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!

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

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

Can you complete this jigsaw of the multiplication square?

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

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

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?

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?

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

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

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

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

Can you find the chosen number from the grid using the clues?

The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?

Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.

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.

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?

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

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?

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.

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?

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 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?

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

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?

Use the interactivities to complete these Venn diagrams.

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

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?

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.

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?

An environment which simulates working with Cuisenaire rods.

"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 ...?

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

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

Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?

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

Have a go at balancing this equation. Can you find different ways of doing it?

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

Can you work out some different ways to balance this equation?

Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?

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

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?

When Charlie asked his grandmother how old she is, he didn't get a straightforward reply! Can you work out how old she is?

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

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