An activity centred around observations of dots and how we visualise number arrangement patterns.

In this town, houses are built with one room for each person. There are some families of seven people living in the town. In how many different ways can they build their houses?

Imagine a pyramid which is built in square layers of small cubes. If we number the cubes from the top, starting with 1, can you picture which cubes are directly below this first cube?

In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square?

What is the least number of moves you can take to rearrange the bears so that no bear is next to a bear of the same colour?

A magician took a suit of thirteen cards and held them in his hand face down. Every card he revealed had the same value as the one he had just finished spelling. How did this work?

Make one big triangle so the numbers that touch on the small triangles add to 10. You could use the interactivity to help you.

Find your way through the grid starting at 2 and following these operations. What number do you end on?

Cut four triangles from a square as shown in the picture. How many different shapes can you make by fitting the four triangles back together?

Can you make a 3x3 cube with these shapes made from small cubes?

Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?

Can you fit the tangram pieces into the outline of Little Ming?

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

How many different cuboids can you make when you use four CDs or DVDs? How about using five, then six?

How many different triangles can you make on a circular pegboard that has nine pegs?

Move just three of the circles so that the triangle faces in the opposite direction.

This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .

This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

What happens when you try and fit the triomino pieces into these two grids?

Can you work out what shape is made when this piece of paper is folded up using the crease pattern shown?

In how many ways can you fit two of these yellow triangles together? Can you predict the number of ways two blue triangles can be fitted together?

If you can post the triangle with either the blue or yellow colour face up, how many ways can it be posted altogether?

Reasoning about the number of matches needed to build squares that share their sides.

How can the same pieces of the tangram make this bowl before and after it was chipped? Use the interactivity to try and work out what is going on!

Use the three triangles to fill these outline shapes. Perhaps you can create some of your own shapes for a friend to fill?

Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.

If you split the square into these two pieces, it is possible to fit the pieces together again to make a new shape. How many new shapes can you make?

This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .

Investigate the number of paths you can take from one vertex to another in these 3D shapes. Is it possible to take an odd number and an even number of paths to the same vertex?

Take it in turns to place a domino on the grid. One to be placed horizontally and the other vertically. Can you make it impossible for your opponent to play?

How many DIFFERENT quadrilaterals can be made by joining the dots on the 8-point circle?

Exchange the positions of the two sets of counters in the least possible number of moves

This article for teachers describes a project which explores thepower of storytelling to convey concepts and ideas to children.

How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?

Take a rectangle of paper and fold it in half, and half again, to make four smaller rectangles. How many different ways can you fold it up?

Have a go at making a few of these shapes from paper in different sizes. What patterns can you create?

Design an arrangement of display boards in the school hall which fits the requirements of different people.

This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

A tetromino is made up of four squares joined edge to edge. Can this tetromino, together with 15 copies of itself, be used to cover an eight by eight chessboard?

Can you shunt the trucks so that the Cattle truck and the Sheep truck change places and the Engine is back on the main line?

A toy has a regular tetrahedron, a cube and a base with triangular and square hollows. If you fit a shape into the correct hollow a bell rings. How many times does the bell ring in a complete game?

A dog is looking for a good place to bury his bone. Can you work out where he started and ended in each case? What possible routes could he have taken?

Building up a simple Celtic knot. Try the interactivity or download the cards or have a go on squared paper.

You have 4 red and 5 blue counters. How many ways can they be placed on a 3 by 3 grid so that all the rows columns and diagonals have an even number of red counters?

Can you find ways of joining cubes together so that 28 faces are visible?