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

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

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

Swap the stars with the moons, using only knights' moves (as on a chess board). What is the smallest number of moves possible?

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

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

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

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

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

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 ...

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

Bilbo goes on an adventure, before arriving back home. Using the information given about his journey, can you work out where Bilbo lives?

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 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?

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.

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

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

Can you visualise what shape this piece of paper will make when it is folded?

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?

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?

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!

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

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?

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

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?

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?

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?

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?

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.

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.

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?

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

A shape and space game for 2,3 or 4 players. Be the last person to be able to place a pentomino piece on the playing board. Play with card, or on the computer.

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

Which of these dice are right-handed and which are left-handed?

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.

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.

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.

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,. . . .