Lolla bought a balloon at the circus. She gave the clown six coins to pay for it. What could Lolla have paid for the balloon?
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?
Using the cards 2, 4, 6, 8, +, - and =, what number statements can you make?
Can you substitute numbers for the letters in these sums?
In how many ways could Mrs Beeswax put ten coins into her three puddings so that each pudding ended up with at least two coins?
Katie had a pack of 20 cards numbered from 1 to 20. She arranged the cards into 6 unequal piles where each pile added to the same total. What was the total and how could this be done?
Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?
You have 5 darts and your target score is 44. How many different ways could you score 44?
These two group activities use mathematical reasoning - one is numerical, one geometric.
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
There were chews for 2p, mini eggs for 3p, Chocko bars for 5p and lollypops for 7p in the sweet shop. What could each of the children buy with their money?
Winifred Wytsh bought a box each of jelly babies, milk jelly bears, yellow jelly bees and jelly belly beans. In how many different ways could she make a jolly jelly feast with 32 legs?
In your bank, you have three types of coins. The number of spots shows how much they are worth. Can you choose coins to exchange with the groups given to make the same total?
How could you put eight beanbags in the hoops so that there are four in the blue hoop, five in the red and six in the yellow? Can you find all the ways of doing this?
Write the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.
Ram divided 15 pennies among four small bags. He could then pay any sum of money from 1p to 15p without opening any bag. How many pennies did Ram put in each bag?
Ben has five coins in his pocket. How much money might he have?
Find your way through the grid starting at 2 and following these operations. What number do you end on?
Can you put plus signs in so this is true? 1 2 3 4 5 6 7 8 9 = 99 How many ways can you do it?
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
This magic square has operations written in it, to make it into a maze. Start wherever you like, go through every cell and go out a total of 15!
Add the sum of the squares of four numbers between 10 and 20 to the sum of the squares of three numbers less than 6 to make the square of another, larger, number.
Can you make square numbers by adding two prime numbers together?
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
There are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2 litres. Find a way to pour 9 litres of drink from one jug to another until you are left with exactly 3 litres in three of the jugs.
Find all the numbers that can be made by adding the dots on two dice.
Ten cards are put into five envelopes so that there are two cards in each envelope. The sum of the numbers inside it is written on each envelope. What numbers could be inside the envelopes?
This problem is based on a code using two different prime numbers less than 10. You'll need to multiply them together and shift the alphabet forwards by the result. Can you decipher the code?
Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?
Move from the START to the FINISH by moving across or down to the next square. Can you find a route to make these totals?
This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
This challenge extends the Plants investigation so now four or more children are involved.
Can you use the information to find out which cards I have used?
Two children made up a game as they walked along the garden paths. Can you find out their scores? Can you find some paths of your own?
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
How could you arrange at least two dice in a stack so that the total of the visible spots is 18?
This challenge is about finding the difference between numbers which have the same tens digit.
This task follows on from Build it Up and takes the ideas into three dimensions!
Can you find all the ways to get 15 at the top of this triangle of numbers?
This dice train has been made using specific rules. How many different trains can you make?
Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?
This challenge focuses on finding the sum and difference of pairs of two-digit numbers.
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
Can you find which shapes you need to put into the grid to make the totals at the end of each row and the bottom of each column?
A group of children are using measuring cylinders but they lose the labels. Can you help relabel them?
This task, written for the National Young Mathematicians' Award 2016, invites you to explore the different combinations of scores that you might get on these dart boards.
Tim had nine cards each with a different number from 1 to 9 on it. How could he have put them into three piles so that the total in each pile was 15?
Use these head, body and leg pieces to make Robot Monsters which are different heights.