A variant on the game Alquerque
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
Move just three of the circles so that the triangle faces in the opposite direction.
This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .
Think of a number, square it and subtract your starting number. Is the number you’re left with odd or even? How do the images help to explain this?
The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.
Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.
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?
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?
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?
A useful visualising exercise which offers opportunities for discussion and generalising, and which could be used for thinking about the formulae needed for generating the results on a spreadsheet.
Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.
Can you work out how many cubes were used to make this open box? What size of open box could you make if you had 112 cubes?
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?
Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?
These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?
What is the best way to shunt these carriages so that each train can continue its journey?
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?
Have a go at this 3D extension to the Pebbles problem.
A game for 2 players. Can be played online. One player has 1 red counter, the other has 4 blue. The red counter needs to reach the other side, and the blue needs to trap the red.
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
The image in this problem is part of a piece of equipment found in the playground of a school. How would you describe it to someone over the phone?
Can you find a way of representing these arrangements of balls?
On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?
Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
Design an arrangement of display boards in the school hall which fits the requirements of different people.
What is the shape of wrapping paper that you would need to completely wrap this model?
For this task, you'll need an A4 sheet and two A5 transparent sheets. Decide on a way of arranging the A5 sheets on top of the A4 sheet and explore ...
Can you predict when you'll be clapping and when you'll be clicking if you start this rhythm? How about when a friend begins a new rhythm at the same time?
Can you cover the camel with these pieces?
This article looks at levels of geometric thinking and the types of activities required to develop this thinking.
What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.
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,. . . .
Here's a simple way to make a Tangram without any measuring or ruling lines.
Have a look at what happens when you pull a reef knot and a granny knot tight. Which do you think is best for securing things together? Why?
A hundred square has been printed on both sides of a piece of paper. What is on the back of 100? 58? 23? 19?
Can you fit the tangram pieces into the outline of Little Ming and Little Fung dancing?
Can you fit the tangram pieces into the outlines of the workmen?
Can you fit the tangram pieces into the outlines of the candle and sundial?
Can you arrange the shapes in a chain so that each one shares a face (or faces) that are the same shape as the one that follows it?
Can you cut a regular hexagon into two pieces to make a parallelogram? Try cutting it into three pieces to make a rhombus!
Use the three triangles to fill these outline shapes. Perhaps you can create some of your own shapes for a friend to fill?
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?
An extension of noughts and crosses in which the grid is enlarged and the length of the winning line can to altered to 3, 4 or 5.
Make a cube out of straws and have a go at this practical challenge.
Reasoning about the number of matches needed to build squares that share their sides.
What shape has Harry drawn on this clock face? Can you find its area? What is the largest number of square tiles that could cover this area?
Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.