Play this game and see if you can figure out the computer's chosen number.

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

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?

The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?

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

You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .

This Sudoku puzzle can be solved with the help of small clue-numbers on the border lines between pairs of neighbouring squares of the grid.

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

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

This Sudoku requires you to do some working backwards before working forwards.

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,. . . .

56 406 is the product of two consecutive numbers. What are these two numbers?

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

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?

Choose any four consecutive even numbers. Multiply the two middle numbers together. Multiply the first and last numbers. Now subtract your second answer from the first. Try it with your own. . . .

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?

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

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.

Find the highest power of 11 that will divide into 1000! exactly.

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.

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

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

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!?

The number 12 = 2^2 × 3 has 6 factors. What is the smallest natural number with exactly 36 factors?

Using the digits 1, 2, 3, 4, 5, 6, 7 and 8, mulitply a two two digit numbers are multiplied to give a four digit number, so that the expression is correct. How many different solutions can you find?

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?

Investigate the different ways that fifteen schools could have given money in a charity fundraiser.

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?

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?

Does this 'trick' for calculating multiples of 11 always work? Why or why not?

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.

I'm thinking of a number. My number is both a multiple of 5 and a multiple of 6. What could my number be?

Your vessel, the Starship Diophantus, has become damaged in deep space. Can you use your knowledge of times tables and some lightning reflexes to survive?

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

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 each time?

This task offers an opportunity to explore all sorts of number relationships, but particularly multiplication.

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. . . .

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

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

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?

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

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

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

This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.

Alf describes how the Gattegno chart helped a class of 7-9 year olds gain an awareness of place value and of the inverse relationship between multiplication and division.

Related resources supporting pupils' understanding of multiplication and division through playing with numbers.