A follow-up activity to Tiles in the Garden.
Explore one of these five pictures.
Investigate how this pattern of squares continues. You could measure lengths, areas and angles.
How many ways can you find of tiling the square patio, using square tiles of different sizes?
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?
The letters of the word ABACUS have been arranged in the shape of a triangle. How many different ways can you find to read the word ABACUS from this triangular pattern?
Investigate the number of faces you can see when you arrange three cubes in different ways.
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?
A description of some experiments in which you can make discoveries about triangles.
While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?
A thoughtful shepherd used bales of straw to protect the area around his lambs. Explore how you can arrange the bales.
An investigation that gives you the opportunity to make and justify predictions.
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?
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?
How can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well.
If I use 12 green tiles to represent my lawn, how many different ways could I arrange them? How many border tiles would I need each time?
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.
Investigate the area of 'slices' cut off this cube of cheese. What would happen if you had different-sized block of cheese to start with?
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.
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?
How many tiles do we need to tile these patios?
This challenge extends the Plants investigation so now four or more children are involved.
A challenging activity focusing on finding all possible ways of stacking rods.
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.
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.
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.
Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?
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?
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
Explore the different tunes you can make with these five gourds. What are the similarities and differences between the two tunes you are given?
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?
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?
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?
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?
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?
An activity making various patterns with 2 x 1 rectangular tiles.
What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
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. . . .
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!
This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.
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?