Watch our videos of multiplication methods that you may not have met before. Can you make sense of them?
In November, Liz was interviewed for an article on a parents' website about learning times tables. Read the article here.
Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?
I'm thinking of a number. When my number is divided by 5 the remainder is 4. When my number is divided by 3 the remainder is 2. Can you find my number?
This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.
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?
Using the numbers 1, 2, 3, 4 and 5 once and only once, and the operations x and ÷ once and only once, what is the smallest whole number you can make?
This number has 903 digits. What is the sum of all 903 digits?
What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?
Are these statements always true, sometimes true or never true?
All the girls would like a puzzle each for Christmas and all the boys would like a book each. Solve the riddle to find out how many puzzles and books Santa left.
56 406 is the product of two consecutive numbers. What are these two numbers?
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?
Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.
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?
Here are the prices for 1st and 2nd class mail within the UK. You have an unlimited number of each of these stamps. Which stamps would you need to post a parcel weighing 825g?
This multiplication uses each of the digits 0 - 9 once and once only. Using the information given, can you replace the stars in the calculation with figures?
Work out Tom's number from the answers he gives his friend. He will only answer 'yes' or 'no'.
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?
Use the information to work out how many gifts there are in each pile.
Where can you draw a line on a clock face so that the numbers on both sides have the same total?
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?
Chandrika was practising a long distance run. Can you work out how long the race was from the information?
Grandma found her pie balanced on the scale with two weights and a quarter of a pie. So how heavy was each pie?
What is happening at each box in these machines?
Use this information to work out whether the front or back wheel of this bicycle gets more wear and tear.
Here is a picnic that Petros and Michael are going to share equally. Can you tell us what each of them will have?
Use this grid to shade the numbers in the way described. Which numbers do you have left? Do you know what they are called?
Number problems at primary level that may require resilience.
Resources to support understanding of multiplication and division through playing with number.
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
This problem is designed to help children to learn, and to use, the two and three times tables.
Can you work out what a ziffle is on the planet Zargon?
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
This task combines spatial awareness with addition and multiplication.
Have a go at balancing this equation. Can you find different ways of doing it?
Can you work out some different ways to balance this equation?
After training hard, these two children have improved their results. Can you work out the length or height of their first jumps?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?
Amy has a box containing domino pieces but she does not think it is a complete set. She has 24 dominoes in her box and there are 125 spots on them altogether. Which of her domino pieces are missing?
Number problems at primary level that require careful consideration.
Find the next number in this pattern: 3, 7, 19, 55 ...
If the answer's 2010, what could the question be?
Skippy and Anna are locked in a room in a large castle. The key to that room, and all the other rooms, is a number. The numbers are locked away in a problem. Can you help them to get out?
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.
This group activity will encourage you to share calculation strategies and to think about which strategy might be the most efficient.
If the numbers 5, 7 and 4 go into this function machine, what numbers will come out?
There are four equal weights on one side of the scale and an apple on the other side. What can you say that is true about the apple and the weights from the picture?