Explore the effect of reflecting in two parallel mirror lines.

Explore the effect of combining enlargements.

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?

Explore the effect of reflecting in two intersecting mirror lines.

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. . . .

What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?

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.

Can you show that you can share a square pizza equally between two people by cutting it four times using vertical, horizontal and diagonal cuts through any point inside the square?

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?

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?

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 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.

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 loser is the player who takes the last counter.

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.

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

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?

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?”

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

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

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

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

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. . . .

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

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.

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.

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. . . .

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

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?

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Charlie has moved between countries and the average income of both has increased. How can this be so?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

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

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

Can you explain the surprising results Jo found when she calculated the difference between square numbers?

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

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

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?

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

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

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