For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?

Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.

Yasmin and Zach have some bears to share. Which numbers of bears can they share so that there are none left over?

In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?

A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.

Ben and his mum are planting garlic. Use the interactivity to help you find out how many cloves of garlic they might have had.

Find the words hidden inside each of the circles by counting around a certain number of spaces to find each letter in turn.

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?

In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?

Got It game for an adult and child. How can you play so that you know you will always win?

If you have only four weights, where could you place them in order to balance this equaliser?

Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

Andrew decorated 20 biscuits to take to a party. He lined them up and put icing on every second biscuit and different decorations on other biscuits. How many biscuits weren't decorated?

Find the squares that Froggie skips onto to get to the pumpkin patch. She starts on 3 and finishes on 30, but she lands only on a square that has a number 3 more than the square she skips from.

Starting with the number 180, take away 9 again and again, joining up the dots as you go. Watch out - don't join all the dots!

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?

What do the numbers shaded in blue on this hundred square have in common? What do you notice about the pink numbers? How about the shaded numbers in the other squares?

Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.

A game for 2 people using a pack of cards Turn over 2 cards and try to make an odd number or a multiple of 3.

Can you complete this jigsaw of the multiplication square?

A game that tests your understanding of remainders.

Use the interactivity to sort these numbers into sets. Can you give each set a name?

A game for 2 or more people. Starting with 100, subratct a number from 1 to 9 from the total. You score for making an odd number, a number ending in 0 or a multiple of 6.

Can you work out how to balance this equaliser? You can put more than one weight on a hook.

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?

Factor track is not a race but a game of skill. The idea is to go round the track in as few moves as possible, keeping to the rules.

How many trains can you make which are the same length as Matt's, using rods that are identical?

Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?

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?

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?

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?

Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?

Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?

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

Use the interactivity to create some steady rhythms. How could you create a rhythm which sounds the same forwards as it does backwards?

Can you find any perfect numbers? Read this article to find out more...

This package will help introduce children to, and encourage a deep exploration of, multiples.

This article for teachers describes how number arrays can be a useful reprentation for many number concepts.

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?

Pat counts her sweets in different groups and both times she has some left over. How many sweets could she have had?

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?

You can make a calculator count for you by any number you choose. You can count by ones to reach 24. You can count by twos to reach 24. What else can you count by to reach 24?

Use the interactivities to complete these Venn diagrams.

Can you work out the arrangement of the digits in the square so that the given products are correct? The numbers 1 - 9 may be used once and once only.

Factors and Multiples game for an adult and child. How can you make sure you win this game?