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?
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
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.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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.
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?
Can you explain the strategy for winning this game with any target?
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?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
A collection of resources to support work on Factors and Multiples at Secondary level.
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
Make a set of numbers that use all the digits from 1 to 9, once and
once only. Add them up. The result is divisible by 9. Add each of
the digits in the new number. What is their sum? Now try some. . . .
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 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?
You are given the Lowest Common Multiples of sets of digits. Find
the digits and then solve the Sudoku.
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.
The planet of Vuvv has seven moons. Can you work out how long it is
between each super-eclipse?
Is there an efficient way to work out how many factors a large number has?
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 find any perfect numbers? Read this article to find out more...
Imagine a wheel with different markings painted on it at regular
intervals. Can you predict the colour of the 18th mark? The 100th
Given the products of adjacent cells, can you complete this Sudoku?
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?
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.
The five digit number A679B, in base ten, is divisible by 72. What
are the values of A and B?
Given the products of diagonally opposite cells - can you complete this Sudoku?
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?
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
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?
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.
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.
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 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?
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?
Explain why the arithmetic sequence 1, 14, 27, 40, ... contains many terms of the form 222...2 where only the digit 2 appears.
Follow this recipe for sieving numbers and see what interesting patterns emerge.
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?
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?
Got It game for an adult and child. How can you play so that you know you will always win?
What is the remainder when 2^2002 is divided by 7? What happens
with different powers of 2?
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 this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?
Have a go at balancing this equation. Can you find different ways of doing it?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
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?
Can you work out some different ways to balance this equation?