A follow-up activity to Tiles in the Garden.

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?

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 make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?

Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.

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?

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?

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

Can you make the most extraordinary, the most amazing, the most unusual patterns/designs from these triangles which are made in a special way?

This practical investigation invites you to make tessellating shapes in a similar way to the artist Escher.

This practical problem challenges you to create shapes and patterns with two different types of triangle. You could even try overlapping them.

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?

Why does the tower look a different size in each of these pictures?

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?

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

I cut this square into two different shapes. What can you say about the relationship between them?

In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.

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?

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?

Investigate the different ways these aliens count in this challenge. You could start by thinking about how each of them would write our number 7.

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?

Investigate the numbers that come up on a die as you roll it in the direction of north, south, east and west, without going over the path it's already made.

How many faces can you see when you arrange these three cubes in different ways?

Here are many ideas for you to investigate - all linked with the number 2000.

What do these two triangles have in common? How are they related?

Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?

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.

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?

Make new patterns from simple turning instructions. You can have a go using pencil and paper or with a floor robot.

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.

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

Investigate and explain the patterns that you see from recording just the units digits of numbers in the times tables.

In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?

Investigate these hexagons drawn from different sized equilateral triangles.

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

How many different sets of numbers with at least four members can you find in the numbers in this box?

Investigate what happens when you add house numbers along a street in different ways.

Investigate how this pattern of squares continues. You could measure lengths, areas and angles.

What is the largest cuboid you can wrap in an A3 sheet of paper?

Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.

We need to wrap up this cube-shaped present, remembering that we can have no overlaps. What shapes can you find to use?

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.

"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?

Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?

A thoughtful shepherd used bales of straw to protect the area around his lambs. Explore how you can arrange the bales.

How can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well.