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?
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?
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. . . .
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?
Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.
Choose a symbol to put into the number sentence.
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?
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?
Can you each work out the number on your card? What do you notice? How could you sort the cards?
If you have only four weights, where could you place them in order to balance this equaliser?
Exactly 195 digits have been used to number the pages in a book. How many pages does the book have?
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
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?
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.
Can you use the information to find out which cards I have used?
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.
A group of children are using measuring cylinders but they lose the labels. Can you help relabel them?
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.
Can you put plus signs in so this is true? 1 2 3 4 5 6 7 8 9 = 99 How many ways can you do it?
There are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2 litres. Find a way to pour 9 litres of drink from one jug to another until you are left with exactly 3 litres in three of the jugs.
Can you find which shapes you need to put into the grid to make the totals at the end of each row and the bottom of each column?
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?
Three children are going to buy some plants for their birthdays. They will plant them within circular paths. How could they do this?
What do you notice about the date 03.06.09? Or 08.01.09? This challenge invites you to investigate some interesting dates yourself.
Place six toy ladybirds into the box so that there are two ladybirds in every column and every row.
There are 78 prisoners in a square cell block of twelve cells. The clever prison warder arranged them so there were 25 along each wall of the prison block. How did he do it?
Ben has five coins in his pocket. How much money might he have?
Place this "worm" on the 100 square and find the total of the four squares it covers. Keeping its head in the same place, what other totals can you make?
Can you make square numbers by adding two prime numbers together?
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
Tim had nine cards each with a different number from 1 to 9 on it. How could he have put them into three piles so that the total in each pile was 15?
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?
What do the digits in the number fifteen add up to? How many other numbers have digits with the same total but no zeros?
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?
Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.
This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
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 were chews for 2p, mini eggs for 3p, Chocko bars for 5p and lollypops for 7p in the sweet shop. What could each of the children buy with their money?
Winifred Wytsh bought a box each of jelly babies, milk jelly bears, yellow jelly bees and jelly belly beans. In how many different ways could she make a jolly jelly feast with 32 legs?
How have the numbers been placed in this Carroll diagram? Which labels would you put on each row and column?
You have 5 darts and your target score is 44. How many different ways could you score 44?
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.
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?
Can you find all the ways to get 15 at the top of this triangle of numbers?
In this game, you can add, subtract, multiply or divide the numbers on the dice. Which will you do so that you get to the end of the number line first?
These two group activities use mathematical reasoning - one is numerical, one geometric.
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
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?