Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?
What can you say about the child who will be first on the playground tomorrow morning at breaktime in your school?
What statements can you make about the car that passes the school gates at 11am on Monday? How will you come up with statements and test your ideas?
Many natural systems appear to be in equilibrium until suddenly a critical point is reached, setting up a mudslide or an avalanche or an earthquake. In this project, students will use a simple. . . .
This activity asks you to collect information about the birds you see in the garden. Are there patterns in the data or do the birds seem to visit randomly?
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
Work with numbers big and small to estimate and calculate various quantities in biological contexts.
Which way of flipping over and/or turning this grid will give you the highest total? You'll need to imagine where the numbers will go in this tricky task!
How many different sets of numbers with at least four members can you find in the numbers in this box?
There are three tables in a room with blocks of chocolate on each. Where would be the best place for each child in the class to sit if they came in one at a time?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
An investigation that gives you the opportunity to make and justify predictions.
Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.
Follow the directions for circling numbers in the matrix. Add all the circled numbers together. Note your answer. Try again with a different starting number. What do you notice?
This article for teachers suggests ideas for activities built around 10 and 2010.
If the answer's 2010, what could the question be?
Using different numbers of sticks, how many different triangles are you able to make? Can you make any rules about the numbers of sticks that make the most triangles?
Can you find ways of joining cubes together so that 28 faces are visible?
This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?
I cut this square into two different shapes. What can you say about the relationship between them?
How many shapes can you build from three red and two green cubes? Can you use what you've found out to predict the number for four red and two green?
In my local town there are three supermarkets which each has a special deal on some products. If you bought all your shopping in one shop, where would be the cheapest?
Can you find out how the 6-triangle shape is transformed in these tessellations? Will the tessellations go on for ever? Why or why not?
In this investigation, you must try to make houses using cubes. If the base must not spill over 4 squares and you have 7 cubes which stand for 7 rooms, what different designs can you come up with?
Investigate what happens when you add house numbers along a street in different ways.
What is the smallest number of tiles needed to tile this patio? Can you investigate patios of different sizes?
A description of some experiments in which you can make discoveries about triangles.
Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?
All types of mathematical problems serve a useful purpose in mathematics teaching, but different types of problem will achieve different learning objectives. In generalmore open-ended problems have. . . .
What do these two triangles have in common? How are they related?
This challenge involves calculating the number of candles needed on birthday cakes. It is an opportunity to explore numbers and discover new things.
An activity making various patterns with 2 x 1 rectangular tiles.
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
What is the largest cuboid you can wrap in an A3 sheet of paper?
In this investigation, you are challenged to make mobile phone numbers which are easy to remember. What happens if you make a sequence adding 2 each time?
What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.
What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.
Make new patterns from simple turning instructions. You can have a go using pencil and paper or with a floor robot.
Why does the tower look a different size in each of these pictures?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?
Formulate and investigate a simple mathematical model for the design of a table mat.
It starts quite simple but great opportunities for number discoveries and patterns!
A follow-up activity to Tiles in the Garden.
A challenging activity focusing on finding all possible ways of stacking rods.