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!
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
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?
Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it.
Make one big triangle so the numbers that touch on the small triangles add to 10. You could use the interactivity to help you.
Choose a symbol to put into the number sentence.
Can you hang weights in the right place to make the equaliser balance?
Choose four of the numbers from 1 to 9 to put in the squares so that the differences between joined squares are odd.
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?
Make your own double-sided magic square. But can you complete both sides once you've made the pieces?
If you have only four weights, where could you place them in order to balance this equaliser?
Find your way through the grid starting at 2 and following these operations. What number do you end on?
Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?
Use the information about Sally and her brother to find out how many children there are in the Brown family.
Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
Start by putting one million (1 000 000) into the display of your calculator. Can you reduce this to 7 using just the 7 key and add, subtract, multiply, divide and equals as many times as you like?
Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?
Ahmed is making rods using different numbers of cubes. Which rod is twice the length of his first rod?
In Sam and Jill's garden there are two sorts of ladybirds with 7 spots or 4 spots. What numbers of total spots can you make?
Place six toy ladybirds into the box so that there are two ladybirds in every column and every row.
This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.
This problem is based on a code using two different prime numbers less than 10. You'll need to multiply them together and shift the alphabet forwards by the result. Can you decipher the code?
Can you each work out the number on your card? What do you notice? How could you sort the cards?
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?
Here is a chance to play a version of the classic Countdown Game.
This challenge extends the Plants investigation so now four or more children are involved.
The idea of this game is to add or subtract the two numbers on the dice and cover the result on the grid, trying to get a line of three. Are there some numbers that are good to aim for?
Can you use the numbers on the dice to reach your end of the number line before your partner beats you?
How have the numbers been placed in this Carroll diagram? Which labels would you put on each row and column?
First Connect Three game for an adult and child. Use the dice numbers and either addition or subtraction to get three numbers in a straight line.
Choose four different digits from 1-9 and put one in each box so that the resulting four two-digit numbers add to a total of 100.
If you hang two weights on one side of this balance, in how many different ways can you hang three weights on the other side for it to be balanced?
In your bank, you have three types of coins. The number of spots shows how much they are worth. Can you choose coins to exchange with the groups given to make the same total?
There are to be 6 homes built on a new development site. They could be semi-detached, detached or terraced houses. How many different combinations of these can you find?
Use the interactivities to fill in these Carroll diagrams. How do you know where to place the numbers?
Can you make a train the same length as Laura's but using three differently coloured rods? Is there only one way of doing it?
This challenge is about finding the difference between numbers which have the same tens digit.
Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?
This article gives you a few ideas for understanding the Got It! game and how you might find a winning strategy.
Use the number weights to find different ways of balancing the equaliser.
A game for 2 players. Practises subtraction or other maths operations knowledge.
Ben has five coins in his pocket. How much money might he have?
Using the statements, can you work out how many of each type of rabbit there are in these pens?
Ten cards are put into five envelopes so that there are two cards in each envelope. The sum of the numbers inside it is written on each envelope. What numbers could be inside the envelopes?
Ram divided 15 pennies among four small bags. He could then pay any sum of money from 1p to 15p without opening any bag. How many pennies did Ram put in each bag?
Add the sum of the squares of four numbers between 10 and 20 to the sum of the squares of three numbers less than 6 to make the square of another, larger, number.
This task, written for the National Young Mathematicians' Award 2016, invites you to explore the different combinations of scores that you might get on these dart boards.
A game for 2 or more players with a pack of cards. Practise your skills of addition, subtraction, multiplication and division to hit the target score.
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?