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!

Find your way through the grid starting at 2 and following these operations. What number do you end on?

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

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?

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

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. . . .

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

Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.

This challenge extends the Plants investigation so now four or more children are involved.

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?

Imagine a pyramid which is built in square layers of small cubes. If we number the cubes from the top, starting with 1, can you picture which cubes are directly below this first cube?

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.

Make your own double-sided magic square. But can you complete both sides once you've made the pieces?

Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?

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

Place six toy ladybirds into the box so that there are two ladybirds in every column and every row.

If you have only four weights, where could you place them in order to balance this equaliser?

Can you make a train the same length as Laura's but using three differently coloured rods? Is there only one way of doing it?

Start by putting one million (1 000 000) into the display of your calculator. Can you reduce this to 7 using just the 7 key and add, subtract, multiply, divide and equals as many times as you like?

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?

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?

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

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

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

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?

If you hang two weights on one side of this balance, in how many different ways can you hang three weights on the other side for it to be balanced?

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?

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?

Use the interactivities to fill in these Carroll diagrams. How do you know where to place the numbers?

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?

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?

This article gives you a few ideas for understanding the Got It! game and how you might find a winning strategy.

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 44 people coming to a dinner party. There are 15 square tables that seat 4 people. Find a way to seat the 44 people using all 15 tables, with no empty places.

A game for 2 people. Use your skills of addition, subtraction, multiplication and division to blast the asteroids.

How have the numbers been placed in this Carroll diagram? Which labels would you put on each row and column?

Throw the dice and decide whether to double or halve the number. Will you be the first to reach the target?

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

Using the statements, can you work out how many of each type of rabbit there are in these pens?

A game for 2 players. Practises subtraction or other maths operations knowledge.

Use these head, body and leg pieces to make Robot Monsters which are different heights.

Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.

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?

We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?

This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?