Ahmed is making rods using different numbers of cubes. Which rod is twice the length of his first rod?

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.

This project challenges you to work out the number of cubes hidden under a cloth. What questions would you like to ask?

These two group activities use mathematical reasoning - one is numerical, one geometric.

Can you hang weights in the right place to make the equaliser balance?

Make one big triangle so the numbers that touch on the small triangles add to 10. You could use the interactivity to help you.

If you have ten counters numbered 1 to 10, how many can you put into pairs that add to 10? Which ones do you have to leave out? Why?

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?

Choose four of the numbers from 1 to 9 to put in the squares so that the differences between joined squares are odd.

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?

Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?

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?

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?

Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below 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. . . .

Use the information about Sally and her brother to find out how many children there are in the Brown family.

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?

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?

Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.

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?

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!

Using the cards 2, 4, 6, 8, +, - and =, what number statements can you make?

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?

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.

Can you make a cycle of pairs that add to make a square number using all the numbers in the box below, once and once only?

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?

Can you make square numbers by adding two prime numbers together?

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.

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?

Find all the numbers that can be made by adding the dots on two dice.

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?

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?

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?

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.

Use the number weights to find different ways of balancing the equaliser.

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?

Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.

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.

Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?

What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.

This activity is best done with a whole class or in a large group. Can you match the cards? What happens when you add pairs of the numbers together?