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.
How many tiles do we need to tile these patios?
Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?
What do these two triangles have in common? How are they related?
How many ways can you find of tiling the square patio, using square tiles of different sizes?
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.
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?
A group of children are discussing the height of a tall tree. How would you go about finding out its height?
This article for teachers suggests ideas for activities built around 10 and 2010.
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.
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?
What is the smallest number of tiles needed to tile this patio? Can you investigate patios of different sizes?
A follow-up activity to Tiles in the Garden.
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
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?
Can you make the most extraordinary, the most amazing, the most unusual patterns/designs from these triangles which are made in a special way?
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.
Bernard Bagnall describes how to get more out of some favourite NRICH investigations.
Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.
Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?
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?
In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.
If we had 16 light bars which digital numbers could we make? How will you know you've found them all?
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?
Have a go at this 3D extension to the Pebbles problem.
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!
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?
When newspaper pages get separated at home we have to try to sort them out and get things in the correct order. How many ways can we arrange these pages so that the numbering may be different?
Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?
We need to wrap up this cube-shaped present, remembering that we can have no overlaps. What shapes can you find to use?
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.
Here are many ideas for you to investigate - all linked with the number 2000.
What is the largest cuboid you can wrap in an A3 sheet of paper?
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?
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 is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
If you have three circular objects, you could arrange them so that they are separate, touching, overlapping or inside each other. Can you investigate all the different possibilities?
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 investigation that gives you the opportunity to make and justify predictions.
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
The challenge here is to find as many routes as you can for a fence to go so that this town is divided up into two halves, each with 8 blocks.
Why does the tower look a different size in each of these pictures?
This practical investigation invites you to make tessellating shapes in a similar way to the artist Escher.
You cannot choose a selection of ice cream flavours that includes totally what someone has already chosen. Have a go and find all the different ways in which seven children can have ice cream.
Ana and Ross looked in a trunk in the attic. They found old cloaks and gowns, hats and masks. How many possible costumes could they make?