Can you arrange 5 different digits (from 0 - 9) in the cross in the way described?

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

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!

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?

Using the statements, can you work out how many of each type of rabbit there are in these pens?

This challenge is a game for two players. Choose two numbers from the grid and multiply or divide, then mark your answer on the number line. Can you get four in a row before your partner?

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

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 complete this jigsaw of the multiplication square?

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!

Four Go game for an adult and child. Will you be the first to have four numbers in a row on the number line?

Mr McGregor has a magic potting shed. Overnight, the number of plants in it doubles. He'd like to put the same number of plants in each of three gardens, planting one garden each day. Can he do it?

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?

Each clue in this Sudoku is the product of the two numbers in adjacent cells.

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?

What do you notice about the date 03.06.09? Or 08.01.09? This challenge invites you to investigate some interesting dates yourself.

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?

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

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

Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.

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

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?

Find the product of the numbers on the routes from A to B. Which route has the smallest product? Which the largest?

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

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?

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?

A group of children are using measuring cylinders but they lose the labels. Can you help relabel them?

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?

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 information?

A game for 2 or more players with a pack of cards. Practise your skills of addition, subtraction, multiplication and division to hit the target score.

This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .

Here is a chance to play a version of the classic Countdown Game.

A game for 2 people using a pack of cards Turn over 2 cards and try to make an odd number or a multiple of 3.

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 each work out the number on your card? What do you notice? How could you sort the cards?

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

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.

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?

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

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?

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.

What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?

Work out Tom's number from the answers he gives his friend. He will only answer 'yes' or 'no'.

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 happens?

Find out what a Deca Tree is and then work out how many leaves there will be after the woodcutter has cut off a trunk, a branch, a twig and a leaf.

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?

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?

Number problems at primary level that require careful consideration.