Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?
This Sudoku requires you to do some working backwards before working forwards.
This task combines spatial awareness with addition and multiplication.
This challenge combines addition, multiplication, perseverance and even proof.
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. . . .
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?
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?
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. . . .
Using the statements, can you work out how many of each type of rabbit there are in these pens?
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.
Visitors to Earth from the distant planet of Zub-Zorna were amazed when they found out that when the digits in this multiplication were reversed, the answer was the same! Find a way to explain. . . .
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 find different ways of creating paths using these paving slabs?
Make a set of numbers that use all the digits from 1 to 9, once and once only. Add them up. The result is divisible by 9. Add each of the digits in the new number. What is their sum? Now try some. . . .
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!
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 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!
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?
Can you arrange 5 different digits (from 0 - 9) in the cross in the way described?
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?
In the multiplication calculation, some of the digits have been replaced by letters and others by asterisks. Can you reconstruct the original multiplication?
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
Here is a chance to play a version of the classic Countdown Game.
Which set of numbers that add to 10 have the largest product?
Cherri, Saxon, Mel and Paul are friends. They are all different ages. Can you find out the age of each friend using the information?
Does this 'trick' for calculating multiples of 11 always work? Why or why not?
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.
This jar used to hold perfumed oil. It contained enough oil to fill granid silver bottles. Each bottle held enough to fill ozvik golden goblets and each goblet held enough to fill vaswik crystal. . . .
Investigate the different ways that fifteen schools could have given money in a charity fundraiser.
In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.
What is happening at each box in these machines?
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
This task offers an opportunity to explore all sorts of number relationships, but particularly multiplication.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.
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.
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 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?
What is the lowest number which always leaves a remainder of 1 when divided by each of the numbers from 2 to 10?
Choose a symbol to put into the number sentence.
Find the number which has 8 divisors, such that the product of the divisors is 331776.
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?
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?
When I type a sequence of letters my calculator gives the product of all the numbers in the corresponding memories. What numbers should I store so that when I type 'ONE' it returns 1, and when I type. . . .
Find the next number in this pattern: 3, 7, 19, 55 ...
This number has 903 digits. What is the sum of all 903 digits?
What do you notice about the date 03.06.09? Or 08.01.09? This challenge invites you to investigate some interesting dates yourself.
These pictures and answers leave the viewer with the problem "What is the Question". Can you give the question and how the answer follows?
Each clue in this Sudoku is the product of the two numbers in adjacent cells.