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. . . .
Find your way through the grid starting at 2 and following these operations. What number do you end on?
Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.
Place six toy ladybirds into the box so that there are two ladybirds in every column and every row.
Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?
Find all the numbers that can be made by adding the dots on two dice.
Ahmed is making rods using different numbers of cubes. Which rod is twice the length of his first rod?
Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it.
Use these head, body and leg pieces to make Robot Monsters which are different heights.
These two group activities use mathematical reasoning - one is numerical, one geometric.
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?
If each of these three shapes has a value, can you find the totals of the combinations? Perhaps you can use the shapes to make the given totals?
Using 3 rods of integer lengths, none longer than 10 units and not using any rod more than once, you can measure all the lengths in whole units from 1 to 10 units. How many ways can you do this?
Suppose there is a train with 24 carriages which are going to be put together to make up some new trains. Can you find all the ways that this can be done?
In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?
There are to be 6 homes built on a new development site. They could be semi-detached, detached or terraced houses. How many different combinations of these can you find?
You have 5 darts and your target score is 44. How many different ways could you score 44?
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?
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?
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?
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?
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!
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
Leah and Tom each have a number line. Can you work out where their counters will land? What are the secret jumps they make with their counters?
Investigate this balance which is marked in halves. If you had a weight on the left-hand 7, where could you hang two weights on the right to make it balance?
Investigate what happens when you add house numbers along a street in different ways.
Can you substitute numbers for the letters in these sums?
Can you arrange fifteen dominoes so that all the touching domino pieces add to 6 and the ends join up? Can you make all the joins add to 7?
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?
Can you make square numbers by adding two prime numbers together?
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?
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.
Ben has five coins in his pocket. How much money might he have?
We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?
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?
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?
If you had any number of ordinary dice, what are the possible ways of making their totals 6? What would the product of the dice be each time?
Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?
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?
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.
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.
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
Can you hang weights in the right place to make the equaliser balance?
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?
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
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?
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.