Help share out the biscuits the children have made.
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
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?
Can you place the numbers from 1 to 10 in the grid?
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.
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.
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
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 2 people using a pack of cards Turn over 2 cards and try
to make an odd number or a multiple of 3.
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?
Pat counts her sweets in different groups and both times she has
some left over. How many sweets could she have had?
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
Got It game for an adult and child. How can you play so that you know you will always win?
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?
Ben and his mum are planting garlic. Use the interactivity to help
you find out how many cloves of garlic they might have had.
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!
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?
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 the chosen number from the grid using the clues?
Are these statements always true, sometimes true or never true?
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?
This activity focuses on doubling multiples of five.
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?
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?
These red, yellow and blue spinners were each spun 45 times in
total. Can you work out which numbers are on each spinner?
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?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
Ben’s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
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?
If you have only four weights, where could you place them in order
to balance this equaliser?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Use this grid to shade the numbers in the way described. Which
numbers do you have left? Do you know what they are called?
Is it possible to draw a 5-pointed star without taking your pencil
off the paper? Is it possible to draw a 6-pointed star in the same
way without taking your pen off?
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?
Find the words hidden inside each of the circles by counting around
a certain number of spaces to find each letter in turn.
On a farm there were some hens and sheep. Altogether there were 8 heads and 22 feet. How many hens were there?
An investigation that gives you the opportunity to make and justify
Does a graph of the triangular numbers cross a graph of the six
times table? If so, where? Will a graph of the square numbers cross
the times table too?
In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?
A game that tests your understanding of remainders.
Use the interactivities to complete these Venn diagrams.
Can you help the children in Mrs Trimmer's class make different
shapes out of a loop of string?
How many trains can you make which are the same length as Matt's, using rods that are identical?
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
Number problems at primary level that may require determination.
An environment which simulates working with Cuisenaire rods.
Use the interactivity to sort these numbers into sets. Can you give
each set a name?