .

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?

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

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?

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

It starts quite simple but great opportunities for number discoveries and patterns!

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.

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.

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.

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.

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

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

Can you find sets of sloping lines that enclose a square?

What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?

Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.

A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?

Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

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.

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. . . .

Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

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

The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

Can all unit fractions be written as the sum of two unit fractions?

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

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.

How many centimetres of rope will I need to make another mat just like the one I have here?

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?

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

It would be nice to have a strategy for disentangling any tangled ropes...

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?

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

Can you find the values at the vertices when you know the values on the edges?

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

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?

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?