A game for 1 or 2 people. Use the interactive version, or play with friends. Try to round up as many counters as possible.
Can you find a way of counting the spheres in these arrangements?
A useful visualising exercise which offers opportunities for discussion and generalising, and which could be used for thinking about the formulae needed for generating the results on a spreadsheet.
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
A game for two players on a large squared space.
Seeing Squares game for an adult and child. Can you come up with a way of always winning this game?
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.
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?
Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?
Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?
A game for two players. You'll need some counters.
You have 4 red and 5 blue counters. How many ways can they be placed on a 3 by 3 grid so that all the rows columns and diagonals have an even number of red counters?
An activity centred around observations of dots and how we visualise number arrangement patterns.
This article for teachers describes a project which explores the power of storytelling to convey concepts and ideas to children.
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 find a way of representing these arrangements of balls?
A game for 1 person. Can you work out how the dice must be rolled from the start position to the finish? Play on line.
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?
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?
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.
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?
Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
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.
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
What happens when you try and fit the triomino pieces into these two grids?
Can you cover the camel with these pieces?
This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .
Have a look at these photos of different fruit. How many do you see? How did you count?
Watch this animation. What do you see? Can you explain why this happens?
What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.
Can you fit the tangram pieces into the outlines of the convex shapes?
Which of these dice are right-handed and which are left-handed?
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,. . . .
This article looks at levels of geometric thinking and the types of activities required to develop this thinking.
A game for 2 people. Take turns joining two dots, until your opponent is unable to move.
Can you work out what is wrong with the cogs on a UK 2 pound coin?
Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.
Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.
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?
On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?
Make one big triangle so the numbers that touch on the small triangles add to 10.
Take it in turns to place a domino on the grid. One to be placed horizontally and the other vertically. Can you make it impossible for your opponent to play?
How can the same pieces of the tangram make this bowl before and after it was chipped? Use the interactivity to try and work out what is going on!
This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?
Can you logically construct these silhouettes using the tangram pieces?
Can you fit the tangram pieces into the outline of the plaque design?
Can you fit the tangram pieces into the silhouette of the junk?
Can you fit the tangram pieces into the outlines of Mah Ling and Chi Wing?
Can you fit the tangram pieces into the outline of the playing piece?
Can you fit the tangram pieces into the outline of the clock?