To avoid losing think of another very well known game where the patterns of play are similar.

How many solutions can you find to this sum? Each of the different letters stands for a different number.

The Enigma Project's James Grime has created a video code challenge. Watch it here!

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. . . .

It's Olympic year - can you construct the icon of the Olympic Rings using Twilgo?

In y = ax +b when are a, -b/a, b in arithmetic progression. The polynomial y = ax^2 + bx + c has roots r1 and r2. Can a, r1, b, r2 and c be in arithmetic progression?

This feature will help you embed the three aims of the curriculum into the teaching and learning of geometry.

Weekly Problem 52 - 2009

How did Jenny figure out that Tom's cards added to an even number?

Can you each work out what shape you have part of on your card? What will the rest of it look like?

How will you go about finding all the jigsaw pieces that have one peg and one hole?

A video clip of Jo Boaler talking about Complex Instruction.

A train leaves on time. After it has gone 8 miles (at 33mph) the driver looks at his watch and sees that the hour hand is exactly over the minute hand. When did the train leave the station?

Looking at the picture of this Jomista Mat, can you decribe what you see? Why not try and make one yourself?

Investigate the different distances of these car journeys and find out how long they take.

Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

Alf describes how the Gattegno chart helped a class of 7-9 year olds gain an awareness of place value and of the inverse relationship between multiplication and division.

You have four jugs of 9, 7, 4 and 2 litres capacity. The 9 litre jug is full of wine, the others are empty. Can you divide the wine into three equal quantities?

These lower primary tasks all involve geometry - describing and sorting shapes, turning (or angles) and pattern.

These upper primary tasks all involve geometry - describing, constructing, reflecting, rotating or translating shapes along with angles.

After training hard, these two children have improved their results. Can you work out the length or height of their first jumps?

El Crico the cricket has to cross a square patio to get home. He can jump the length of one tile, two tiles and three tiles. Can you find a path that would get El Crico home in three jumps?

A conveyor belt, with tins placed at regular intervals, is moving at a steady rate towards a labelling machine. A gerbil starts from the beginning of the belt and jumps from tin to tin.

A game for 1 person to develop stategy and shape and space awareness. 12 counters are placed on a board. Counters are removed one at a time. The aim is to be left with only 1 counter.

In this problem it is not the squares that jump, you do the jumping! The idea is to go round the track in as few jumps as possible.

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional. . . .

Have a go at this well-known challenge. Can you swap the frogs and toads in as few slides and jumps as possible?

A and C are the opposite vertices of a square ABCD, and have coordinates (a,b) and (c,d), respectively. What are the coordinates of the vertices B and D? What is the area of the square?

Think of any three-digit number. Repeat the digits. The 6-digit number that you end up with is divisible by 91. Is this a coincidence?

P is a point on the circumference of a circle radius r which rolls, without slipping, inside a circle of radius 2r. What is the locus of P?

Three semi-circles have a common diameter, each touches the other two and two lie inside the biggest one. What is the radius of the circle that touches all three semi-circles?