There are **33** NRICH Mathematical resources connected to **Questioning**, you may find related items under Thinking Mathematically.

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One day five small animals in my garden were going to have a sports day. They decided to have a swimming race, a running race, a high jump and a long jump.

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You'll need to work in a group on this problem. Use your sticky notes to show the answer to questions such as 'how many girls are there in your group?'.

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This task develops spatial reasoning skills. By framing and asking questions a member of the team has to find out what mathematical object they have chosen.

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This task requires learners to explain and help others, asking and answering questions.

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This task depends on groups working collaboratively, discussing and reasoning to agree a final product.

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This project challenges you to work out the number of cubes hidden under a cloth. What questions would you like to ask?

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What can you see? What do you notice? What questions can you ask?

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Charlie has moved between countries and the average income of both has increased. How can this be so?

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Can you find out which 3D shape your partner has chosen before they work out your shape?

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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'.

In this article for primary teachers, Fran describes her passion for paper folding as a springboard for mathematics.

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Here are two kinds of spirals for you to explore. What do you notice?

This article suggests how to dig deeper into who answers questions in your classroom using the game Dotty Six.

This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.

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Shut the Box game for an adult and child. Can you turn over the cards which match the numbers on the dice?

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Guess the Dominoes for child and adult. Work out which domino your partner has chosen by asking good questions.

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'What Shape?' activity for adult and child. Can you ask good questions so you can work out which shape your partner has chosen?

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Arranging counters activity for adult and child. Can you create the pattern of counters that your partner has made, just by asking questions?

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

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Why does the tower look a different size in each of these pictures?

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This task depends on learners sharing reasoning, listening to opinions, reflecting and pulling ideas together.

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This task requires learners to explain and help others, asking and answering questions.

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In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.

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In this challenge, buckets come in five different sizes. If you choose some buckets, can you investigate the different ways in which they can be filled?

On this page we give a selection of good starter activities for those new to NRICH

Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.

Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

In the process of working with some groups of teachers on using questions to promote mathematical thinking, the following table was developed. It provides examples of generic questions that can. . . .

Good questioning techniques have long being regarded as a fundamental tool of effective teachers. This article for teachers looks at different categories of questions that can promote mathematical. . . .