"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 ...?
The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?
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?
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
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?
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?
These eleven shapes each stand for a different number. Can you use the multiplication sums to work out what they are?
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.
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
Can you make square numbers by adding two prime numbers together?
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?
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.
Have a go at balancing this equation. Can you find different ways of doing it?
Can you work out some different ways to balance this equation?
Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?
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.
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 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?
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
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?
Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over. How many lollies could there have been in the bag?
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
Can you work out how to balance this equaliser? You can put more than one weight on a hook.
Ben and his mum are planting garlic. Use the interactivity to help you find out how many cloves of garlic they might have had.
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 replace the letters with numbers? Is there only one solution in each case?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
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?
Can you work out how many flowers there will be on the Amazing Splitting Plant after it has been growing for six weeks?
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?
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?
This group activity will encourage you to share calculation strategies and to think about which strategy might be the most efficient.
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?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
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.
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?
Throw the dice and decide whether to double or halve the number. Will you be the first to reach the target?
This activity focuses on doubling multiples of five.
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?
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.
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
At the beginning of May Tom put his tomato plant outside. On the same day he sowed a bean in another pot. When will the two be the same height?
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.
These spinners will give you the tens and unit digits of a number. Can you choose sets of numbers to collect so that you spin six numbers belonging to your sets in as few spins as possible?
Help share out the biscuits the children have made.
In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?
Which pairs of cogs let the coloured tooth touch every tooth on the other cog? Which pairs do not let this happen? Why?
Yasmin and Zach have some bears to share. Which numbers of bears can they share so that there are none left over?
Can you complete this jigsaw of the multiplication square?