Pat counts her sweets in different groups and both times she has some left over. How many sweets could she have had?
Can you work out some different ways to balance this equation?
Can you place the numbers from 1 to 10 in the grid?
Number problems at primary level that may require determination.
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?
Have a go at balancing this equation. Can you find different ways of doing it?
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?
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 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?
Can you find the chosen number from the grid using the clues?
What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?
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?
What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.
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?
An investigation that gives you the opportunity to make and justify predictions.
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?
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?
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?
Number problems at primary level to work on with others.
This activity focuses on doubling multiples of five.
Follow the clues to find the mystery number.
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?
Help share out the biscuits the children have made.
Use this grid to shade the numbers in the way described. Which numbers do you have left? Do you know what they are called?
Got It game for an adult and child. How can you play so that you know you will always win?
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?
56 406 is the product of two consecutive numbers. What are these two numbers?
Nine squares with side lengths 1, 4, 7, 8, 9, 10, 14, 15, and 18 cm can be fitted together to form a rectangle. What are the dimensions of the rectangle?
Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?
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?
Are these statements always true, sometimes true or never true?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
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?
Are these domino games fair? Can you explain why or why not?
Ben and his mum are planting garlic. Use the interactivity to help you find out how many cloves of garlic they might have had.
When Charlie asked his grandmother how old she is, he didn't get a straightforward reply! Can you work out how old she is?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. 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 article for teachers describes how number arrays can be a useful reprentation for many number concepts.
"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 ...?
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Work out Tom's number from the answers he gives his friend. He will only answer 'yes' or 'no'.
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?
Can you make square numbers by adding two prime numbers together?
There are ten children in Becky's group. Can you find a set of numbers for each of them? Are there any other sets?
How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?
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?