In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square?
Hover your mouse over the counters to see which ones will be removed. Click to remove them. The winner is the last one to remove a counter. How you can make sure you win?
A game for two players. You'll need some counters.
Take a rectangle of paper and fold it in half, and half again, to make four smaller rectangles. How many different ways can you fold it up?
How will you go about finding all the jigsaw pieces that have one peg and one hole?
Can you shunt the trucks so that the Cattle truck and the Sheep truck change places and the Engine is back on the main line?
What is the best way to shunt these carriages so that each train can continue its journey?
Swap the stars with the moons, using only knights' moves (as on a chess board). What is the smallest number of moves possible?
10 space travellers are waiting to board their spaceships. There are two rows of seats in the waiting room. Using the rules, where are they all sitting? Can you find all the possible ways?
This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
Seeing Squares game for an adult and child. Can you come up with a way of always winning this game?
Find your way through the grid starting at 2 and following these operations. What number do you end on?
This article for teachers describes a project which explores the power of storytelling to convey concepts and ideas to children.
Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?
Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.
This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
An activity centred around observations of dots and how we visualise number arrangement patterns.
Design an arrangement of display boards in the school hall which fits the requirements of different people.
Can you work out how many cubes were used to make this open box? What size of open box could you make if you had 112 cubes?
Imagine a pyramid which is built in square layers of small cubes. If we number the cubes from the top, starting with 1, can you picture which cubes are directly below this first cube?
Have a look at these photos of different fruit. How many do you see? How did you count?
Can you fit the tangram pieces into the outlines of Mah Ling and Chi Wing?
Can you fit the tangram pieces into the outlines of the rabbits?
Can you find a way of counting the spheres in these arrangements?
Can you fit the tangram pieces into the outline of Granma T?
In how many ways can you fit two of these yellow triangles together? Can you predict the number of ways two blue triangles can be fitted together?
Can you fit the tangram pieces into the outline of the clock?
Can you fit the tangram pieces into the outlines of the convex shapes?
Can you fit the tangram pieces into the outline of the playing piece?
Can you fit the tangram pieces into the silhouette of the junk?
This article looks at levels of geometric thinking and the types of activities required to develop this thinking.
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
A game for 2 players. Given a board of dots in a grid pattern, players take turns drawing a line by connecting 2 adjacent dots. Your goal is to complete more squares than your opponent.
Which of these dice are right-handed and which are left-handed?
Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.
An extension of noughts and crosses in which the grid is enlarged and the length of the winning line can to altered to 3, 4 or 5.
A magician took a suit of thirteen cards and held them in his hand face down. Every card he revealed had the same value as the one he had just finished spelling. How did this work?
We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?
Can you fit the tangram pieces into the outline of the plaque design?
These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?
Can you fit the tangram pieces into the outlines of the chairs?
Think of a number, square it and subtract your starting number. Is the number you’re left with odd or even? How do the images help to explain this?
Can you fit the tangram pieces into the outline of the dragon?
Can you fit the tangram pieces into the outline of the candle?
Can you fit the tangram pieces into the outline of Little Ming?
Can you fit the tangram pieces into the outlines of the numbers?
Explore our selection of interactive tangrams. Can you use the tangram pieces to re-create each picture?