Arranging counters activity for adult and child. Can you create the pattern of counters that your partner has made, just by asking questions?

This task requires learners to explain and help others, asking and answering questions.

This task depends on groups working collaboratively, discussing and reasoning to agree a final product.

When I fold a 0-20 number line, I end up with 'stacks' of numbers on top of each other. These challenges involve varying the length of the number line and investigating the 'stack totals'.

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.

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

Here are two kinds of spirals for you to explore. What do you notice?

You'll need to work in a group on this problem. Use your sticky notes to show the answer to questions such as 'how many girls are there in your group?'.

In this challenge, buckets come in five different sizes. If you choose some buckets, can you investigate the different ways in which they can be filled?

This project challenges you to work out the number of cubes hidden under a cloth. What questions would you like to ask?

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

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

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

This task requires learners to explain and help others, asking and answering questions.

Explore this interactivity and see if you can work out what it does. Could you use it to estimate the area of a shape?

This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.

This task depends on learners sharing reasoning, listening to opinions, reflecting and pulling ideas together.

Shut the Box game for an adult and child. Can you turn over the cards which match the numbers on the dice?

This task develops spatial reasoning skills. By framing and asking questions a member of the team has to find out what mathematical object they have chosen.

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

One day five small animals in my garden were going to have a sports day. They decided to have a swimming race, a running race, a high jump and a long jump.

In the process of working with some groups of teachers on using questions to promote mathematical thinking, the following table was developed. It provides examples of generic questions that can. . . .

What can you see? What do you notice? What questions can you ask?

Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.

Good questioning techniques have long being regarded as a fundamental tool of effective teachers. This article for teachers looks at different categories of questions that can promote mathematical. . . .

'What Shape?' activity for adult and child. Can you ask good questions so you can work out which shape your partner has chosen?

Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.

Guess the Dominoes for child and adult. Work out which domino your partner has chosen by asking good questions.