Design an arrangement of display boards in the school hall which fits the requirements of different people.

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?

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?

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

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?

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

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?

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?

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?

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?

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?

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?

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

What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?

How many DIFFERENT quadrilaterals can be made by joining the dots on the 8-point circle?

This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

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

Can you find ways of joining cubes together so that 28 faces are visible?

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

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?

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

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. . . .

How can you arrange these 10 matches in four piles so that when you move one match from three of the piles into the fourth, you end up with the same arrangement?

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?

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

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

What is the least number of moves you can take to rearrange the bears so that no bear is next to a bear of the same colour?

What is the greatest number of counters you can place on the grid below without four of them lying at the corners of a square?

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'.

What happens to the area of a square if you double the length of the sides? Try the same thing with rectangles, diamonds and other shapes. How do the four smaller ones fit into the larger one?

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.

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

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

This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

Can you predict when you'll be clapping and when you'll be clicking if you start this rhythm? How about when a friend begins a new rhythm at the same time?

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?

How many different cuboids can you make when you use four CDs or DVDs? How about using five, then six?

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?

What is the greatest number of squares you can make by overlapping three squares?

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

Try to picture these buildings of cubes in your head. Can you make them to check whether you had imagined them correctly?

How can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well.

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.

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,. . . .