Use your skill and knowledge to place various scientific lengths in order of size. Can you judge the length of objects with sizes ranging from 1 Angstrom to 1 million km with no wrong attempts?

Which dilutions can you make using only 10ml pipettes?

It is possible to identify a particular card out of a pack of 15 with the use of some mathematical reasoning. What is this reasoning and can it be applied to other numbers of cards?

Can you fill in the mixed up numbers in this dilution calculation?

Practise your skills of proportional reasoning with this interactive haemocytometer.

Experiment with the interactivity of "rolling" regular polygons, and explore how the different positions of the red dot affects the distance it travels at each stage.

Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.

A circle rolls around the outside edge of a square so that its circumference always touches the edge of the square. Can you describe the locus of the centre of the circle?

This set of resources for teachers offers interactive environments to support work on loci at Key Stage 4.

Experiment with the interactivity of "rolling" regular polygons, and explore how the different positions of the red dot affects its speed at each stage.

Two engines, at opposite ends of a single track railway line, set off towards one another just as a fly, sitting on the front of one of the engines, sets off flying along the railway line...

Experiment with the interactivity of "rolling" regular polygons, and explore how the different positions of the red dot affects its vertical and horizontal movement at each stage.

An environment that simulates a protractor carrying a right- angled triangle of unit hypotenuse.

Use this animation to experiment with lotteries. Choose how many balls to match, how many are in the carousel, and how many draws to make at once.

This set of resources for teachers offers interactive environments to support work on graphical interpretation at Key Stage 4.

A counter is placed in the bottom right hand corner of a grid. You toss a coin and move the star according to the following rules: ... What is the probability that you end up in the top left-hand. . . .

If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4

Do you know how to find the area of a triangle? You can count the squares. What happens if we turn the triangle on end? Press the button and see. Try counting the number of units in the triangle now. . . .

Ask a friend to choose a number between 1 and 63. By identifying which of the six cards contains the number they are thinking of it is easy to tell them what the number is.

Can you put the 25 coloured tiles into the 5 x 5 square so that no column, no row and no diagonal line have tiles of the same colour in them?

Two circles of equal radius touch at P. One circle is fixed whilst the other moves, rolling without slipping, all the way round. How many times does the moving coin revolve before returning to P?

Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.

Show how this pentagonal tile can be used to tile the plane and describe the transformations which map this pentagon to its images in the tiling.

To avoid losing think of another very well known game where the patterns of play are similar.

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

This is an interactivity in which you have to sort the steps in the completion of the square into the correct order to prove the formula for the solutions of quadratic equations.

A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .

This problem is about investigating whether it is possible to start at one vertex of a platonic solid and visit every other vertex once only returning to the vertex you started at.

A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.

Can you spot the similarities between this game and other games you know? The aim is to choose 3 numbers that total 15.

Use Excel to explore multiplication of fractions.

Place a red counter in the top left corner of a 4x4 array, which is covered by 14 other smaller counters, leaving a gap in the bottom right hand corner (HOME). What is the smallest number of moves. . . .

Can you work out which spinners were used to generate the frequency charts?

Can you explain the strategy for winning this game with any target?

A simple spinner that is equally likely to land on Red or Black. Useful if tossing a coin, dropping it, and rummaging about on the floor have lost their appeal. Needs a modern browser; if IE then at. . . .

The computer has made a rectangle and will tell you the number of spots it uses in total. Can you find out where the rectangle is?

This game challenges you to locate hidden triangles in The White Box by firing rays and observing where the rays exit the Box.

Here is a chance to play a fractions version of the classic Countdown Game.

Here is a chance to play a version of the classic Countdown Game.

Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

How good are you at finding the formula for a number pattern ?

Meg and Mo need to hang their marbles so that they balance. Use the interactivity to experiment and find out what they need to do.

Can you find a relationship between the number of dots on the circle and the number of steps that will ensure that all points are hit?

Can you beat the computer in the challenging strategy game?