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?
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?
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?
Yasmin and Zach have some bears to share. Which numbers of bears
can they share so that there are none left over?
Imagine a wheel with different markings painted on it at regular
intervals. Can you predict the colour of the 18th mark? The 100th
Use the interactivity to sort these numbers into sets. Can you give
each set a name?
Investigate the smallest number of moves it takes to turn these
mats upside-down if you can only turn exactly three at a time.
Can you find just the right bubbles to hold your number?
In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?
Use the interactivities to complete these Venn diagrams.
Can you predict when you'll be clapping and when you'll be clicking
if you start this rhythm? How about when a friend begins a new
rhythm at the same time?
Can you work out how to balance this equaliser? You can put more
than one weight on a hook.
Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?
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!
How many trains can you make which are the same length as Matt's,
using rods that are identical?
Can you find the chosen number from the grid using the clues?
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?
Can you fill in this table square? The numbers 2 -12 were used to
generate it with just one number used twice.
Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
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?
The planet of Vuvv has seven moons. Can you work out how long it is
between each super-eclipse?
Use the interactivity to create some steady rhythms. How could you
create a rhythm which sounds the same forwards as it does
Can you order the digits from 1-6 to make a number which is
divisible by 6 so when the last digit is removed it becomes a
5-figure number divisible by 5, and so on?
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?
Ben and his mum are planting garlic. Use the interactivity to help
you find out how many cloves of garlic they might have had.
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
"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
On a farm there were some hens and sheep. Altogether there were 8
heads and 22 feet. How many hens were there?
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?
Arrange the four number cards on the grid, according to the rules,
to make a diagonal, vertical or horizontal line.
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?
Can you complete this jigsaw of the multiplication square?
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?
This activity focuses on doubling multiples of five.
Can you place the numbers from 1 to 10 in the grid?
Help share out the biscuits the children have made.
Follow the clues to find the mystery number.
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?
Look at the squares in this problem. What does the next square look
like? I draw a square with 81 little squares inside it. How long
and how wide is my square?
Use this grid to shade the numbers in the way described. Which
numbers do you have left? Do you know what they are called?
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 in which players take it in turns to choose a number. Can you block your opponent?
If you have only four weights, where could you place them in order
to balance this equaliser?
This package will help introduce children to, and encourage a deep
exploration of, multiples.
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.
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?
There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?