A collection of resources to support work on Factors and Multiples at Secondary level.

Here is a machine with four coloured lights. Can you develop a strategy to work out the rules controlling each light?

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.

A game in which players take it in turns to choose a number. Can you block your opponent?

Given the products of diagonally opposite cells - can you complete this Sudoku?

Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

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.

Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.

Play the divisibility game to create numbers in which the first two digits make a number divisible by 2, the first three digits make a number divisible by 3...

A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?

Can you complete this jigsaw of the multiplication square?

Given the products of adjacent cells, can you complete this Sudoku?

Can you find a relationship between the number of dots on the circle and the number of steps that will ensure that all points are hit?

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!

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?

If you have only four weights, where could you place them in order to balance this equaliser?

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.

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

Find the frequency distribution for ordinary English, and use it to help you crack the code.

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

Factors and Multiples game for an adult and child. How can you make sure you win this game?

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?

In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?

Use the interactivity to create some steady rhythms. How could you create a rhythm which sounds the same forwards as it does backwards?

The puzzle can be solved by finding the values of the unknown digits (all indicated by asterisks) in the squares of the $9\times9$ grid.

Use the interactivities to complete these Venn diagrams.

A game that tests your understanding of remainders.

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?

Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.

Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.

Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.

Can you explain the strategy for winning this game with any target?

List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?

A student in a maths class was trying to get some information from her teacher. She was given some clues and then the teacher ended by saying, "Well, how old are they?"

Find a cuboid (with edges of integer values) that has a surface area of exactly 100 square units. Is there more than one? Can you find them all?

How many integers between 1 and 1200 are NOT multiples of any of the numbers 2, 3 or 5?

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?

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?

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

Follow this recipe for sieving numbers and see what interesting patterns emerge.

What can you say about the values of n that make $7^n + 3^n$ a multiple of 10? Are there other pairs of integers between 1 and 10 which have similar properties?

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?

An environment which simulates working with Cuisenaire rods.

Gabriel multiplied together some numbers and then erased them. Can you figure out where each number was?

Helen made the conjecture that "every multiple of six has more factors than the two numbers either side of it". Is this conjecture true?

Find some triples of whole numbers a, b and c such that a^2 + b^2 + c^2 is a multiple of 4. Is it necessarily the case that a, b and c must all be even? If so, can you explain why?

An investigation that gives you the opportunity to make and justify predictions.

Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?

You are given the Lowest Common Multiples of sets of digits. Find the digits and then solve the Sudoku.

A mathematician goes into a supermarket and buys four items. Using a calculator she multiplies the cost instead of adding them. How can her answer be the same as the total at the till?