Using some or all of the operations of addition, subtraction, multiplication and division and using the digits 3, 3, 8 and 8 each once and only once make an expression equal to 24.
How could you put eight beanbags in the hoops so that there are four in the blue hoop, five in the red and six in the yellow? Can you find all the ways of doing this?
Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.
Crosses can be drawn on number grids of various sizes. What do you notice when you add opposite ends?
This challenge is to make up YOUR OWN alphanumeric. Each letter represents a digit and where the same letter appears more than once it must represent the same digit each time.
Use the information to work out how many gifts there are in each pile.
In this 100 square, look at the green square which contains the numbers 2, 3, 12 and 13. What is the sum of the numbers that are diagonally opposite each other? What do you notice?
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?
Find out why these matrices are magic. Can you work out how they were made? Can you make your own Magic Matrix?
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.
Peter, Melanie, Amil and Jack received a total of 38 chocolate eggs. Use the information to work out how many eggs each person had.
Max and Mandy put their number lines together to make a graph. How far had each of them moved along and up from 0 to get the counter to the place marked?
There are three buckets each of which holds a maximum of 5 litres. Use the clues to work out how much liquid there is in each bucket.
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
Follow the directions for circling numbers in the matrix. Add all the circled numbers together. Note your answer. Try again with a different starting number. What do you notice?
Can you substitute numbers for the letters in these sums?
Can you arrange the digits 1,2,3,4,5,6,7,8,9 into three 3-digit numbers such that their total is close to 1500?
Can you each work out the number on your card? What do you notice? How could you sort the cards?
Cassandra, David and Lachlan are brothers and sisters. They range in age between 1 year and 14 years. Can you figure out their exact ages from the clues?
In this section from a calendar, put a square box around the 1st, 2nd, 8th and 9th. Add all the pairs of numbers. What do you notice about the answers?
Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?
Suppose there is a train with 24 carriages which are going to be put together to make up some new trains. Can you find all the ways that this can be done?
Investigate the different ways that fifteen schools could have given money in a charity fundraiser.
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
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?
Investigate what happens when you add house numbers along a street in different ways.
A number game requiring a strategy.
Investigate the totals you get when adding numbers on the diagonal of this pattern in threes.
How is it possible to predict the card?
Try out some calculations. Are you surprised by the results?
I was looking at the number plate of a car parked outside. Using my special code S208VBJ adds to 65. Can you crack my code and use it to find out what both of these number plates add up to?
These two group activities use mathematical reasoning - one is numerical, one geometric.
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
This task follows on from Build it Up and takes the ideas into three dimensions!
This is an adding game for two players.
Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?
Strike it Out game for an adult and child. Can you stop your partner from being able to go?
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?
Can you draw a continuous line through 16 numbers on this grid so that the total of the numbers you pass through is as high as possible?
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?
Choose two digits and arrange them to make two double-digit numbers. Now add your double-digit numbers. Now add your single digit numbers. Divide your double-digit answer by your single-digit answer. . . .
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 you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?
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?
Write the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.
Can you score 100 by throwing rings on this board? Is there more than way to do it?
Watch this animation. What do you notice? What happens when you try more or fewer cubes in a bundle?
Vera is shopping at a market with these coins in her purse. Which things could she give exactly the right amount for?
Using 3 rods of integer lengths, none longer than 10 units and not using any rod more than once, you can measure all the lengths in whole units from 1 to 10 units. How many ways can you do this?
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?