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?

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.

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

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

A game that tests your understanding of remainders.

Which pairs of cogs let the coloured tooth touch every tooth on the other cog? Which pairs do not let this happen? Why?

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

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

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

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

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?

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.

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?

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

How can you use just one weighing to find out which box contains the lighter ten coins out of the ten boxes?

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?

What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?

Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?

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

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?

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

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 mark?

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

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

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?

Becky created a number plumber which multiplies by 5 and subtracts 4. What do you notice about the numbers that it produces? Can you explain your findings?

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

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?

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

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

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?

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?

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

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?

Use the interactivities to complete these Venn diagrams.

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

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.

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.

56 406 is the product of two consecutive numbers. What are these two numbers?

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!

This big box multiplies anything that goes inside it by the same number. If you know the numbers that come out, what multiplication might be going on in the box?