There are many possible constructions of mazes you can make. I gave you step by step instructions to make 40 of them. But making a maze also means making a series of different decisions, each that will change the look and difficulty of the maze. Over the next few days I will explore the main Maze Options you need to make in a 3 Part series:

Part 1 - Starting and Ending a Maze

Part 2 - Maze Path options

Part 3 - Conditional Pathway options

Let’s get started with Part 1: Starting and Ending a Maze

A common question asked in search is “Do all mazes have a starting point ?” Yes - all mazes have a starting point. But things can get interesting (see #5 below) if there are multiple starting points !

10 MOST COMMON WAYS TO START AND END A DRAWN MAZE

Starting a maze means you have options on well…starting the maze. Let’s get the most common and simple Start out of the way first:

1 - A Start Arrow at the Maze Border (with an End Arrow at the goal)

Probably the most common start you will find. Self explanatory to anyone who has ever done a maze and most people that haven’t. Same for the goal. This start/goal option also has a big advantage from using the arrow symbol vs. any option using words - there is not translation needed ! The example maze below would work in any country ! Here is what it looks like:

2 - The Word START at the border / GOAL at the end

Well maybe the Start arrow isn’t enough….Using the word START to start a maze makes sense and you will most commonly find it used on a maze created for kids. GOAL work the same way. Here is what it looks like:

3 - The Words START and GOAL internally

Moving the words internally gives you some freedom in the border and drawing of your maze, especially if you are making maze art. This also gives you flexibility to not use the borders/corners as the start and goal, but anywhere within the maze. This example is NOT maze art obviously:

4 - The Word START internally working to an external goal

Most commonly used for an Escape maze where the object is to escape the border of the maze from an internal Start. The Goal in this case can be anything, and the below example also is a preview of the next variation, unmarked Goal.

5 - The Unmarked Goal / Start

Don’t say anything for the goal. Why would you want to do this ? Well one reason is because you want to challenge the solver with multiple possible exits. This is most common with an Escape Maze. Below is a multi exit Escape Maze. The solver must work to the outside of the maze to escape the object - - but where are they going to ?

Now take the example below and switch START to GOAL. We have an unmarked START and the solver must choose which pathway to begin with !

6 - Object as Start/Goal

Common in Children’s mazes, but available for any maze is the maze that uses Objects for either the start or goal or both, like below. It is very common for these to be themed and to create a journey theme while solving the maze. Has a similar advantage as the use of arrows in #1 above in that it does not need to be translated (although my example does have writing, if it was gone or in another language the overall majority of solvers would need no explanation !)

Kids Maze - Help the Bee find the flower

7 - Start/Goal is the Same

One way to increase the difficulty of a maze is to give it conditions like “From the start of the maze travel to an internal goal and then return back to the start” (I call this a Go and Return Maze) using a new path. Here is an example. Notice I also increased the difficulty by requiring a new path out (no backtracking) - more on that in the future part of this series.

8 - Dual Start/Goals (They are interchangeable)

You can design a maze so it is difficult to solve in both directions. Typically a maze is designed in one direction (Start to Goal), but that doesn’t need to be the case. Below you can solve in either direction !

9 - Undetermined Start/Goals

The start and goal are labeled but you are not sure which is each. This is a great way to add difficulty to an Arrow Maze, and unlike in a Dual Start/Goal above, there is only one correct Start and Goal but you are not told which is which ! I experimented with using question marks…a 10th option or just a variation of #8 and #9 ?

10 - Find the Correct Goal

This is best used in a weaving type maze. In my below example (it was rushed) you need to follow the ball through the pipes and determine what color bucket the ball ends in. Why might you use this ? Well, if you want to make it more difficult for the solver to reverse solve the maze. With 7 options below as a possible goal, they might think twice (note again I rushed this and the added incorrect pathways are not well done).

Those are the 10 most common ways to start and end a maze. Maybe you can come up with a few others. Drop me note with your ideas !

Summary Note:

What do each of these methods have in common ? They are all clearly marked.

The eye should naturally land on the start and goal before it registers the rest of the puzzle. The one exception - the goal is in question in both options #5 and 10 above, but that is part of the design construction/feature of the maze.

Additional Posts on Maze making you may like:

What I use to make my mazes

Using Color for Maze Pathways - A Case Study

Maze Design Case Study - Designing a Grid Maze in Different Difficulty levels

Check out my YouTube channel to see maze art being made !

