Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possible answers?
What happens to the area of a square if you double the length of the sides? Try the same thing with rectangles, diamonds and other shapes. How do the four smaller ones fit into the larger one?
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
What is the largest number of circles we can fit into the frame without them overlapping? How do you know? What will happen if you try the other shapes?
This practical problem challenges you to create shapes and patterns with two different types of triangle. You could even try overlapping them.
Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?
In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.
Investigate the number of paths you can take from one vertex to another in these 3D shapes. Is it possible to take an odd number and an even number of paths to the same vertex?
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 make the most extraordinary, the most amazing, the most unusual patterns/designs from these triangles which are made in a special way?
How many triangles can you make on the 3 by 3 pegboard?
Can you find ways of joining cubes together so that 28 faces are visible?
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
Bernard Bagnall describes how to get more out of some favourite NRICH investigations.
This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.
I cut this square into two different shapes. What can you say about the relationship between them?
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?
What do these two triangles have in common? How are they related?
What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
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?
An activity making various patterns with 2 x 1 rectangular tiles.
Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?
Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.
The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots. What other triangles could you make if you had a rope like this?
This practical investigation invites you to make tessellating shapes in a similar way to the artist Escher.
We went to the cinema and decided to buy some bags of popcorn so we asked about the prices. Investigate how much popcorn each bag holds so find out which we might have bought.
It starts quite simple but great opportunities for number discoveries and patterns!
A group of children are discussing the height of a tall tree. How would you go about finding out its height?
Why does the tower look a different size in each of these pictures?
How many different cuboids can you make when you use four CDs or DVDs? How about using five, then six?
The letters of the word ABACUS have been arranged in the shape of a triangle. How many different ways can you find to read the word ABACUS from this triangular pattern?
Can you create more models that follow these rules?
There are nine teddies in Teddy Town - three red, three blue and three yellow. There are also nine houses, three of each colour. Can you put them on the map of Teddy Town according to the rules?
An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.
I like to walk along the cracks of the paving stones, but not the outside edge of the path itself. How many different routes can you find for me to take?
Let's say you can only use two different lengths - 2 units and 4 units. Using just these 2 lengths as the edges how many different cuboids can you make?
Investigate the different ways you could split up these rooms so that you have double the number.
A follow-up activity to Tiles in the Garden.
How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?
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?
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?
A challenging activity focusing on finding all possible ways of stacking rods.
Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?
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?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
In how many ways can you stack these rods, following the rules?
How many tiles do we need to tile these patios?
What is the largest cuboid you can wrap in an A3 sheet of paper?
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.