2 out of 3
Some treasure has been hidden in a three-dimensional grid! Can you work out a strategy to find it as efficiently as possible?
1 out of 3
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?
How can we help students make sense of addition and subtraction of negative numbers?
1 out of 3
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?
1 out of 3
Have you ever wondered what it would be like to race against Usain Bolt?
1 out of 3
Explore some of the different types of network, and prove a result about network trees.
In this article, Janine Davenall reflects on children's personalised mathematical recordings as part of a small research project based in her Reception class.
1 out of 3
Can you find a way to identify times tables after they have been shifted up or down?
This page, and the accompanying webinar recordings, draw attention to the value of offering learners opportunities to conjecture and generalise.
1 out of 3
This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?
