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.

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.

If you have only four weights, where could you place them in order to balance this equaliser?

Got It game for an adult and child. How can you play so that you know you will always win?

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!

Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.

A student in a maths class was trying to get some information from her teacher. She was given some clues and then the teacher ended by saying, "Well, how old are they?"

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?

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 explain the strategy for winning this game with any target?

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

Given the products of adjacent cells, can you complete this Sudoku?

Can you complete this jigsaw of the multiplication square?

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.

How can you use just one weighing to find out which box contains the lighter ten coins out of the ten boxes?

Ben passed a third of his counters to Jack, Jack passed a quarter of his counters to Emma and Emma passed a fifth of her counters to Ben. After this they all had the same number of counters.

This article for teachers describes how number arrays can be a useful reprentation for many number concepts.

Work out Tom's number from the answers he gives his friend. He will only answer 'yes' or 'no'.

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?

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?

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?

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?

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?

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.

The discs for this game are kept in a flat square box with a square hole for each disc. Use the information to find out how many discs of each colour there are in the box.

A mathematician goes into a supermarket and buys four items. Using a calculator she multiplies the cost instead of adding them. How can her answer be the same as the total at the till?

What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?

I throw three dice and get 5, 3 and 2. Add the scores on the three dice. What do you get? Now multiply the scores. What do you notice?

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?

Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?

Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?

Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

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?

Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.

Number problems at primary level that may require resilience.

Benâ€™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?

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.

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?

In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square?

An investigation that gives you the opportunity to make and justify predictions.

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 three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?

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?

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?

56 406 is the product of two consecutive numbers. What are these two numbers?

In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?

There are a number of coins on a table. One quarter of the coins show heads. If I turn over 2 coins, then one third show heads. How many coins are there altogether?

Is it possible to draw a 5-pointed star without taking your pencil off the paper? Is it possible to draw a 6-pointed star in the same way without taking your pen off?