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!

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

Can you complete this jigsaw of the multiplication square?

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

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

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

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?

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

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.

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

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?"

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

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?

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

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?

This package contains a collection of problems from the NRICH website that could be suitable for students who have a good understanding of Factors and Multiples and who feel ready to take on some. . . .

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.

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?

Andrew decorated 20 biscuits to take to a party. He lined them up and put icing on every second biscuit and different decorations on other biscuits. How many biscuits weren't decorated?

The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?

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

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

Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.

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.

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?

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

A game that tests your understanding of remainders.

Ben passed a third of his counters to Jack, Jack passed a quarter of his counters to Emma and Emma passed a fifth of her counters to Ben. After this they all had the same number of counters.

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.

Can you work out the arrangement of the digits in the square so that the given products are correct? The numbers 1 - 9 may be used once and once only.

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?

An environment which simulates working with Cuisenaire rods.

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?

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

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?

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?

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

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?

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

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?

The discs for this game are kept in a flat square box with a square hole for each disc. Use the information to find out how many discs of each colour there are in the box.

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

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.

Complete the magic square using the numbers 1 to 25 once each. Each row, column and diagonal adds up to 65.

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?

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

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