Ben’s class were making cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?

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?

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

Here is a picnic that Petros and Michael are going to share equally. Can you tell us what each of them will have?

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?

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?

6! = 6 x 5 x 4 x 3 x 2 x 1. The highest power of 2 that divides exactly into 6! is 4 since (6!) / (2^4 ) = 45. What is the highest power of two that divides exactly into 100!?

Mathematicians are always looking for efficient methods for solving problems. How efficient can you be?

Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.

Given the products of adjacent cells, can you complete this Sudoku?

Find the number which has 8 divisors, such that the product of the divisors is 331776.

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

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.

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?

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?

Find at least one way to put in some operation signs (+ - x ÷) to make these digits come to 100.

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?

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?

Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.

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.

Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.

This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.

Find the smallest whole number which, when mutiplied by 7, gives a product consisting entirely of ones.

The number 8888...88M9999...99 is divisible by 7 and it starts with the digit 8 repeated 50 times and ends with the digit 9 repeated 50 times. What is the value of the digit M?

How will you decide which way of flipping over and/or turning the grid will give you the highest total?

Take the number 6 469 693 230 and divide it by the first ten prime numbers and you'll find the most beautiful, most magic of all numbers. What is it?

Resources to support understanding of multiplication and division through playing with number.

In November, Liz was interviewed for an article on a parents' website about learning times tables. Read the article here.

This problem is designed to help children to learn, and to use, the two and three times tables.

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?

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?

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.

Can you work out some different ways to balance this equation?

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 complete this calculation by filling in the missing numbers? In how many different ways can you do it?

After training hard, these two children have improved their results. Can you work out the length or height of their first jumps?

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?

What is the smallest number of answers you need to reveal in order to work out the missing headers?

Amazing as it may seem the three fives remaining in the following `skeleton' are sufficient to reconstruct the entire long division sum.

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.

Can you see how these factor-multiple chains work? Find the chain which contains the smallest possible numbers. How about the largest possible numbers?

Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

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?

If you take a three by three square on a 1-10 addition square and multiply the diagonally opposite numbers together, what is the difference between these products. Why?

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?

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?