A game for 2 people. Take turns joining two dots, until your opponent is unable to move.
I found these clocks in the Arts Centre at the University of Warwick intriguing - do they really need four clocks and what times would be ambiguous with only two or three of them?
What can you see? What do you notice? What questions can you ask?
What is the shape of wrapping paper that you would need to completely wrap this model?
Here are the six faces of a cube - in no particular order. Here are three views of the cube. Can you deduce where the faces are in relation to each other and record them on the net of this cube?
Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.
Eight children each had a cube made from modelling clay. They cut them into four pieces which were all exactly the same shape and size. Whose pieces are the same? Can you decide who made each set?
Which of the following cubes can be made from these nets?
A game for two players on a large squared space.
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.
Imagine a 3 by 3 by 3 cube. If you and a friend drill holes in some of the small cubes in the ways described, how many will have holes drilled through them?
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 article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .
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?
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. . . .
Can you fit the tangram pieces into the outlines of the convex shapes?
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 work out what is wrong with the cogs on a UK 2 pound coin?
This problem invites you to build 3D shapes using two different triangles. Can you make the shapes from the pictures?
This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.
This article for teachers describes a project which explores the power of storytelling to convey concepts and ideas to children.
A game for two players. You'll need some counters.
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 many balls of modelling clay and how many straws does it take to make these skeleton shapes?
This article looks at levels of geometric thinking and the types of activities required to develop this thinking.
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?
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?
Here are shadows of some 3D shapes. What shapes could have made them?
Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.
Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?
Investigate the number of paths you can take from one vertex to another in these 3D shapes. Is it possible to take an odd number and an even number of paths to the same vertex?
Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.
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!
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?
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?
Can you fit the tangram pieces into the outline of Granma T?
Can you fit the tangram pieces into the outlines of the rabbits?
Can you fit the tangram pieces into the outlines of the chairs?
Can you fit the tangram pieces into the outline of the dragon?
Can you fit the tangram pieces into the outlines of Wai Ping, Wu Ming and Chi Wing?
Read about the adventures of Granma T and her grandchildren in this series of stories, accompanied by interactive tangrams.
Can you fit the tangram pieces into the outlines of the camel and giraffe?
Have a look at these photos of different fruit. How many do you see? How did you count?