Pat counts her sweets in different groups and both times she has
some left over. How many sweets could she have had?
Can you find the chosen number from the grid using the clues?
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
A game for 2 or more people. Starting with 100, subratct a number from 1 to 9 from the total. You score for making an odd number, a number ending in 0 or a multiple of 6.
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
In this problem we are looking at sets of parallel sticks that
cross each other. What is the least number of crossings you can
make? And the greatest?
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.
How would you create the largest possible two-digit even number from the digit I've given you and one of your choice?
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?
Help share out the biscuits the children have made.
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.
Can you place the numbers from 1 to 10 in the grid?
I am less than 25. My ones digit is twice my tens digit. My digits add up to an even number.
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?
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?
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.
Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?
Try grouping the dominoes in the ways described. Are there any left
over each time? Can you explain why?
Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?
Are these domino games fair? Can you explain why or why not?
These red, yellow and blue spinners were each spun 45 times in
total. Can you work out which numbers are on each spinner?
You can trace over all of the diagonals of a pentagon without
lifting your pencil and without going over any more than once. Can
the same thing be done with a hexagon or with a heptagon?
How have the numbers been placed in this Carroll diagram? Which
labels would you put on each row and column?
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?
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?
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.
In this calculation, the box represents a missing digit. What could the digit be? What would the solution be in each case?
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.
Use the interactivities to complete these Venn diagrams.
How many legs do each of these creatures have? How many pairs is
Follow the clues to find the mystery number.
You have 4 red and 5 blue counters. How many ways can they be
placed on a 3 by 3 grid so that all the rows columns and diagonals
have an even number of red counters?
Use the interactivities to fill in these Carroll diagrams. How do you know where to place the numbers?
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?
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?
An odd version of tic tac toe
There are ten children in Becky's group. Can you find a set of
numbers for each of them? Are there any other sets?
Use the interactivity to sort these numbers into sets. Can you give
each set a name?
How many different sets of numbers with at least four members can
you find in the numbers in this box?
Investigate the smallest number of moves it takes to turn these
mats upside-down if you can only turn exactly three at a time.
Yasmin and Zach have some bears to share. Which numbers of bears
can they share so that there are none left over?
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?
Choose four of the numbers from 1 to 9 to put in the squares so that the differences between joined squares are odd.
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?
Is it possible to place 2 counters on the 3 by 3 grid so that there
is an even number of counters in every row and every column? How
about if you have 3 counters or 4 counters or....?
Each child in Class 3 took four numbers out of the bag. Who had
made the highest even number?
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
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.
Try to stop your opponent from being able to split the piles of counters into unequal numbers. Can you find a strategy?