Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Paper Partners

Age 5 to 7
Challenge Level Yellow star
Primary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources


You will need some different sizes and colours of paper to begin this task - three different sizes and perhaps two or three different colours. 

With a partner, decide how you would describe each piece of paper.  You might like to think about the words you would use to describe the size and the colour of it.

Take it in turns to ask your partner to give you a particular piece of paper by describing it (no pointing allowed!).  For example, "Please pass me the large blue piece of paper"; "I would like the small red piece of paper".

Next try making a pattern with two of the pieces and then ask your partner if they can copy it. 

For an extra challenge you could describe the pattern to your partner (without showing them) and then ask them to make it.  For example, "Put the small blue piece of paper on top of the large red piece of paper so that they are the same way round."

We would love to see photos of your patterns and to know how you described them!

You may also like

I'm Eight

Find a great variety of ways of asking questions which make 8.

Let's Investigate Triangles

Vincent and Tara are making triangles with the class construction set. They have a pile of strips of different lengths. How many different triangles can they make?

Noah

Noah saw 12 legs walk by into the Ark. How many creatures did he see?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo