For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?

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.

A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.

Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.

List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?

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?

Can you dissect an equilateral triangle into 6 smaller ones? What number of smaller equilateral triangles is it NOT possible to dissect a larger equilateral triangle into?

You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .

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.

Delight your friends with this cunning trick! Can you explain how it works?

Can you work out how to win this game of Nim? Does it matter if you go first or second?

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?

Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

Take any two digit number, for example 58. What do you have to do to reverse the order of the digits? Can you find a rule for reversing the order of digits for any two digit number?

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

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

Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.

If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.

This challenge encourages you to explore dividing a three-digit number by a single-digit number.

Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .

One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?

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

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

It starts quite simple but great opportunities for number discoveries and patterns!

The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .

Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

How many moves does it take to swap over some red and blue frogs? Do you have a method?

Can you find the values at the vertices when you know the values on the edges?

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have?

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?

What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?

The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

Can all unit fractions be written as the sum of two unit fractions?

A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

A package contains a set of resources designed to develop pupils’ mathematical thinking. This package places a particular emphasis on “generalising” and is designed to meet the. . . .

It would be nice to have a strategy for disentangling any tangled ropes...

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?