Explore the effect of reflecting in two intersecting mirror lines.

Explore the effect of reflecting in two parallel mirror lines.

Explore the effect of combining enlargements.

Watch this film carefully. Can you find a general rule for explaining when the dot will be this same distance from the horizontal axis?

Take a counter and surround it by a ring of other counters that MUST touch two others. How many are needed?

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

With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.

A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?

Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?

How can you arrange these 10 matches in four piles so that when you move one match from three of the piles into the fourth, you end up with the same arrangement?

Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?

Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?

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?

These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.

Charlie has moved between countries and the average income of both has increased. How can this be so?

An investigation that gives you the opportunity to make and justify predictions.

Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?

Can you see how to build a harmonic triangle? Can you work out the next two rows?

Find out what a "fault-free" rectangle is and try to make some of your own.

A package contains a set of resources designed to develop pupils’ mathematical thinking. This package places a particular emphasis on “generalising” and is designed to meet the. . . .

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.

It would be nice to have a strategy for disentangling any tangled ropes...

Can you find the values at the vertices when you know the values on the edges?

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

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?

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The winner is the player to take the last counter.

Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have?

Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.

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?

In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?

Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.

The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

Can you describe this route to infinity? Where will the arrows take you next?

This activity involves rounding four-digit numbers to the nearest thousand.

It starts quite simple but great opportunities for number discoveries and patterns!

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

What happens when you round these numbers to the nearest whole number?

What happens when you round these three-digit numbers to the nearest 100?