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?
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?
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?
Look on the back of any modern book and you will find an ISBN code. Take this code and calculate this sum in the way shown. Can you see what the answers always have in common?
What do you notice about the date 03.06.09? Or 08.01.09? This
challenge invites you to investigate some interesting dates
Ben’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?
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
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.
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?
Try adding together the dates of all the days in one week. Now
multiply the first date by 7 and add 21. Can you explain what
Can you arrange 5 different digits (from 0 - 9) in the cross in the
Using the statements, can you work out how many of each type of
rabbit there are in these pens?
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?
Find the product of the numbers on the routes from A to B. Which
route has the smallest product? Which the largest?
Number problems at primary level that may require determination.
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?
Number problems at primary level that require careful consideration.
Katie had a pack of 20 cards numbered from 1 to 20. She arranged
the cards into 6 unequal piles where each pile added to the same
total. What was the total and how could this be done?
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?
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?
Have a go at balancing this equation. Can you find different ways of doing it?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
We can arrange dots in a similar way to the 5 on a dice and they
usually sit quite well into a rectangular shape. How many
altogether in this 3 by 5? What happens for other sizes?
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
There are 44 people coming to a dinner party. There are 15 square
tables that seat 4 people. Find a way to seat the 44 people using
all 15 tables, with no empty places.
Can you work out some different ways to balance this equation?
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
A group of children are using measuring cylinders but they lose the labels. Can you help relabel them?
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!
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
This magic square has operations written in it, to make it into a
maze. Start wherever you like, go through every cell and go out a
total of 15!
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?
Cherri, Saxon, Mel and Paul are friends. They are all different
ages. Can you find out the age of each friend using the
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?
Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.
Use the information to work out how many gifts there are in each
Where can you draw a line on a clock face so that the numbers on
both sides have the same total?
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?
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?
Find at least one way to put in some operation signs (+ - x ÷)
to make these digits come to 100.
On my calculator I divided one whole number by another whole number and got the answer 3.125. If the numbers are both under 50, what are they?
What is happening at each box in these machines?
This number has 903 digits. What is the sum of all 903 digits?
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.
Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.
This group activity will encourage you to share calculation strategies and to think about which strategy might be the most efficient.
How would you count the number of fingers in these pictures?
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?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?