Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

What is the best way to shunt these carriages so that each train can continue its journey?

What happens when you try and fit the triomino pieces into these two grids?

How will you go about finding all the jigsaw pieces that have one peg and one hole?

A game for 1 or 2 people. Use the interactive version, or play with friends. Try to round up as many counters as possible.

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?

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?

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,. . . .

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?

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?

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?

A tetromino is made up of four squares joined edge to edge. Can this tetromino, together with 15 copies of itself, be used to cover an eight by eight chessboard?

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?

Make one big triangle so the numbers that touch on the small triangles add to 10.

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?

Can you find a way of counting the spheres in these arrangements?

Find your way through the grid starting at 2 and following these operations. What number do you end on?

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.

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?

Think of a number, square it and subtract your starting number. Is the number youâ€™re left with odd or even? How do the images help to explain this?

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?

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?

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.

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?

Cut four triangles from a square as shown in the picture. How many different shapes can you make by fitting the four triangles back together?

How many different triangles can you make on a circular pegboard that has nine pegs?

Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?

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.

What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.

Move just three of the circles so that the triangle faces in the opposite direction.

Watch this animation. What do you see? Can you explain why this happens?

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'.

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 a project which explores the power of storytelling to convey concepts and ideas to children.

This article looks at levels of geometric thinking and the types of activities required to develop this thinking.

If you split the square into these two pieces, it is possible to fit the pieces together again to make a new shape. How many new shapes can you make?

Can you work out what is wrong with the cogs on a UK 2 pound coin?

How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?

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.

Can you fit the tangram pieces into the outlines of the convex shapes?

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!

A dog is looking for a good place to bury his bone. Can you work out where he started and ended in each case? What possible routes could he have taken?