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

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.

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?

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?

What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?

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?

56 406 is the product of two consecutive numbers. What are these two numbers?

Which pairs of cogs let the coloured tooth touch every tooth on the other cog? Which pairs do not let this happen? Why?

This big box multiplies anything that goes inside it by the same number. If you know the numbers that come out, what multiplication might be going on in the box?

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

I am thinking of three sets of numbers less than 101. Can you find all the numbers in each set from these clues?

These red, yellow and blue spinners were each spun 45 times in total. Can you work out which numbers are on each spinner?

Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?

Can you find the chosen number from the grid using the clues?

Find the words hidden inside each of the circles by counting around a certain number of spaces to find each letter in turn.

Work out Tom's number from the answers he gives his friend. He will only answer 'yes' or 'no'.

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?

Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?

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?

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 can you use just one weighing to find out which box contains the lighter ten coins out of the ten boxes?

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

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

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?

Can you find any perfect numbers? Read this article to find out more...

For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?

Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?

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.

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 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?

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

Ben’s class were making cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?

A game that tests your understanding of remainders.

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 complete this jigsaw of the multiplication square?

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 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.

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.

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

There are ten children in Becky's group. Can you find a set of numbers for each of them? Are there any other sets?

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

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?

Got It game for an adult and child. How can you play so that you know you will always win?

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?