Investigate how this pattern of squares continues. You could measure lengths, areas and angles.
What do these two triangles have in common? How are they related?
This article for teachers suggests ideas for activities built around 10 and 2010.
I cut this square into two different shapes. What can you say about the relationship between them?
Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?
What happens to the area of a square if you double the length of the sides? Try the same thing with rectangles, diamonds and other shapes. How do the four smaller ones fit into the larger one?
Investigate all the different squares you can make on this 5 by 5 grid by making your starting side go from the bottom left hand point. Can you find out the areas of all these squares?
How many ways can you find of tiling the square patio, using square tiles of different sizes?
Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.
A group of children are discussing the height of a tall tree. How would you go about finding out its height?
These pictures were made by starting with a square, finding the half-way point on each side and joining those points up. You could investigate your own starting shape.
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
What is the smallest number of tiles needed to tile this patio? Can you investigate patios of different sizes?
What is the largest number of circles we can fit into the frame without them overlapping? How do you know? What will happen if you try the other shapes?
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
Vincent and Tara are making triangles with the class construction set. They have a pile of strips of different lengths. How many different triangles can they make?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
Try continuing these patterns made from triangles. Can you create your own repeating pattern?
An activity making various patterns with 2 x 1 rectangular tiles.
This problem is intended to get children to look really hard at something they will see many times in the next few months.
Can you find out how the 6-triangle shape is transformed in these tessellations? Will the tessellations go on for ever? Why or why not?
The red ring is inside the blue ring in this picture. Can you rearrange the rings in different ways? Perhaps you can overlap them or put one outside another?
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?
What is the largest cuboid you can wrap in an A3 sheet of paper?
Why does the tower look a different size in each of these pictures?
What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
In this investigation, you must try to make houses using cubes. If the base must not spill over 4 squares and you have 7 cubes which stand for 7 rooms, what different designs can you come up with?
In my local town there are three supermarkets which each has a special deal on some products. If you bought all your shopping in one shop, where would be the cheapest?
Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?
Investigate the different ways you could split up these rooms so that you have double the number.
Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?
Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?
Place this "worm" on the 100 square and find the total of the four squares it covers. Keeping its head in the same place, what other totals can you make?
Let's say you can only use two different lengths - 2 units and 4 units. Using just these 2 lengths as the edges how many different cuboids can you make?
Take 5 cubes of one colour and 2 of another colour. How many different ways can you join them if the 5 must touch the table and the 2 must not touch the table?
This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
Sort the houses in my street into different groups. Can you do it in any other ways?
How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?
I like to walk along the cracks of the paving stones, but not the outside edge of the path itself. How many different routes can you find for me to take?
This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.
If you have three circular objects, you could arrange them so that they are separate, touching, overlapping or inside each other. Can you investigate all the different possibilities?
In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.
In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?
We think this 3x3 version of the game is often harder than the 5x5 version. Do you agree? If so, why do you think that might be?
Follow the directions for circling numbers in the matrix. Add all the circled numbers together. Note your answer. Try again with a different starting number. What do you notice?
Can you create more models that follow these rules?
Make new patterns from simple turning instructions. You can have a go using pencil and paper or with a floor robot.
Three children are going to buy some plants for their birthdays. They will plant them within circular paths. How could they do this?
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.