Help share out the biscuits the children have made.
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.
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Got It game for an adult and child. How can you play so that you know you will always win?
Can you place the numbers from 1 to 10 in the grid?
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.
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.
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
Pat counts her sweets in different groups and both times she has
some left over. How many sweets could she have had?
Can you complete this jigsaw of the multiplication square?
Find the words hidden inside each of the circles by counting around
a certain number of spaces to find each letter in turn.
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?
Ben and his mum are planting garlic. Use the interactivity to help
you find out how many cloves of garlic they might have had.
Investigate the smallest number of moves it takes to turn these
mats upside-down if you can only turn exactly three at a time.
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!
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’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?
What is the lowest number which always leaves a remainder of 1 when
divided by each of the numbers from 2 to 10?
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?
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?
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 package will help introduce children to, and encourage a deep
exploration of, multiples.
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.
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?
I am thinking of three sets of numbers less than 101. Can you find
all the numbers in each set from these clues?
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?
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.
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?
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.
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
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 interactivities to complete these Venn diagrams.
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?
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?
How many trains can you make which are the same length as Matt's, using rods that are identical?
If you have only four weights, where could you place them in order
to balance this equaliser?
These red, yellow and blue spinners were each spun 45 times in
total. Can you work out which numbers are on each spinner?
Use the interactivity to sort these numbers into sets. Can you give
each set a name?
Yasmin and Zach have some bears to share. Which numbers of bears
can they share so that there are none left over?
Arrange the four number cards on the grid, according to the rules,
to make a diagonal, vertical or horizontal line.
Work out Tom's number from the answers he gives his friend. He will
only answer 'yes' or 'no'.
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?
For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?
On the planet Vuv there are two sorts of creatures. The Zios have 3 legs and the Zepts have 7 legs. The great planetary explorer Nico counted 52 legs. How many Zios and how many Zepts were there?
Norrie sees two lights flash at the same time, then one of them
flashes every 4th second, and the other flashes every 5th second.
How many times do they flash together during a whole minute?
There are ten children in Becky's group. Can you find a set of
numbers for each of them? Are there any other sets?
56 406 is the product of two consecutive numbers. What are these
On a farm there were some hens and sheep. Altogether there were 8 heads and 22 feet. How many hens were there?