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?
All types of mathematical problems serve a useful purpose in mathematics teaching, but different types of problem will achieve different learning objectives. In generalmore open-ended problems have. . . .
Place the 16 different combinations of cup/saucer in this 4 by 4 arrangement so that no row or column contains more than one cup or saucer of the same colour.
There are three tables in a room with blocks of chocolate on each. Where would be the best place for each child in the class to sit if they came in one at a time?
It starts quite simple but great opportunities for number discoveries and patterns!
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
This challenge extends the Plants investigation so now four or more children are involved.
Use your mouse to move the red and green parts of this disc. Can you make images which show the turnings described?
An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
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.
Which way of flipping over and/or turning this grid will give you the highest total? You'll need to imagine where the numbers will go in this tricky task!
There are nine teddies in Teddy Town - three red, three blue and three yellow. There are also nine houses, three of each colour. Can you put them on the map of Teddy Town according to the rules?
A challenging activity focusing on finding all possible ways of stacking rods.
Sort the houses in my street into different groups. Can you do it in any other ways?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
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?
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.
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?
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?
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?
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!
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?
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?
We went to the cinema and decided to buy some bags of popcorn so we asked about the prices. Investigate how much popcorn each bag holds so find out which we might have bought.
Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.
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 if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.
In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?
In this investigation, we look at Pascal's Triangle in a slightly different way - rotated and with the top line of ones taken off.
What is the largest cuboid you can wrap in an A3 sheet of paper?
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
This challenge involves calculating the number of candles needed on birthday cakes. It is an opportunity to explore numbers and discover new things.
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?
Many natural systems appear to be in equilibrium until suddenly a critical point is reached, setting up a mudslide or an avalanche or an earthquake. In this project, students will use a simple. . . .
How will you decide which way of flipping over and/or turning the grid will give you the highest total?
In how many ways can you stack these rods, following the rules?
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
A group of children are discussing the height of a tall tree. How would you go about finding out its height?
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
How many models can you find which obey these rules?
Can you create more models that follow these rules?
This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.
Have a go at this 3D extension to the Pebbles problem.
Make new patterns from simple turning instructions. You can have a go using pencil and paper or with a floor robot.
What do these two triangles have in common? How are they related?