At the time of writing the hour and minute hands of my clock are at right angles. How long will it be before they are at right angles again?

On a clock the three hands - the second, minute and hour hands - are on the same axis. How often in a 24 hour day will the second hand be parallel to either of the two other hands?

I found these clocks in the Arts Centre at the University of Warwick intriguing - do they really need four clocks and what times would be ambiguous with only two or three of them?

A bus route has a total duration of 40 minutes. Every 10 minutes, two buses set out, one from each end. How many buses will one bus meet on its way from one end to the other end?

Join pentagons together edge to edge. Will they form a ring?

Every day at noon a boat leaves Le Havre for New York while another boat leaves New York for Le Havre. The ocean crossing takes seven days. How many boats will each boat cross during their journey?

Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?

A train leaves on time. After it has gone 8 miles (at 33mph) the driver looks at his watch and sees that the hour hand is exactly over the minute hand. When did the train leave the station?

Anne completes a circuit around a circular track in 40 seconds. Brenda runs in the opposite direction and meets Anne every 15 seconds. How long does it take Brenda to run around the track?

What shape is made when you fold using this crease pattern? Can you make a ring design?

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

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 looks at levels of geometric thinking and the types of activities required to develop this thinking.

Make a flower design using the same shape made out of different sizes of paper.

Can you work out what shape is made by folding in this way? Why not create some patterns using this shape but in different sizes?

Billy's class had a robot called Fred who could draw with chalk held underneath him. What shapes did the pupils make Fred draw?

These points all mark the vertices (corners) of ten hidden squares. Can you find the 10 hidden squares?

If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?

Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.

Can you mark 4 points on a flat surface so that there are only two different distances between them?

Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?

Can you fit the tangram pieces into the outlines of the convex shapes?

Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.

A game for 2 people. Take turns joining two dots, until your opponent is unable to move.

Can you recreate these designs? What are the basic units? What movement is required between each unit? Some elegant use of procedures will help - variables not essential.

Can you work out what is wrong with the cogs on a UK 2 pound coin?

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?

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

This problem invites you to build 3D shapes using two different triangles. Can you make the shapes from the pictures?

Can you find a way of counting the spheres in these arrangements?

Find a cuboid (with edges of integer values) that has a surface area of exactly 100 square units. Is there more than one? Can you find them all?

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!

Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?

Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?

Imagine a 3 by 3 by 3 cube made of 9 small cubes. Each face of the large cube is painted a different colour. How many small cubes will have two painted faces? Where are they?

Four rods, two of length a and two of length b, are linked to form a kite. The linkage is moveable so that the angles change. What is the maximum area of the kite?

The diagram shows a very heavy kitchen cabinet. It cannot be lifted but it can be pivoted around a corner. The task is to move it, without sliding, in a series of turns about the corners so that it. . . .

Make a cube out of straws and have a go at this practical challenge.

The triangle ABC is equilateral. The arc AB has centre C, the arc BC has centre A and the arc CA has centre B. Explain how and why this shape can roll along between two parallel tracks.

You have been given three shapes made out of sponge: a sphere, a cylinder and a cone. Your challenge is to find out how to cut them to make different shapes for printing.

A circle rolls around the outside edge of a square so that its circumference always touches the edge of the square. Can you describe the locus of the centre of the circle?

Can you maximise the area available to a grazing goat?

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

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.

Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

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?

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,. . . .