In this calculation, the box represents a missing digit. What could the digit be? What would the solution be in each case?

In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.

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?

What happens when you add three numbers together? Will your answer be odd or even? How do you know?

This problem looks at how one example of your choice can show something about the general structure of multiplication.

This investigates one particular property of number by looking closely at an example of adding two odd numbers together.

How would you create the largest possible two-digit even number from the digit I've given you and one of your choice?

If you have ten counters numbered 1 to 10, how many can you put into pairs that add to 10? Which ones do you have to leave out? Why?

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?

This problem challenges you to find out how many odd numbers there are between pairs of numbers. Can you find a pair of numbers that has four odds between them?

Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?

Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?

Explore the relationship between simple linear functions and their graphs.

This activity is best done with a whole class or in a large group. Can you match the cards? What happens when you add pairs of the numbers together?

Use the interactivities to complete these Venn diagrams.

Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?

Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

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

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

Try grouping the dominoes in the ways described. Are there any left over each time? Can you explain why?

Is this a fair game? How many ways are there of creating a fair game by adding odd and even numbers?

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?

If there are 3 squares in the ring, can you place three different numbers in them so that their differences are odd? Try with different numbers of squares around the ring. What do you notice?

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

Yasmin and Zach have some bears to share. Which numbers of bears can they share so that there are none left over?

In how many different ways can you break up a stick of 7 interlocking cubes? Now try with a stick of 8 cubes and a stick of 6 cubes.

Think of a number, square it and subtract your starting number. Is the number youâ€™re left with odd or even? How do the images help to explain this?

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

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?

Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.

Pat counts her sweets in different groups and both times she has some left over. How many sweets could she have had?

Arrange the numbers 1 to 6 in each set of circles below. The sum of each side of the triangle should equal the number in its centre.

Are these statements always true, sometimes true or never true?

Are these statements relating to odd and even numbers always true, sometimes true or never true?

This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

Alison, Bernard and Charlie have been exploring sequences of odd and even numbers, which raise some intriguing questions...

How many legs do each of these creatures have? How many pairs is that?

Daisy and Akram were making number patterns. Daisy was using beads that looked like flowers and Akram was using cube bricks. First they were counting in twos.

Becky created a number plumber which multiplies by 5 and subtracts 4. What do you notice about the numbers that it produces? Can you explain your findings?

Use the interactivity to sort these numbers into sets. Can you give each set a name?

These red, yellow and blue spinners were each spun 45 times in total. Can you work out which numbers are on each spinner?

Can you find the chosen number from the grid using the clues?

Use algebra to reason why 16 and 32 are impossible to create as the sum of consecutive numbers.

Why are there only a few lattice points on a hyperbola and infinitely many on a parabola?

Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?