Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.

Can you show that you can share a square pizza equally between two people by cutting it four times using vertical, horizontal and diagonal cuts through any point inside the square?

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

What is the total number of squares that can be made on a 5 by 5 geoboard?

Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

Can you find the values at the vertices when you know the values on the edges?

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.

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

Can you find a general rule for finding the areas of equilateral triangles drawn on an isometric grid?

Can you find the area of a parallelogram defined by two vectors?

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

Make some loops out of regular hexagons. What rules can you discover?

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.

Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .

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. . . .

Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

What's the largest volume of box you can make from a square of paper?

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.

Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

How many moves does it take to swap over some red and blue frogs? Do you have a method?

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

It starts quite simple but great opportunities for number discoveries and patterns!

Can you describe this route to infinity? Where will the arrows take you next?

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

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

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.

Nim-7 game for an adult and child. Who will be the one to take the last counter?

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The loser is the player who takes the last counter.

It would be nice to have a strategy for disentangling any tangled ropes...

Can you see how to build a harmonic triangle? Can you work out the next two rows?