Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.

Can you show that you can share a square pizza equally between two people by cutting it four times using vertical, horizontal and diagonal cuts through any point inside the square?

Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .

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

Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?

What is the total number of squares that can be made on a 5 by 5 geoboard?

Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?

Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .

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

Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

Can you find the area of a parallelogram defined by two vectors?

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

ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.

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

Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

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

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

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

Great Granddad is very proud of his telegram from the Queen congratulating him on his hundredth birthday and he has friends who are even older than he is... When was he born?

Can you explain the surprising results Jo found when she calculated the difference between square numbers?

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

Nim-7 game for an adult and child. Who will be the one to take the last counter?

Got It game for an adult and child. How can you play so that you know you will always win?

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

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

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

How many moves does it take to swap over some red and blue frogs? Do you have a method?

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

Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.

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.

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

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

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.