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

Learn how to draw circles using Logo. Wait a minute! Are they really circles? If not what are they?

Can you reproduce the design comprising a series of concentric circles? Test your understanding of the realtionship betwwn the circumference and diameter of a circle.

Thinking of circles as polygons with an infinite number of sides - but how does this help us with our understanding of the circumference of circle as pi x d? This challenge investigates. . . .

Recreating the designs in this challenge requires you to break a problem down into manageable chunks and use the relationships between triangles and hexagons. An exercise in detail and elegance.

Explore patterns based on a rhombus. How can you enlarge the pattern - or explode it?

In LOGO circles can be described in terms of polygons with an infinite (in this case large number) of sides - investigate this definition further.

The challenge is to produce elegant solutions. Elegance here implies simplicity. The focus is on rhombi, in particular those formed by jointing two equilateral triangles along an edge.

Two circles are enclosed by a rectangle 12 units by x units. The distance between the centres of the two circles is x/3 units. How big is x?

This article for pupils gives some examples of how circles have featured in people's lives for centuries.

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?

'What Shape?' activity for adult and child. Can you ask good questions so you can work out which shape your partner has chosen?

This task develops spatial reasoning skills. By framing and asking questions a member of the team has to find out what mathematical object they have chosen.

Bluey-green, white and transparent squares with a few odd bits of shapes around the perimeter. But, how many squares are there of each type in the complete circle? Study the picture and make. . . .

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?

Explain how the thirteen pieces making up the regular hexagon shown in the diagram can be re-assembled to form three smaller regular hexagons congruent to each other.

Can you work out the area of the inner square and give an explanation of how you did it?

Which is a better fit, a square peg in a round hole or a round peg in a square hole?

A floor is covered by a tessellation of equilateral triangles, each having three equal arcs inside it. What proportion of the area of the tessellation is shaded?

Have a go at creating these images based on circles. What do you notice about the areas of the different sections?

A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .

This shape comprises four semi-circles. What is the relationship between the area of the shaded region and the area of the circle on AB as diameter?

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?

This article gives an wonderful insight into students working on the Arclets problem that first appeared in the Sept 2002 edition of the NRICH website.

Two semi-circles (each of radius 1/2) touch each other, and a semi-circle of radius 1 touches both of them. Find the radius of the circle which touches all three semi-circles.

Follow the instructions and you can take a rectangle, cut it into 4 pieces, discard two small triangles, put together the remaining two pieces and end up with a rectangle the same size. Try it!

A circle touches the lines OA, OB and AB where OA and OB are perpendicular. Show that the diameter of the circle is equal to the perimeter of the triangle

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.

If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

By inscribing a circle in a square and then a square in a circle find an approximation to pi. By using a hexagon, can you improve on the approximation?

Read about David Hilbert who proved that any polygon could be cut up into a certain number of pieces that could be put back together to form any other polygon of equal area.

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

The computer has made a rectangle and will tell you the number of spots it uses in total. Can you find out where the rectangle is?

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?

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.

M is any point on the line AB. Squares of side length AM and MB are constructed and their circumcircles intersect at P (and M). Prove that the lines AD and BE produced pass through P.

A kite shaped lawn consists of an equilateral triangle ABC of side 130 feet and an isosceles triangle BCD in which BD and CD are of length 169 feet. A gardener has a motor mower which cuts strips of. . . .

Given a square ABCD of sides 10 cm, and using the corners as centres, construct four quadrants with radius 10 cm each inside the square. The four arcs intersect at P, Q, R and S. Find the. . . .

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?

Can you find a relationship between the area of the crescents and the area of the triangle?

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

The diagonals of a trapezium divide it into four parts. Can you create a trapezium where three of those parts are equal in area?

Straight lines are drawn from each corner of a square to the mid points of the opposite sides. Express the area of the octagon that is formed at the centre as a fraction of the area of the square.

Can you find the areas of the trapezia in this sequence?

Investigate constructible images which contain rational areas.

Can Jo make a gym bag for her trainers from the piece of fabric she has?

Equal circles can be arranged so that each circle touches four or six others. What percentage of the plane is covered by circles in each packing pattern? ...