In a series of posts I will show you how to make a maze in a wide variety of design constructions. The 40th type of maze construction is the Math maze (a variation of the Number maze). Let’s define what I mean, then get into the example. This maze type is not conducive to outline or shapes so I will use a traditional grid like pattern to illustrate the creation.

Math Maze - A type of number maze where moving from the Start to the Goal is done by correctly answering math problems to move in the correct direction.

HOW TO MAKE A MATH MAZE

Step 1 - Draw the Outline Structure

The outline structure of the math maze should include spaces for math problems with multiple possible pathways branching away from it that will include possible answers. Problems can be housed in circles, bubbles, or any other shape you find interesting. My example includes the most common shape - rectangles. You can download 10 free templates here.

Step 1.5 - Choose the Start and Goal

No surprise these will typically be on opposite ends of most structures. Remember to leave room in the START square for a math problem ! I always make the final space the GOAL with the last answer leading the solver to it.

Step 2 - Start Adding Math Problems

Unlike most mazes, the Math maze starts with a problem in the first square. In my example I use addition and subtraction of positive and negative numbers, a common problem that is easy for anyone to get incorrect, not just new learners (but especially new learners).

Step 3 - Add possible plausible answers

In my example using the addition and subtraction of both positive and negative numbers besides the correct answer there are very common wrong answers. Those should go on the other possible pathways. For the START problem the 3 most common answers are 19 (correct), 1 and -1. If you wanted to lead a student to the correct answer you could use obviously incorrect possibilities like 5 and 7 (but then it would not be challenging). For the second problem there are 8 possible answers (really 7 if you do not consider the path you arrived on). Each number used is a possible answer based on common mistakes so the solver really needs to understand what you are calculating to get the answer correct !

Step 4 - Create the Solution

Make the solution to the maze based on the math problems and correct pathways.

Step 5 - Create False Pathways

Fill in any remaining blocks with incorrect answers, and alternative math problems. If you want to steer students/solvers towards PAST missed answers you can make the false pathways they have taken CORRECT for the next answer by reverse engineering the next math problem, essentially returning them on the pathway they just came from. This will make the student move back and forth between the two problems - hopefully realizing something must be wrong !

3 x 4 math maze using addition and subtraction

Step 6 - (optional) Add Directions

Add directions to explain to the solver how they can move through the maze if you believe it is needed. Most math mazes are self explanatory.

Step 7 - Create a Final Solution

Highlight the correct path in the final version of the maze to create the final maze solution (shown here in gold).

Additional Math Maze Examples

The most difficult thing about making a math maze is the math ! Here is a second example of a Math maze adding in multiplication and division to add difficulty and really test comprehension of the order of operations !

4x3 Math Maze example order of operations — Math Maze based on the order of operations rules

Here is a second example of a math maze that is a bit more complicated than it initially looks. All you need to do is move from start to finish, summing each number you pass over. In order to reach the goal correctly you must reach the number 25 exactly from traversing the maze. So while there are no math problems so solve, there is one large math puzzle. The making of this is very different from my step by step instructions above, so it has it’s own How to Make a Math Addition Trail Maze post.

And finally if you are looking for a resource that can help you determine what math problems go with what grade level I suggest you check out the Math Worksheet Center.

For my last example I want to make sure you know about Area Mazes. Called a maze, but actually a type of logic puzzle from Japan created by Naoki Inaba. Used to teach Japan children mathematics and logic. Solving requires calculating the area of a rectangle, often multiple times. Also called Menseki Meiro. If you would like to try to solve some, online area mazes can be found here. Or if you want to read my review of 2 Area Maze books, check this out.

In the below example (you are trying to find the area of the blank box) you would first solve the wall under the # 12. You solve the equation 4 * X = 12. So X = 3, meaning the bottom left side of the square has a length of 3. Now you can solve using the 3 and the 21 to calculate the length of the left side of the square above the 4. Solve 3 * X = 21. The answer is 7. Continue this to solve the Area Maze.

MATH MAZE OR NUMBER MAZE ?

There are a few examples that fall into a grey area between what I call number mazes and what I call Math Mazes. Number Mazes aren’t so much about doing math as counting by a certain number, like 7 in the first example below. You can learn how to make number mazes here. The next 2 examples are probably math mazes but if you called them number mazes I would not fight you. The middle example you need to understand which numbers are divisible by 3 to solve (seems like a math maze to me). The last example you need to know what an even number is and strategically move to a higher even number to solve the maze (number maze?). My point is you can get creative depending on what you are attempting to teach !