Make a clinometer and use it to help you estimate the heights of
An activity for high-attaining learners which involves making a new cylinder from a cardboard tube.
What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?
What angle is needed for a ball to do a circuit of the billiard
table and then pass through its original position?
Make five different quadrilaterals on a nine-point pegboard,
without using the centre peg. Work out the angles in each
quadrilateral you make. Now, what other relationships you can see?
Construct this design using only compasses
Make an equilateral triangle by folding paper and use it to make
patterns of your own.
Measure the two angles. What do you notice?
Suggestions for worthwhile mathematical activity on the subject of
angle measurement for all pupils.
A metal puzzle which led to some mathematical questions.
Pythagoras of Samos was a Greek philosopher who lived from about 580 BC to about 500 BC. Find out about the important developments he made in mathematics, astronomy, and the theory of music.
My train left London between 6 a.m. and 7 a.m. and arrived in Paris
between 9 a.m. and 10 a.m. At the start and end of the journey the
hands on my watch were in exactly the same positions but the. . . .
On a clock the three hands - the second, minute and hour hands - are on the same axis. How often in a 24 hour day will the second hand be parallel to either of the two other hands?
How good are you at estimating angles?
Explore patterns based on a rhombus. How can you enlarge the
pattern - or explode it?
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose
Consider a watch face which has identical hands and identical marks
for the hours. It is opposite to a mirror. When is the time as read
direct and in the mirror exactly the same between 6 and 7?
Have you ever noticed how mathematical ideas are often used in patterns that we see all around us? This article describes the life of Escher who was a passionate believer that maths and art can be. . . .