What statements can you make about the car that passes the school gates at 11am on Monday? How will you come up with statements and test your ideas?
What can you say about the child who will be first on the playground tomorrow morning at breaktime in your school?
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?
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?
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. . . .
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?
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
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?
I cut this square into two different shapes. What can you say about the relationship between them?
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?
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?
An investigation that gives you the opportunity to make and justify predictions.
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
Can you find ways of joining cubes together so that 28 faces are visible?
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.
In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.
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?
This article for teachers suggests ideas for activities built around 10 and 2010.
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?
Explore the different tunes you can make with these five gourds. What are the similarities and differences between the two tunes you are given?
What is the smallest number of tiles needed to tile this patio? Can you investigate patios of different sizes?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
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?
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 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?
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 this investigation, you are challenged to make mobile phone numbers which are easy to remember. What happens if you make a sequence adding 2 each time?
What is the largest cuboid you can wrap in an A3 sheet of paper?
A description of some experiments in which you can make discoveries about triangles.
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!
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?
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. . . .
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
What do these two triangles have in common? How are they related?
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
Have a go at this 3D extension to the Pebbles problem.
How many tiles do we need to tile these patios?
In how many ways can you stack these rods, following the rules?
How will you decide which way of flipping over and/or turning the grid will give you the highest total?
Numbers arranged in a square but some exceptional spatial awareness probably needed.
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
Why does the tower look a different size in each of these pictures?
A group of children are discussing the height of a tall tree. How would you go about finding out its height?
A challenging activity focusing on finding all possible ways of stacking rods.
A follow-up activity to Tiles in the Garden.
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?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.