Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.

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?

The planet of Vuvv has seven moons. Can you work out how long it is between each super-eclipse?

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?

Can you make square numbers by adding two prime numbers together?

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.

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?

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?

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.

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?

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

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

Number problems at primary level that may require determination.

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?

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?

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?

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?

Number problems at primary level to work on with others.

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

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

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

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.

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

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

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

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?

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?

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?

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?

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.

Complete the magic square using the numbers 1 to 25 once each. Each row, column and diagonal adds up to 65.

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?"

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.

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

Nine squares with side lengths 1, 4, 7, 8, 9, 10, 14, 15, and 18 cm can be fitted together to form a rectangle. What are the dimensions of the rectangle?

Find the words hidden inside each of the circles by counting around a certain number of spaces to find each letter in turn.

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

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

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?

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.

There are ten children in Becky's group. Can you find a set of numbers for each of them? Are there any other sets?

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

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?

Can you complete this jigsaw of the multiplication square?