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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. . . .

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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?

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What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

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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?

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A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?

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

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

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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.

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Explore the area of families of parallelograms and triangles. Can you find rules to work out the areas?

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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.

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What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?

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

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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.

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The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

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A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .

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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?

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With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.

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

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You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .

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A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?

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Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

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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?”

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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.

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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.

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

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Investigate how networks can be used to solve a problem for the 18th Century inhabitants of Konigsberg.

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

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

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Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?

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Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...

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

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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?

Alf Coles writes about how he tries to create 'spaces for exploration' for the students in his classrooms.

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

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

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.

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

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Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?

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When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

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How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

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

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Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?

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

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