Are these statements always true, sometimes true or never true?
Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
In November, Liz was interviewed for an article on a parents' website about learning times tables. Read the article here.
This challenge combines addition, multiplication, perseverance and even proof.
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
I'm thinking of a number. When my number is divided by 5 the remainder is 4. When my number is divided by 3 the remainder is 2. Can you find my number?
Ben’s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?
Can you order the digits from 1-3 to make a number which is divisible by 3 so when the last digit is removed it becomes a 2-figure number divisible by 2, and so on?
Here is a chance to play a version of the classic Countdown Game.
Zumf makes spectacles for the residents of the planet Zargon, who have either 3 eyes or 4 eyes. How many lenses will Zumf need to make all the different orders for 9 families?
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?
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
Try adding together the dates of all the days in one week. Now multiply the first date by 7 and add 21. Can you explain what happens?
Skippy and Anna are locked in a room in a large castle. The key to that room, and all the other rooms, is a number. The numbers are locked away in a problem. Can you help them to get out?
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?
Find a great variety of ways of asking questions which make 8.
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?
Cherri, Saxon, Mel and Paul are friends. They are all different ages. Can you find out the age of each friend using the information?
This task combines spatial awareness with addition and multiplication.
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!
This multiplication uses each of the digits 0 - 9 once and once only. Using the information given, can you replace the stars in the calculation with figures?
Look on the back of any modern book and you will find an ISBN code. Take this code and calculate this sum in the way shown. Can you see what the answers always have in common?
Use this grid to shade the numbers in the way described. Which numbers do you have left? Do you know what they are called?
Can you complete this jigsaw of the multiplication square?
Choose a symbol to put into the number sentence.
This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.
Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.
What is happening at each box in these machines?
This problem is designed to help children to learn, and to use, the two and three times tables.
Can you work out how many flowers there will be on the Amazing Splitting Plant after it has been growing for six weeks?
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
Work out Tom's number from the answers he gives his friend. He will only answer 'yes' or 'no'.
There were 22 legs creeping across the web. How many flies? How many spiders?
Can you arrange 5 different digits (from 0 - 9) in the cross in the way described?
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?
What do you notice about the date 03.06.09? Or 08.01.09? This challenge invites you to investigate some interesting dates yourself.
Find the next number in this pattern: 3, 7, 19, 55 ...
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
Claire thinks she has the most sports cards in her album. "I have 12 pages with 2 cards on each page", says Claire. Ross counts his cards. "No! I have 3 cards on each of my pages and there are. . . .
Can you work out the arrangement of the digits in the square so that the given products are correct? The numbers 1 - 9 may be used once and once only.
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.
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.
If the numbers 5, 7 and 4 go into this function machine, what numbers will come out?
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?
Using the statements, can you work out how many of each type of rabbit there are in these pens?
This group activity will encourage you to share calculation strategies and to think about which strategy might be the most efficient.
How would you count the number of fingers in these pictures?
This number has 903 digits. What is the sum of all 903 digits?
Number problems at primary level that require careful consideration.