This problem looks at how one example of your choice can show something about the general structure of multiplication.
This investigates one particular property of number by looking closely at an example of adding two odd numbers together.
How have the numbers been placed in this Carroll diagram? Which labels would you put on each row and column?
I am less than 25. My ones digit is twice my tens digit. My digits add up to an even number.
How would you create the largest possible two-digit even number from the digit I've given you and one of your choice?
Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?
Are these statements relating to odd and even numbers always true, sometimes true or never true?
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?
If there are 3 squares in the ring, can you place three different numbers in them so that their differences are odd? Try with different numbers of squares around the ring. 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?
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?
How many legs do each of these creatures have? How many pairs is that?
This problem challenges you to find out how many odd numbers there are between pairs of numbers. Can you find a pair of numbers that has four odds between them?
Use the interactivities to fill in these Carroll diagrams. How do you know where to place the numbers?
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?
Are these statements always true, sometimes true or never true?
This article for teachers describes how number arrays can be a useful representation for many number concepts.
Florence, Ethan and Alma have each added together two 'next-door' numbers. What is the same about their answers?
Can you find the chosen number from the grid using the clues?
Can you place the numbers from 1 to 10 in the grid?
In this calculation, the box represents a missing digit. What could the digit be? What would the solution be in each case?
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
Try grouping the dominoes in the ways described. Are there any left over each time? Can you explain why?
Arrange the numbers 1 to 6 in each set of circles below. The sum of each side of the triangle should equal the number in its centre.
Try to stop your opponent from being able to split the piles of counters into unequal numbers. Can you find a strategy?
Daisy and Akram were making number patterns. Daisy was using beads that looked like flowers and Akram was using cube bricks. First they were counting in twos.
Pat counts her sweets in different groups and both times she has some left over. How many sweets could she have had?
Use cubes to continue making the numbers from 7 to 20. Are they sticks, rectangles or squares?
Help share out the biscuits the children have made.
Is it possible to place 2 counters on the 3 by 3 grid so that there is an even number of counters in every row and every column? How about if you have 3 counters or 4 counters or....?
Each child in Class 3 took four numbers out of the bag. Who had made the highest even number?
Yasmin and Zach have some bears to share. Which numbers of bears can they share so that there are none left over?
Can you sort numbers into sets? Can you give each set a name?
If you have ten counters numbered 1 to 10, how many can you put into pairs that add to 10? Which ones do you have to leave out? Why?
Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.
Use the interactivities to complete these Venn diagrams.
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?
In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.
Think of a number, square it and subtract your starting number. Is the number you’re left with odd or even? How do the images help to explain this?
In how many different ways can you break up a stick of 7 interlocking cubes? Now try with a stick of 8 cubes and a stick of 6 cubes.
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
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?
There are ten children in Becky's group. Can you find a set of numbers for each of them? Are there any other sets?
An odd version of tic tac toe
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?
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.
What do you see as you watch this video? Can you create a similar video for the number 12?
Investigate which numbers make these lights come on. What is the smallest number you can find that lights up all the lights?
Use the interactivities to complete these Venn diagrams.
Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.