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?

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?

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

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

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?

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 interactivities to complete these Venn diagrams.

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

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

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

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.

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

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

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?

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!

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?

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 find the chosen number from the grid using the clues?

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

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

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

Can you complete this jigsaw of the multiplication square?

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

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?

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

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?

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?

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

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.

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.

Use this grid to shade the numbers in the way described. Which numbers do you have left? Do you know what they are called?

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?

How many different sets of numbers with at least four members can you find in the numbers in this box?

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?

On a farm there were some hens and sheep. Altogether there were 8 heads and 22 feet. How many hens were there?

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?

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?

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.

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?

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