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?
How many different sets of numbers with at least four members can you find in the numbers in this box?
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!
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
In how many ways can you stack these rods, following the rules?
Which times on a digital clock have a line of symmetry? Which look the same upside-down? You might like to try this investigation and find out!
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.
Using different numbers of sticks, how many different triangles are you able to make? Can you make any rules about the numbers of sticks that make the most triangles?
If the answer's 2010, what could the question be?
48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?
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. . . .
How many shapes can you build from three red and two green cubes? Can you use what you've found out to predict the number for four red and two green?
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?
An investigation that gives you the opportunity to make and justify predictions.
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?
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
What is the smallest number of tiles needed to tile this patio? Can you investigate patios of different sizes?
I cut this square into two different shapes. What can you say about the relationship between them?
What is the largest cuboid you can wrap in an A3 sheet of paper?
What do these two triangles have in common? How are they related?
This challenge involves calculating the number of candles needed on birthday cakes. It is an opportunity to explore numbers and discover new things.
In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.
What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
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?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
An activity making various patterns with 2 x 1 rectangular tiles.
Investigate what happens when you add house numbers along a street in different ways.
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?
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?
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
Investigate the different ways you could split up these rooms so that you have double the number.
Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.
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?
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 challenge extends the Plants investigation so now four or more children are involved.
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
Formulate and investigate a simple mathematical model for the design of a table mat.
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. . . .
A follow-up activity to Tiles in the Garden.
A challenging activity focusing on finding all possible ways of stacking rods.
How many tiles do we need to tile these patios?
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?
Why does the tower look a different size in each of these pictures?
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?