In how many ways could Mrs Beeswax put ten coins into her three puddings so that each pudding ended up with at least two coins?
Exactly 195 digits have been used to number the pages in a book. How many pages does the book have?
In this problem it is not the squares that jump, you do the jumping! The idea is to go round the track in as few jumps as possible.
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
Place the numbers 1 to 8 in the circles so that no consecutive numbers are joined by a line.
Tim had nine cards each with a different number from 1 to 9 on it. How could he have put them into three piles so that the total in each pile was 15?
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
What can you say about these shapes? This problem challenges you to create shapes with different areas and perimeters.
Your challenge is to find the longest way through the network following this rule. You can start and finish anywhere, and with any shape, as long as you follow the correct order.
Using the cards 2, 4, 6, 8, +, - and =, what number statements can you make?
Can you find which shapes you need to put into the grid to make the totals at the end of each row and the bottom of each column?
Can you use this information to work out Charlie's house number?
Two children made up a game as they walked along the garden paths. Can you find out their scores? Can you find some paths of your own?
Can you use the information to find out which cards I have used?
This magic square has operations written in it, to make it into a maze. Start wherever you like, go through every cell and go out a total of 15!
Zumf makes spectacles for the residents of the planet Zargon, who have either 3 eyes or 4 eyes. How many lenses will Zumf need to make all the different orders for 9 families?
Add the sum of the squares of four numbers between 10 and 20 to the sum of the squares of three numbers less than 6 to make the square of another, larger, number.
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.
Have a go at this well-known challenge. Can you swap the frogs and toads in as few slides and jumps as possible?
There are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2 litres. Find a way to pour 9 litres of drink from one jug to another until you are left with exactly 3 litres in three of the jugs.
How could you put eight beanbags in the hoops so that there are four in the blue hoop, five in the red and six in the yellow? Can you find all the ways of doing this?
Use these head, body and leg pieces to make Robot Monsters which are different heights.
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?
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
Find the product of the numbers on the routes from A to B. Which route has the smallest product? Which the largest?
Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?
You have two egg timers. One takes 4 minutes exactly to empty and the other takes 7 minutes. What times in whole minutes can you measure and how?
Ten cards are put into five envelopes so that there are two cards in each envelope. The sum of the numbers inside it is written on each envelope. What numbers could be inside the envelopes?
Number problems at primary level that require careful consideration.
This problem is based on a code using two different prime numbers less than 10. You'll need to multiply them together and shift the alphabet forwards by the result. Can you decipher the code?
Can you make square numbers by adding two prime numbers together?
Ben has five coins in his pocket. How much money might he have?
Can you make dice stairs using the rules stated? How do you know you have all the possible stairs?
There were chews for 2p, mini eggs for 3p, Chocko bars for 5p and lollypops for 7p in the sweet shop. What could each of the children buy with their money?
Kate has eight multilink cubes. She has two red ones, two yellow, two green and two blue. She wants to fit them together to make a cube so that each colour shows on each face just once.
Katie had a pack of 20 cards numbered from 1 to 20. She arranged the cards into 6 unequal piles where each pile added to the same total. What was the total and how could this be done?
Find all the numbers that can be made by adding the dots on two dice.
This task, written for the National Young Mathematicians' Award 2016, invites you to explore the different combinations of scores that you might get on these dart boards.
What do you notice about the date 03.06.09? Or 08.01.09? This challenge invites you to investigate some interesting dates yourself.
The discs for this game are kept in a flat square box with a square hole for each disc. Use the information to find out how many discs of each colour there are in the box.
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!
There are 78 prisoners in a square cell block of twelve cells. The clever prison warder arranged them so there were 25 along each wall of the prison block. How did he do it?
Can you substitute numbers for the letters in these sums?
Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it.
Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?
Move from the START to the FINISH by moving across or down to the next square. Can you find a route to make these totals?
Find your way through the grid starting at 2 and following these operations. What number do you end on?