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.
Got It game for an adult and child. How can you play so that you know you will always win?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Ben and his mum are planting garlic. Use the interactivity to help you find out how many cloves of garlic they might have had.
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?
Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?
Help share out the biscuits the children have made.
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?
How many trains can you make which are the same length as Matt's, using rods that are identical?
Can you find the chosen number from the grid using the clues?
Starting with the number 180, take away 9 again and again, joining up the dots as you go. Watch out - don't join all the dots!
Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.
Can you work out how to balance this equaliser? You can put more than one weight on a hook.
If you have only four weights, where could you place them in order to balance this equaliser?
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?
In this maze of hexagons, you start in the centre at 0. The next hexagon must be a multiple of 2 and the next a multiple of 5. What are the possible paths you could take?
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.
Andrew decorated 20 biscuits to take to a party. He lined them up and put icing on every second biscuit and different decorations on other biscuits. How many biscuits weren't decorated?
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
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?
An investigation that gives you the opportunity to make and justify predictions.
Use the interactivity to sort these numbers into sets. Can you give each set a name?
You can make a calculator count for you by any number you choose. You can count by ones to reach 24. You can count by twos to reach 24. What else can you count by to reach 24?
Can you find just the right bubbles to hold your number?
How can you use just one weighing to find out which box contains the lighter ten coins out of the ten boxes?
Yasmin and Zach have some bears to share. Which numbers of bears can they share so that there are none left over?
This article for teachers describes how number arrays can be a useful reprentation for many number concepts.
Pat counts her sweets in different groups and both times she has some left over. How many sweets could she have had?
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.
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?
Use the interactivity to create some steady rhythms. How could you create a rhythm which sounds the same forwards as it does backwards?
The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?
Can you place the numbers from 1 to 10 in the grid?
Can you complete this jigsaw of the multiplication square?
A game that tests your understanding of remainders.
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
An environment which simulates working with Cuisenaire rods.
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
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?
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?
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?
Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?
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?
Factors and Multiples game for an adult and child. How can you make sure you win this game?
This activity focuses on doubling multiples of five.
56 406 is the product of two consecutive numbers. What are these two numbers?
Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?