On my calculator I divided one whole number by another whole number and got the answer 3.125. If the numbers are both under 50, what are they?
Would you rather: Have 10% of £5 or 75% of 80p? Be given 60% of 2 pizzas or 26% of 5 pizzas?
Mrs Morgan, the class's teacher, pinned numbers onto the backs of three children. Use the information to find out what the three numbers were.
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?
Can you make a cycle of pairs that add to make a square number using all the numbers in the box below, once and once only?
Can you replace the letters with numbers? Is there only one solution in each case?
Andy had a big bag of marbles but unfortunately the bottom of it split and all the marbles spilled out. Use the information to find out how many there were in the bag originally.
Can you complete this jigsaw of the multiplication square?
These eleven shapes each stand for a different number. Can you use the multiplication sums to work out what they are?
Find the product of the numbers on the routes from A to B. Which route has the smallest product? Which the largest?
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?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
This group activity will encourage you to share calculation strategies and to think about which strategy might be the most efficient.
Nearly all of us have made table patterns on hundred squares, that is 10 by 10 grids. This problem looks at the patterns on differently sized square grids.
When Charlie asked his grandmother how old she is, he didn't get a straightforward reply! Can you work out how old she is?
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
After training hard, these two children have improved their results. Can you work out the length or height of their first jumps?
This problem is designed to help children to learn, and to use, the two and three times tables.
Look at different ways of dividing things. What do they mean? How might you show them in a picture, with things, with numbers and symbols?
Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?
How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?
What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.
Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.
On the planet Vuv there are two sorts of creatures. The Zios have 3 legs and the Zepts have 7 legs. The great planetary explorer Nico counted 52 legs. How many Zios and how many Zepts were there?
48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?
Find at least one way to put in some operation signs (+ - x ÷) to make these digits come to 100.
Norrie sees two lights flash at the same time, then one of them flashes every 4th second, and the other flashes every 5th second. How many times do they flash together during a whole minute?
The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
Use 4 four times with simple operations so that you get the answer 12. Can you make 15, 16 and 17 too?
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.
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Can you make square numbers by adding two prime numbers together?
We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?
I'm thinking of a number. My number is both a multiple of 5 and a multiple of 6. What could my number be?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?
Think of a number, square it and subtract your starting number. Is the number you’re left with odd or even? How do the images help to explain this?
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?
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?
What do the numbers shaded in blue on this hundred square have in common? What do you notice about the pink numbers? How about the shaded numbers in the other squares?
This game can replace standard practice exercises on finding factors and multiples.
Can you predict when you'll be clapping and when you'll be clicking if you start this rhythm? How about when a friend begins a new rhythm at the same time?
This big box multiplies anything that goes inside it by the same number. If you know the numbers that come out, what multiplication might be going on in the box?
Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?
This challenge is a game for two players. Choose two of the numbers to multiply or divide, then mark your answer on the number line. Can you get four in a row?
Imagine a pyramid which is built in square layers of small cubes. If we number the cubes from the top, starting with 1, can you picture which cubes are directly below this first cube?
Play this game and see if you can figure out the computer's chosen number.
Choose a symbol to put into the number sentence.
In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?
Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.
Which pairs of cogs let the coloured tooth touch every tooth on the other cog? Which pairs do not let this happen? Why?
Each light in this interactivity turns on according to a rule. What happens when you enter different numbers? Can you find the smallest number that lights up all four lights?
What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.
"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?
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?
Factor track is not a race but a game of skill. The idea is to go round the track in as few moves as possible, keeping to the rules.
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?
Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
These practical challenges are all about making a 'tray' and covering it with paper.
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
Can you work out some different ways to balance this equation?
Have a go at balancing this equation. Can you find different ways of doing it?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
Are these statements always true, sometimes true or never true?
Can you find any two-digit numbers that satisfy all of these statements?