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12 problems, 2 games, 7 articles, 5 general resources, 2 interactive environments, 10 Lists, 20 from Stage 1, 29 from Stage 2, 5 from Stage 3, 3 from Stage 4, 1 from Stage 5

An environment which simulates working with Cuisenaire rods.

An environment which simulates working with Cuisenaire rods.

These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?

Can you make arrange Cuisenaire rods so that they make a 'spiral' with right angles at the corners?

Here are some rods that are different colours. How could I make a dark green rod using yellow and white rods?

Can you find all the different ways of lining up these Cuisenaire rods?

Details of the activities shared with teachers participating in this series of six half days at Wroxham School.

Train game for an adult and child. Who will be the first to make the train?

Here are some challenges that you can work on and then see if you can convince someone that your solutions are right! Have a go!

General-purpose interactives for use in primary schools

How many trains can you make which are the same length as Matt's, using rods that are identical?

You and your friends are probably quite good at imagining things and seeing things in lots of different ways. Here you'll put that to use in doing some maths challenges.

Using only the red and white rods, how many different ways are there to make up the other colours of rod?

In these activities, you can practise your skills with adding and taking away. You can also solve problems about what happens when we add or take away different numbers!

Use the Cuisenaire rods environment to investigate ratio. Can you find pairs of rods in the ratio 3:2? How about 9:6?

Can you make a train the same length as Laura's but using three differently coloured rods? Is there only one way of doing it?

Using only the red and white rods, how many different ways are there to make up the other colours of rod?

A thoughtful shepherd used bales of straw to protect the area around his lambs. Explore how you can arrange the bales.

Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.

Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

This article looks at how images, concrete apparatus and representations can help students develop deeper understandings of abstract mathematical ideas.

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.

By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.

This article develops the idea of 'ten-ness' as an important element of place value.

In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.

This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.

Find out about the primary maths Leadership project that NRICH is running in Haringey during the academic year 2015-16.