48 is called an abundant number because it is less than the sum of
its factors (without itself). Can you find some more abundant
"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?
When Charlie asked his grandmother how old she is, he didn't get a
straightforward reply! Can you work out how old she is?
How many trains can you make which are the same length as Matt's, using rods that are identical?
How many different sets of numbers with at least four members can
you find in the numbers in this box?
Can you work out how to balance this equaliser? You can put more
than one weight on a hook.
Investigate the smallest number of moves it takes to turn these
mats upside-down if you can only turn exactly three at a time.
Follow the clues to find the mystery number.
Kimie and Sebastian were making sticks from interlocking cubes and lining them up. Can they make their lines the same length? Can they make any other lines?
Ben and his mum are planting garlic. Use the interactivity to help
you find out how many cloves of garlic they might have had.
If you count from 1 to 20 and clap more loudly on the numbers in
the two times table, as well as saying those numbers loudly, which
numbers will be loud?
Use the interactivity to create some steady rhythms. How could you
create a rhythm which sounds the same forwards as it does
Are these domino games fair? Can you explain why or why not?
Can you find just the right bubbles to hold your number?
Arrange the four number cards on the grid, according to the rules,
to make a diagonal, vertical or horizontal line.
I throw three dice and get 5, 3 and 2. Add the scores on the three
dice. What do you get? Now multiply the scores. What do you notice?
Number problems at primary level to work on with others.
Number problems at primary level that may require determination.
Can you place the numbers from 1 to 10 in the grid?
In this maze of hexagons, you start in the centre at 0. The next
hexagon must be a multiple of 2 and the next a multiple of 5. What
are the possible paths you could take?
Imagine a wheel with different markings painted on it at regular
intervals. Can you predict the colour of the 18th mark? The 100th
Ben’s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?
Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over. How many lollies could there have been in the bag?
Pat counts her sweets in different groups and both times she has
some left over. How many sweets could she have had?
Arrange any number of counters from these 18 on the grid to make a rectangle. What numbers of counters make rectangles? How many different rectangles can you make with each number of counters?
Nine squares with side lengths 1, 4, 7, 8, 9, 10, 14, 15, and 18 cm can be fitted together to form a rectangle. What are the dimensions of the rectangle?
Yasmin and Zach have some bears to share. Which numbers of bears
can they share so that there are none left over?
Use the interactivities to complete these Venn diagrams.
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
Can you order the digits from 1-3 to make a number which is divisible by 3 so when the last digit is removed it becomes a 2-figure number divisible by 2, and so on?
Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?
Can you work out some different ways to balance this equation?
Have a go at balancing this equation. Can you find different ways of doing it?
Factors and Multiples game for an adult and child. How can you make sure you win this game?
Got It game for an adult and child. How can you play so that you know you will always win?
This activity focuses on doubling multiples of five.
Each light in this interactivity turns on according to a rule. What happens when you enter different numbers? Can you find the smallest number that lights up all four lights?
Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?
In a square in which the houses are evenly spaced, numbers 3 and 10
are opposite each other. What is the smallest and what is the
largest possible number of houses in the square?
What is the lowest number which always leaves a remainder of 1 when
divided by each of the numbers from 2 to 10?
An investigation that gives you the opportunity to make and justify
In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?
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.
Which pairs of cogs let the coloured tooth touch every tooth on the
other cog? Which pairs do not let this happen? Why?
I am thinking of three sets of numbers less than 101. Can you find
all the numbers in each set from these clues?
I am thinking of three sets of numbers less than 101. They are the
red set, the green set and the blue set. Can you find all the
numbers in the sets from these clues?
Use the interactivity to sort these numbers into sets. Can you give
each set a name?
If there is a ring of six chairs and thirty children must either
sit on a chair or stand behind one, how many children will be
behind each chair?
Can you make square numbers by adding two prime numbers together?