See if you can anticipate successive 'generations' of the two animals shown here.

A cheap and simple toy with lots of mathematics. Can you interpret the images that are produced? Can you predict the pattern that will be produced using different wheels?

ABCDEFGH is a 3 by 3 by 3 cube. Point P is 1/3 along AB (that is AP : PB = 1 : 2), point Q is 1/3 along GH and point R is 1/3 along ED. What is the area of the triangle PQR?

What can you see? What do you notice? What questions can you ask?

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

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?

Use a single sheet of A4 paper and make a cylinder having the greatest possible volume. The cylinder must be closed off by a circle at each end.

This task depends on groups working collaboratively, discussing and reasoning to agree a final product.

A rectangular field has two posts with a ring on top of each post. There are two quarrelsome goats and plenty of ropes which you can tie to their collars. How can you secure them so they can't. . . .

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. . . .

What shape is the overlap when you slide one of these shapes half way across another? Can you picture it in your head? Use the interactivity to check your visualisation.

Given a 2 by 2 by 2 skeletal cube with one route `down' the cube. How many routes are there from A to B?

A half-cube is cut into two pieces by a plane through the long diagonal and at right angles to it. Can you draw a net of these pieces? Are they identical?

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?

Semi-regular tessellations combine two or more different regular polygons to fill the plane. Can you find all the semi-regular tessellations?

How can you make an angle of 60 degrees by folding a sheet of paper twice?

Show that among the interior angles of a convex polygon there cannot be more than three acute angles.

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

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

Which of the following cubes can be made from these nets?

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?

Can you maximise the area available to a grazing goat?

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 use small coloured cubes to make a 3 by 3 by 3 cube so that each face of the bigger cube contains one of each colour?

Draw three straight lines to separate these shapes into four groups - each group must contain one of each shape.

When I fold a 0-20 number line, I end up with 'stacks' of numbers on top of each other. These challenges involve varying the length of the number line and investigating the 'stack totals'.

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 cut a regular hexagon into two pieces to make a parallelogram? Try cutting it into three pieces to make a rhombus!

A tilted square is a square with no horizontal sides. Can you devise a general instruction for the construction of a square when you are given just one of its sides?

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

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

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

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?

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,. . . .

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?

What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.

Can you fit the tangram pieces into the outline of this plaque design?

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

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

Can you fit the tangram pieces into the outline of these convex shapes?

Can you fit the tangram pieces into the outline of this goat and giraffe?

Can you fit the tangram pieces into the outline of this sports car?

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

Can you fit the tangram pieces into the outline of the rocket?

A game for 2 players. Given a board of dots in a grid pattern, players take turns drawing a line by connecting 2 adjacent dots. Your goal is to complete more squares than your opponent.

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.

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

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.