Think of a number, add one, double it, take away 3, add the number you first thought of, add 7, divide by 3 and take away the number you first thought of. You should now be left with 2. How do I. . . .

Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .

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?

An AP rectangle is one whose area is numerically equal to its perimeter. If you are given the length of a side can you always find an AP rectangle with one side the given length?

Great Granddad is very proud of his telegram from the Queen congratulating him on his hundredth birthday and he has friends who are even older than he is... When was he born?

A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .

Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .

Take any whole number between 1 and 999, add the squares of the digits to get a new number. Make some conjectures about what happens in general.

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. . . .

Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?

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?

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. . . .

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

Charlie has moved between countries and the average income of both has increased. How can this be so?

Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?

We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

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.

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.

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?

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?

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.

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.

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The winner is the player to take the last counter.

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?

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

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

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

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?

Can you describe this route to infinity? Where will the arrows take you next?

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

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

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

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

This activity involves rounding four-digit numbers to the nearest thousand.

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

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

Find a route from the outside to the inside of this square, stepping on as many tiles as possible.

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

Nim-7 game for an adult and child. Who will be the one to take the last counter?

How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?

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