Help share out the biscuits the children have made.
Ben and his mum are planting garlic. Use the interactivity to help
you find out how many cloves of garlic they might have had.
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?
Pat counts her sweets in different groups and both times she has
some left over. How many sweets could she have had?
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?
Got It game for an adult and child. How can you play so that you know you will always win?
Investigate the smallest number of moves it takes to turn these
mats upside-down if you can only turn exactly three at a time.
This package will help introduce children to, and encourage a deep
exploration of, multiples.
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?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
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?
Can you work out how to balance this equaliser? You can put more
than one weight on a hook.
Can you find the chosen number from the grid using the clues?
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?
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?
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?
Can you place the numbers from 1 to 10 in the grid?
How many trains can you make which are the same length as Matt's, using rods that are identical?
An investigation that gives you the opportunity to make and justify
Are these statements always true, sometimes true or never true?
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
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.
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.
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?
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.
Use this grid to shade the numbers in the way described. Which
numbers do you have left? Do you know what they are called?
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
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?
On a farm there were some hens and sheep. Altogether there were 8 heads and 22 feet. How many hens were there?
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?
This activity focuses on doubling multiples of five.
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?
"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 ...?
56 406 is the product of two consecutive numbers. What are these
There are ten children in Becky's group. Can you find a set of
numbers for each of them? Are there any other sets?
Follow the clues to find the mystery number.
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Yasmin and Zach have some bears to share. Which numbers of bears
can they share so that there are none left over?
Number problems at primary level that may require determination.
For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?
If you have only four weights, where could you place them in order
to balance this equaliser?
Use the interactivity to sort these numbers into sets. Can you give
each set a name?
Are these domino games fair? Can you explain why or why not?
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?
What is the lowest number which always leaves a remainder of 1 when
divided by each of the numbers from 2 to 10?
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?
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?
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.
I throw three dice and get 5, 3 and 2. Add the scores on the three
dice. What do you get? Now multiply the scores. What do you notice?