Investigate what happens when you add house numbers along a street
in different ways.
In this section from a calendar, put a square box around the 1st,
2nd, 8th and 9th. Add all the pairs of numbers. What do you notice
about the answers?
Susie took cherries out of a bowl by following a certain pattern.
How many cherries had there been in the bowl to start with if she
was left with 14 single ones?
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?
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?
If the answer's 2010, what could the question be?
Find the next number in this pattern: 3, 7, 19, 55 ...
Look carefully at the numbers. What do you notice? Can you make
another square using the numbers 1 to 16, that displays the same
This number has 903 digits. What is the sum of all 903 digits?
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.
48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?
Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
In sheep talk the only letters used are B and A. A sequence of
words is formed by following certain rules. What do you notice when
you count the letters in each word?
Place the numbers 1 to 10 in the circles so that each number is the
difference between the two numbers just below it.
Can you put the numbers 1 to 8 into the circles so that the four
calculations are correct?
These sixteen children are standing in four lines of four, one behind the other. They are each holding a card with a number on it. Can you work out the missing numbers?
If the numbers 5, 7 and 4 go into this function machine, what
numbers will come out?
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 task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
In this investigation, you are challenged to make mobile phone
numbers which are easy to remember. What happens if you make a
sequence adding 2 each time?
Can you design a new shape for the twenty-eight squares and arrange
the numbers in a logical way? What patterns do you notice?
Complete these two jigsaws then put one on top of the other. What
happens when you add the 'touching' numbers? What happens when you
change the position of the jigsaws?
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.
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
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?
This challenge combines addition, multiplication, perseverance and even proof.
These alphabet bricks are painted in a special way. A is on one
brick, B on two bricks, and so on. How many bricks will be painted
by the time they have got to other letters of the alphabet?
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?
This task combines spatial awareness with addition and multiplication.
EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules.
Here are the prices for 1st and 2nd class mail within the UK. You have an unlimited number of each of these stamps. Which stamps would you need to post a parcel weighing 825g?
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
I throw three dice and get 5, 3 and 2. Add the scores on the three
dice. What do you get? Now multiply the scores. What do you notice?
The Scot, John Napier, invented these strips about 400 years ago to
help calculate multiplication and division. Can you work out how to
use Napier's bones to find the answer to these multiplications?
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!
Mrs Morgan, the class's teacher, pinned numbers onto the backs of
three children. Use the information to find out what the three
This is an adding game for two players.
Well now, what would happen if we lost all the nines in our number
system? Have a go at writing the numbers out in this way and have a
look at the multiplications table.
A game for 2 players. Practises subtraction or other maths
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
Where can you draw a line on a clock face so that the numbers on
both sides have the same total?
I was looking at the number plate of a car parked outside. Using my special code S208VBJ adds to 65. Can you crack my code and use it to find out what both of these number plates add up to?
Which times on a digital clock have a line of symmetry? Which look
the same upside-down? You might like to try this investigation and
These two group activities use mathematical reasoning - one is
numerical, one geometric.
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?
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?
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?
Find at least one way to put in some operation signs (+ - x ÷)
to make these digits come to 100.