I cut this square into two different shapes. What can you say about the relationship between them?
Investigate how this pattern of squares continues. You could measure lengths, areas and angles.
This article for teachers suggests ideas for activities built around 10 and 2010.
If I use 12 green tiles to represent my lawn, how many different ways could I arrange them? How many border tiles would I need each time?
What do these two triangles have in common? How are they related?
A group of children are discussing the height of a tall tree. How would you go about finding out its height?
These pictures were made by starting with a square, finding the half-way point on each side and joining those points up. You could investigate your own starting shape.
How many tiles do we need to tile these patios?
How many ways can you find of tiling the square patio, using square tiles of different sizes?
A follow-up activity to Tiles in the Garden.
Investigate all the different squares you can make on this 5 by 5 grid by making your starting side go from the bottom left hand point. Can you find out the areas of all these squares?
A thoughtful shepherd used bales of straw to protect the area around his lambs. Explore how you can arrange the bales.
What is the smallest number of tiles needed to tile this patio? Can you investigate patios of different sizes?
This practical problem challenges you to create shapes and patterns with two different types of triangle. You could even try overlapping them.
An investigation that gives you the opportunity to make and justify predictions.
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?
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.
Can you make the most extraordinary, the most amazing, the most unusual patterns/designs from these triangles which are made in a special way?
Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?
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?
Investigate the area of 'slices' cut off this cube of cheese. What would happen if you had different-sized block of cheese to start with?
Here are many ideas for you to investigate - all linked with the number 2000.
Bernard Bagnall describes how to get more out of some favourite NRICH investigations.
In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.
Which times on a digital clock have a line of symmetry? Which look the same upside-down? You might like to try this investigation and find out!
Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?
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?
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?
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?
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?
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
Why does the tower look a different size in each of these pictures?
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?
Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?
Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?
Explore one of these five pictures.
Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.
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?
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
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?
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?
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 article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
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. . . .
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?