In this section from a calendar, put a square box around the 1st, 2nd, 8th and 9th. Add all the pairs of numbers. What do you notice about the answers?

Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?

What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.

Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?

Well now, what would happen if we lost all the nines in our number system? Have a go at writing the numbers out in this way and have a look at the multiplications table.

Investigate this balance which is marked in halves. If you had a weight on the left-hand 7, where could you hang two weights on the right to make it balance?

Investigate what happens when you add house numbers along a street in different ways.

Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?

This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!

Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.

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?

These caterpillars have 16 parts. What different shapes do they make if each part lies in the small squares of a 4 by 4 square?

Which times on a digital clock have a line of symmetry? Which look the same upside-down? You might like to try this investigation and find out!

48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?

An investigation that gives you the opportunity to make and justify predictions.

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

Investigate the different ways these aliens count in this challenge. You could start by thinking about how each of them would write our number 7.

This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?

Three children are going to buy some plants for their birthdays. They will plant them within circular paths. How could they do this?

There are to be 6 homes built on a new development site. They could be semi-detached, detached or terraced houses. How many different combinations of these can you find?

What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.

We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?

Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?

This challenge encourages you to explore dividing a three-digit number by a single-digit number.

Can you find out how the 6-triangle shape is transformed in these tessellations? Will the tessellations go on for ever? Why or why not?

An activity making various patterns with 2 x 1 rectangular tiles.

Explore ways of colouring this set of triangles. Can you make symmetrical patterns?

Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?

Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?

In this investigation, you must try to make houses using cubes. If the base must not spill over 4 squares and you have 7 cubes which stand for 7 rooms, what different designs can you come up with?

In my local town there are three supermarkets which each has a special deal on some products. If you bought all your shopping in one shop, where would be the cheapest?

The red ring is inside the blue ring in this picture. Can you rearrange the rings in different ways? Perhaps you can overlap them or put one outside another?

I like to walk along the cracks of the paving stones, but not the outside edge of the path itself. How many different routes can you find for me to take?

Take 5 cubes of one colour and 2 of another colour. How many different ways can you join them if the 5 must touch the table and the 2 must not touch the table?

Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?

Investigate the different ways you could split up these rooms so that you have double the number.

Let's say you can only use two different lengths - 2 units and 4 units. Using just these 2 lengths as the edges how many different cuboids can you make?

How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?

Can you find ways of joining cubes together so that 28 faces are visible?

This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.

This challenge extends the Plants investigation so now four or more children are involved.

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

How many models can you find which obey these rules?

Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?

Why does the tower look a different size in each of these pictures?

In how many ways can you stack these rods, following the rules?

This problem is intended to get children to look really hard at something they will see many times in the next few months.

In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?