This task looks at the different turns involved in different Olympic sports as a way of exploring the mathematics of turns and angles.

What is the same and what is different about these tiling patterns and how do they contribute to the floor as a whole?

Can you put these times on the clocks in order? You might like to arrange them in a circle.

Can you spot circles, spirals and other types of curves in these photos?

Can you imagine where I could have walked for my path to look like this?

One day five small animals in my garden were going to have a sports day. They decided to have a swimming race, a running race, a high jump and a long jump.

How does the time of dawn and dusk vary? What about the Moon, how does that change from night to night? Is the Sun always the same? Gather data to help you explore these questions.

Design your own scoring system and play Trumps with these Olympic Sport cards.

This activity challenges you to decide on the 'best' number to use in each statement. You may need to do some estimating, some calculating and some research.

Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.

Noticing the regular movement of the Sun and the stars has led to a desire to measure time. This article for teachers and learners looks at the history of man's need to measure things.

Jenny Murray describes the mathematical processes behind making patchwork in this article for students.

There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper.

In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.

How can people be divided into groups fairly for events in the Paralympics, for school sports days, or for subject sets?