Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?

Can you replace the letters with numbers? Is there only one solution in each case?

Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?

In the multiplication calculation, some of the digits have been replaced by letters and others by asterisks. Can you reconstruct the original multiplication?

Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?

Have a go at balancing this equation. Can you find different ways of doing it?

56 406 is the product of two consecutive numbers. What are these two numbers?

This big box multiplies anything that goes inside it by the same number. If you know the numbers that come out, what multiplication might be going on in the box?

Can you each work out the number on your card? What do you notice? How could you sort the cards?

Work out Tom's number from the answers he gives his friend. He will only answer 'yes' or 'no'.

This problem is designed to help children to learn, and to use, the two and three times tables.

Can you complete this jigsaw of the multiplication square?

Can you work out some different ways to balance this equation?

What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?

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?

On my calculator I divided one whole number by another whole number and got the answer 3.125 If the numbers are both under 50, what are they?

Twizzle, a female giraffe, needs transporting to another zoo. Which route will give the fastest journey?

Grandma found her pie balanced on the scale with two weights and a quarter of a pie. So how heavy was each pie?

Use this information to work out whether the front or back wheel of this bicycle gets more wear and tear.

Here is a picnic that Petros and Michael are going to share equally. Can you tell us what each of them will have?

This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .

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?

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?

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

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?

On Friday the magic plant was only 2 centimetres tall. Every day it doubled its height. How tall was it on Monday?

All the girls would like a puzzle each for Christmas and all the boys would like a book each. Solve the riddle to find out how many puzzles and books Santa left.

Chandrika was practising a long distance run. Can you work out how long the race was from the information?

How would you count the number of fingers in these pictures?

There were 22 legs creeping across the web. How many flies? How many spiders?

Here is a chance to play a version of the classic Countdown Game.

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 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.

Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.

What do you notice about the date 03.06.09? Or 08.01.09? This challenge invites you to investigate some interesting dates yourself.

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 article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.

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!

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?

Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?

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. . . .

A game that tests your understanding of remainders.

There are four equal weights on one side of the scale and an apple on the other side. What can you say that is true about the apple and the weights from the picture?

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

Can you arrange 5 different digits (from 0 - 9) in the cross in the way described?

Find the product of the numbers on the routes from A to B. Which route has the smallest product? Which the largest?

The clockmaker's wife cut up his birthday cake to look like a clock face. Can you work out who received each piece?

A group of children are using measuring cylinders but they lose the labels. Can you help relabel them?

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?