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

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

What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

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.

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

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. . . .

In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?

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

To avoid losing think of another very well known game where the patterns of play are similar.

Investigate sequences given by $a_n = \frac{1+a_{n-1}}{a_{n-2}}$ for different choices of the first two terms. Make a conjecture about the behaviour of these sequences. Can you prove your conjecture?

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.

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.

A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.

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

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

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

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

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?

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

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

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?

A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?

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

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.

A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.

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. . . .

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.

Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .

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. . . .

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. . . .

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?

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.

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?

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.

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

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

A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?

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?

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

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

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

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