This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?
Make one big triangle so the numbers that touch on the small triangles add to 10.
What can you see? What do you notice? What questions can you ask?
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
Design an arrangement of display boards in the school hall which fits the requirements of different people.
How many different triangles can you make on a circular pegboard that has nine pegs?
Seeing Squares game for an adult and child. Can you come up with a way of always winning this game?
A game for 1 or 2 people. Use the interactive version, or play with friends. Try to round up as many counters as possible.
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?
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?
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 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?
Can you make a 3x3 cube with these shapes made from small cubes?
Can you cover the camel with these pieces?
What happens when you try and fit the triomino pieces into these two grids?
Move just three of the circles so that the triangle faces in the opposite direction.
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?
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?
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?
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?
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'.
Find your way through the grid starting at 2 and following these operations. What number do you end 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?
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 person. Can you work out how the dice must be rolled from the start position to the finish? Play on line.
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?
How will you go about finding all the jigsaw pieces that have one peg and one hole?
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. . . .
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?
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
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.
Use the three triangles to fill these outline shapes. Perhaps you can create some of your own shapes for a friend to fill?
Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?
Swap the stars with the moons, using only knights' moves (as on a chess board). What is the smallest number of moves possible?
This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.
Can you find a way of counting the spheres in these arrangements?
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?
How many different cuboids can you make when you use four CDs or DVDs? How about using five, then six?
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!
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?
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 work out what is wrong with the cogs on a UK 2 pound coin?
Can you fit the tangram pieces into the outlines of the convex shapes?
If you can post the triangle with either the blue or yellow colour face up, how many ways can it be posted altogether?
This article looks at levels of geometric thinking and the types of activities required to develop this thinking.
What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.
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,. . . .