Ben and his mum are planting garlic. Use the interactivity to help you find out how many cloves of garlic they might have had.

Can you work out how to balance this equaliser? You can put more than one weight on a hook.

Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?

Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over. How many lollies could there have been in the bag?

How will you work out which numbers have been used to create this multiplication square?

How many trains can you make which are the same length as Matt's, using rods that are identical?

In this maze of hexagons, you start in the centre at 0. The next hexagon must be a multiple of 2 and the next a multiple of 5. What are the possible paths you could take?

Pat counts her sweets in different groups and both times she has some left over. How many sweets could she have had?

You can make a calculator count for you by any number you choose. You can count by ones to reach 24. You can count by twos to reach 24. What else can you count by to reach 24?

Yasmin and Zach have some bears to share. Which numbers of bears can they share so that there are none left over?

If there is a ring of six chairs and thirty children must either sit on a chair or stand behind one, how many children will be behind each chair?

Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.

Can you find the chosen number from the grid using the clues?

Find the squares that Froggie skips onto to get to the pumpkin patch. She starts on 3 and finishes on 30, but she lands only on a square that has a number 3 more than the square she skips from.

An investigation that gives you the opportunity to make and justify predictions.

Can you sort numbers into sets? Can you give each set a name?

There are ten children in Becky's group. Can you find a set of numbers for each of them? Are there any other sets?

Becky created a number plumber which multiplies by 5 and subtracts 4. What do you notice about the numbers that it produces? Can you explain your findings?

Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?

Look at the squares in this problem. What does the next square look like? I draw a square with 81 little squares inside it. How long and how wide is my square?

Can you help the children in Mrs Trimmer's class make different shapes out of a loop of string?

Use this grid to shade the numbers in the way described. Which numbers do you have left? Do you know what they are called?

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.

Are these statements always true, sometimes true or never true?

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

Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

I throw three dice and get 5, 3 and 2. Add the scores on the three dice. What do you get? Now multiply the scores. What do you notice?

Got It game for an adult and child. How can you play so that you know you will always win?

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?

Benâ€™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?

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?

How can you use just one weighing to find out which box contains the lighter ten coins out of the ten boxes?

Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?

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?

This article for teachers describes how number arrays can be a useful representation for many number concepts.

"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?

Number problems at primary level that may require resilience.

Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?

Can you find different ways of creating paths using these paving slabs?

What do the numbers shaded in blue on this hundred square have in common? What do you notice about the pink numbers? How about the shaded numbers in the other squares?

Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

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

What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.