Make new patterns from simple turning instructions. You can have a go using pencil and paper or with a floor robot.

The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.

These caterpillars have 16 parts. What different shapes do they make if each part lies in the small squares of a 4 by 4 square?

Can you see how to build a harmonic triangle? Can you work out the next two rows?

A hundred square has been printed on both sides of a piece of paper. What is on the back of 100? 58? 23? 19?

How many more miles must the car travel before the numbers on the milometer and the trip meter contain the same digits in the same order?

Evaluate these powers of 67. What do you notice? Can you convince someone what the answer would be to (a million sixes followed by a 7) squared?

In 15 years' time my age will be the square of my age 15 years ago. Can you work out my age, and when I had other special birthdays?

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.

Investigate the totals you get when adding numbers on the diagonal of this pattern in threes.

This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.

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

A case is found with a combination lock. There is one clue about the number needed to open the case. Can you find the number and open the case?

A introduction to how patterns can be deceiving, and what is and is not a proof.

Imagine a machine with four coloured lights which respond to different rules. Can you find the smallest possible number which will make all four colours light up?

Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?

This activity asks you to collect information about the birds you see in the garden. Are there patterns in the data or do the birds seem to visit randomly?

Use the interactivity to sort these numbers into sets. Can you give each set a name?

In this investigation, we look at Pascal's Triangle in a slightly different way - rotated and with the top line of ones taken off.

Use the interactivity to play two of the bells in a pattern. How do you know when it is your turn to ring, and how do you know which bell to ring?

Use the interactivity to listen to the bells ringing a pattern. Now it's your turn! Play one of the bells yourself. How do you know when it is your turn to ring?

Bellringers have a special way to write down the patterns they ring. Learn about these patterns and draw some of your own.

Investigate and explain the patterns that you see from recording just the units digits of numbers in the times tables.

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

Can you find any perfect numbers? Read this article to find out more...

This article for teachers describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.

Make an estimate of how many light fittings you can see. Was your estimate a good one? How can you decide?

Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?

Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.

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

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .

Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.

This number has 903 digits. What is the sum of all 903 digits?

Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?

How many ways can the terms in an ordered list be combined by repeating a single binary operation. Show that for 4 terms there are 5 cases and find the number of cases for 5 terms and 6 terms.

An article which gives an account of some properties of magic squares.

An account of some magic squares and their properties and and how to construct them for yourself.

Solve this famous unsolved problem and win a prize. Take a positive integer N. If even, divide by 2; if odd, multiply by 3 and add 1. Iterate. Prove that the sequence always goes to 4,2,1,4,2,1...

The final of five articles which containe the proof of why the sequence introduced in article IV either reaches the fixed point 0 or the sequence enters a repeating cycle of four values.

Start with any whole number N, write N as a multiple of 10 plus a remainder R and produce a new whole number N'. Repeat. What happens?

In this third of five articles we prove that whatever whole number we start with for the Happy Number sequence we will always end up with some set of numbers being repeated over and over again.

This article extends the discussions in "Whole number dynamics I". Continuing the proof that, for all starting points, the Happy Number sequence goes into a loop or homes in on a fixed point.

The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.

What are the coordinates of this shape after it has been transformed in the ways described? Compare these with the original coordinates. What do you notice about the numbers?