Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?
Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?
Can you complete this jigsaw of the multiplication square?
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.
Use the interactivities to complete these Venn diagrams.
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?
Yasmin and Zach have some bears to share. Which numbers of bears
can they share so that there are none left over?
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!
Ben and his mum are planting garlic. Use the interactivity to help
you find out how many cloves of garlic they might have had.
Imagine a wheel with different markings painted on it at regular
intervals. Can you predict the colour of the 18th mark? The 100th
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.
Can you find just the right bubbles to hold your number?
How many trains can you make which are the same length as Matt's, using rods that are identical?
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 work out how to balance this equaliser? You can put more
than one weight on a hook.
If you have only four weights, where could you place them in order
to balance this equaliser?
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?
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?
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?
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.
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?
Use the interactivity to create some steady rhythms. How could you
create a rhythm which sounds the same forwards as it does
I am thinking of three sets of numbers less than 101. Can you find
all the numbers in each set from these clues?
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?
Help share out the biscuits the children have made.
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 people using a pack of cards Turn over 2 cards and try
to make an odd number or a multiple of 3.
Nearly all of us have made table patterns on hundred squares, that is 10 by 10 grids. This problem looks at the patterns on differently sized square grids.
Arrange the four number cards on the grid, according to the rules,
to make a diagonal, vertical or horizontal line.
I am thinking of three sets of numbers less than 101. They are the
red set, the green set and the blue set. Can you find all the
numbers in the sets from these clues?
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?
Can you find the chosen number from the grid using the clues?
Factors and Multiples game for an adult and child. How can you make sure you win this game?
Factor track is not a race but a game of skill. The idea is to go round the track in as few moves as possible, keeping to the rules.
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?
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 help the children in Mrs Trimmer's class make different
shapes out of a loop of string?
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
A game in which players take it in turns to choose a number. Can you block your opponent?
Can you place the numbers from 1 to 10 in the grid?
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
An environment which simulates working with Cuisenaire rods.
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.
How can you use just one weighing to find out which box contains
the lighter ten coins out of the ten boxes?
Are these statements always true, sometimes true or never true?
For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?