Visualising and representing

  • Take three numbers
    problem

    Take three numbers

    Age
    7 to 11
    Challenge level
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    What happens when you add three numbers together? Will your answer be odd or even? How do you know?

  • Odd times Even
    problem

    Odd times even

    Age
    5 to 7
    Challenge level
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    This problem looks at how one example of your choice can show something about the general structure of multiplication.

  • problem

    Two numbers under the microscope

    Age
    5 to 7
    Challenge level
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    This investigates one particular property of number by looking closely at an example of adding two odd numbers together.

  • Take one example
    article

    Take one example

    This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
  • Olympic rings
    problem

    Olympic rings

    Age
    5 to 7
    Challenge level
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    Can you design your own version of the Olympic rings, using interlocking squares instead of circles?

  • Vector Racer
    game
    Favourite

    Vector racer

    Age
    11 to 16
    Challenge level
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    The classic vector racing game.

  • Charting more success
    problem

    Charting more success

    Age
    11 to 16
    Challenge level
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    Can you make sense of the charts and diagrams that are created and used by sports competitors, trainers and statisticians?
  • Triathlon and Fitness
    problem

    Triathlon and fitness

    Age
    11 to 14
    Challenge level
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    The triathlon is a physically gruelling challenge. Can you work out which athlete burnt the most calories?

  • Method in multiplying madness?
    problem

    Method in multiplying madness?

    Age
    7 to 14
    Challenge level
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    Watch our videos of multiplication methods that you may not have met before. Can you make sense of them?

  • Steel Cables
    problem

    Steel cables

    Age
    14 to 16
    Challenge level
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    Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?