Go through the maze, collecting and losing your money as you go.
Which route gives you the highest return? And the lowest?
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?
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?
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?
Amazing as it may seem the three fives remaining in the following
`skeleton' are sufficient to reconstruct the entire long division
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
Given the products of adjacent cells, can you complete this Sudoku?
Find the smallest whole number which, when mutiplied by 7, gives a
product consisting entirely of ones.
This article for teachers suggests ideas for activities built around 10 and 2010.
The number 8888...88M9999...99 is divisible by 7 and it starts with
the digit 8 repeated 50 times and ends with the digit 9 repeated 50
times. What is the value of the digit M?
If you take a three by three square on a 1-10 addition square and
multiply the diagonally opposite numbers together, what is the
difference between these products. Why?
Find at least one way to put in some operation signs (+ - x ÷)
to make these digits come to 100.
A game for 2 people. Use your skills of addition, subtraction, multiplication and division to blast the asteroids.
Using the statements, can you work out how many of each type of
rabbit there are in these pens?
Use your logical reasoning to work out how many cows and how many
sheep there are in each field.
A game for 2 people using a pack of cards Turn over 2 cards and try
to make an odd number or a multiple of 3.
This number has 903 digits. What is the sum of all 903 digits?
A game for 2 or more players with a pack of cards. Practise your
skills of addition, subtraction, multiplication and division to hit
the target score.
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,. . . .
Ben’s class were making cutting up number tracks. First they
cut them into twos and added up the numbers on each piece. What
patterns could they see?
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?
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?
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?
Here is a picnic that Petros and Michael are going to share equally. Can you tell us what each of them will have?
Mr McGregor has a magic potting shed. Overnight, the number of
plants in it doubles. He'd like to put the same number of plants in
each of three gardens, planting one garden each day. Can he do it?
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!
Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.
Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?
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?
What is happening at each box in these machines?
Can you arrange 5 different digits (from 0 - 9) in the cross in the
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10
This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.
Can you complete this jigsaw of the multiplication square?
Choose any 3 digits and make a 6 digit number by repeating the 3
digits in the same order (e.g. 594594). Explain why whatever digits
you choose the number will always be divisible by 7, 11 and 13.
Find the number which has 8 divisors, such that the product of the
divisors is 331776.
Amy has a box containing domino pieces but she does not think it is a complete set. She has 24 dominoes in her box and there are 125 spots on them altogether. Which of her domino pieces are missing?
What is the lowest number which always leaves a remainder of 1 when
divided by each of the numbers from 2 to 10?
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.
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?
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?
When I type a sequence of letters my calculator gives the product
of all the numbers in the corresponding memories. What numbers
should I store so that when I type 'ONE' it returns 1, and when I
type. . . .
Find the next number in this pattern: 3, 7, 19, 55 ...
In November, Liz was interviewed for an article on a parents' website about learning times tables. Read the article here.
Resources to support understanding of multiplication and division through playing with number.
Can you work out what a ziffle is on the planet Zargon?
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
This problem is designed to help children to learn, and to use, the two and three times tables.
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?