### There are 13 results

Broad Topics >

Information and Communications Technology > Small software

##### Age 11 to 14 Challenge Level:

If you know the sizes of the angles marked with coloured dots in
this diagram which angles can you find by calculation?

##### Age 14 to 16 Challenge Level:

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

##### Age 11 to 14 Challenge Level:

The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .

##### Age 14 to 16 Challenge Level:

On the 3D grid a strange (and deadly) animal is lurking. Using the tracking system can you locate this creature as quickly as possible?

##### Age 11 to 14 Challenge Level:

Learn how to use the Shuffles interactivity by running through these tutorial demonstrations.

##### Age 11 to 14 Challenge Level:

Show how this pentagonal tile can be used to tile the plane and describe the transformations which map this pentagon to its images in the tiling.

##### Age 11 to 14 Challenge Level:

What can you say about the values of n that make $7^n + 3^n$ a multiple of 10? Are there other pairs of integers between 1 and 10 which have similar properties?

##### Age 14 to 16 Challenge Level:

Medieval stonemasons used a method to construct octagons using ruler and compasses... Is the octagon regular? Proof please.

##### Age 14 to 18 Challenge Level:

Can you find a way to turn a rectangle into a square?

##### Age 14 to 16 Challenge Level:

Balancing interactivity with springs and weights.

##### Age 14 to 16 Challenge Level:

##### Age 14 to 16 Challenge Level:

Discover a handy way to describe reorderings and solve our anagram
in the process.

##### Age 14 to 16 Challenge Level:

We have four rods of equal lengths hinged at their endpoints to
form a rhombus ABCD. Keeping AB fixed we allow CD to take all
possible positions in the plane. What is the locus (or path) of the
point. . . .