This problem is designed to help children to learn, and to use, the two and three times tables.

Look at different ways of dividing things. What do they mean? How might you show them in a picture, with things, with numbers and symbols?

This group activity will encourage you to share calculation strategies and to think about which strategy might be the most efficient.

Can you complete this jigsaw of the multiplication square?

Would you rather: Have 10% of £5 or 75% of 80p? Be given 60% of 2 pizzas or 26% of 5 pizzas?

This big box multiplies anything that goes inside it by the same number. If you know the numbers that come out, what multiplication might be going on in the box?

Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

After training hard, these two children have improved their results. Can you work out the length or height of their first jumps?

These eleven shapes each stand for a different number. Can you use the multiplication sums to work out what they are?

Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.

Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

Can you replace the letters with numbers? Is there only one solution in each case?

On my calculator I divided one whole number by another whole number and got the answer 3.125 If the numbers are both under 50, what are they?

Andy had a big bag of marbles but unfortunately the bottom of it split and all the marbles spilled out. Use the information to find out how many there were in the bag originally.

Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!

Nearly all of us have made table patterns on hundred squares, that is 10 by 10 grids. This problem looks at the patterns on differently sized square grids.

When Charlie asked his grandmother how old she is, he didn't get a straightforward reply! Can you work out how old she is?

Mrs Morgan, the class's teacher, pinned numbers onto the backs of three children. Use the information to find out what the three numbers were.

Find the product of the numbers on the routes from A to B. Which route has the smallest product? Which the largest?

This multiplication uses each of the digits 0 - 9 once and once only. Using the information given, can you replace the stars in the calculation with figures?

Can you make a cycle of pairs that add to make a square number using all the numbers in the box below, once and once only?

Use 4 four times with simple operations so that you get the answer 12. Can you make 15, 16 and 17 too?