Investigate what happens when you add house numbers along a street in different ways.

This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?

These caterpillars have 16 parts. What different shapes do they make if each part lies in the small squares of a 4 by 4 square?

Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?

In this section from a calendar, put a square box around the 1st, 2nd, 8th and 9th. Add all the pairs of numbers. What do you notice about the answers?

Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?

EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules.

When I fold a 0-20 number line, I end up with 'stacks' of numbers on top of each other. These challenges involve varying the length of the number line and investigating the 'stack totals'.

Find your way through the grid starting at 2 and following these operations. What number do you end on?

Investigate the totals you get when adding numbers on the diagonal of this pattern in threes.

Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?

These two group activities use mathematical reasoning - one is numerical, one geometric.

Find the next number in this pattern: 3, 7, 19, 55 ...

Place six toy ladybirds into the box so that there are two ladybirds in every column and every row.

Well now, what would happen if we lost all the nines in our number system? Have a go at writing the numbers out in this way and have a look at the multiplications table.

Throw the dice and decide whether to double or halve the number. Will you be the first to reach the target?

Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.

Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?

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 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?

A game for 2 people. Use your skills of addition, subtraction, multiplication and division to blast the asteroids.

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 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. . . .

In this investigation, you are challenged to make mobile phone numbers which are easy to remember. What happens if you make a sequence adding 2 each time?

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?

If the numbers 5, 7 and 4 go into this function machine, what numbers will come out?

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?

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?

This dice train has been made using specific rules. How many different trains can you make?

Investigate this balance which is marked in halves. If you had a weight on the left-hand 7, where could you hang two weights on the right to make it balance?

Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?

Watch this animation. What do you notice? What happens when you try more or fewer cubes in a bundle?

If you had any number of ordinary dice, what are the possible ways of making their totals 6? What would the product of the dice be each time?

Suppose there is a train with 24 carriages which are going to be put together to make up some new trains. Can you find all the ways that this can be done?

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

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 five steps to count forwards or backwards in 1s or 10s to get to 50. What strategies did you use?

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?

Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to do. . . .

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.

Write the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.

This number has 903 digits. What is the sum of all 903 digits?

The Scot, John Napier, invented these strips about 400 years ago to help calculate multiplication and division. Can you work out how to use Napier's bones to find the answer to these multiplications?

Twizzle, a female giraffe, needs transporting to another zoo. Which route will give the fastest journey?

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.

Use these head, body and leg pieces to make Robot Monsters which are different heights.

Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.

Zumf makes spectacles for the residents of the planet Zargon, who have either 3 eyes or 4 eyes. How many lenses will Zumf need to make all the different orders for 9 families?

Move from the START to the FINISH by moving across or down to the next square. Can you find a route to make these totals?