Imagine a wheel with different markings painted on it at regular
intervals. Can you predict the colour of the 18th mark? The 100th
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!
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 the interactivities to complete these Venn diagrams.
If you have only four weights, where could you place them in order
to balance this equaliser?
Can you complete this jigsaw of the multiplication square?
In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each 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.
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?
Factors and Multiples game for an adult and child. How can you make sure you win this game?
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?
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?"
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?
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?
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. . . .
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.
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Given the products of adjacent cells, can you complete this Sudoku?
Use the interactivity to create some steady rhythms. How could you
create a rhythm which sounds the same forwards as it does
The planet of Vuvv has seven moons. Can you work out how long it is
between each super-eclipse?
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
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?
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.
How many different sets of numbers with at least four members can
you find in the numbers in this box?
A game that tests your understanding of remainders.
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?
There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?
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?
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.
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
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 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?
Got It game for an adult and child. How can you play so that you know you will always win?
These red, yellow and blue spinners were each spun 45 times in
total. Can you work out which numbers are on each spinner?
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?
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?
For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?
Follow the clues to find the mystery number.
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?
An environment which simulates working with Cuisenaire rods.
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
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?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Can you make square numbers by adding two prime numbers together?
I am thinking of three sets of numbers less than 101. Can you find
all the numbers in each set from these clues?
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?
How can you use just one weighing to find out which box contains
the lighter ten coins out of the ten boxes?
What is the lowest number which always leaves a remainder of 1 when
divided by each of the numbers from 2 to 10?