Watch this animation. What do you notice? What happens when you try more or fewer cubes in a bundle?

Investigate what happens when you add house numbers along a street in different ways.

15 = 7 + 8 and 10 = 1 + 2 + 3 + 4. Can you say which numbers can be expressed as the sum of two or more consecutive integers?

Find the next number in this pattern: 3, 7, 19, 55 ...

Let's suppose that you are going to have a magazine which has 16 pages of A5 size. Can you find some different ways to make these pages? Investigate the pattern for each if you number the pages.

How many different sets of numbers with at least four members can you find in the numbers in this box?

This number has 903 digits. What is the sum of all 903 digits?

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?

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?

If the numbers 5, 7 and 4 go into this function machine, what numbers will come out?

This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?

Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?

This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

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.

EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules.

Investigate the successive areas of light blue in these diagrams.

This activity creates an opportunity to explore all kinds of number-related patterns.

This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.

These upper primary activities offer opportunities for children to recognise, extend and explain number patterns.

Investigate and explain the patterns that you see from recording just the units digits of numbers in the times tables.

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

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?

Using only the red and white rods, how many different ways are there to make up the other colours of rod?

In this investigation, you are challenged to make mobile phone numbers which are easy to remember. What happens if you make a sequence adding 2 each time?

It starts quite simple but great opportunities for number discoveries and patterns!

How many moves does it take to swap over some red and blue frogs? Do you have a method?

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

Here are some ideas to try in the classroom for using counters to investigate number patterns.

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

Can you find examples of magic crosses? Can you find all the possibilities?

"Tell me the next two numbers in each of these seven minor spells", chanted the Mathemagician, "And the great spell will crumble away!" Can you help Anna and David break the spell?

In this article for teachers, Bernard Bagnall describes how to find digital roots and suggests that they can be worth exploring when confronted by a sequence of numbers.

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

Investigate the totals you get when adding numbers on the diagonal of this pattern in threes.

Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?

Can you find a way to identify times tables after they have been shifted up or down?

July 1st 2001 was on a Sunday. July 1st 2002 was on a Monday. When did July 1st fall on a Monday again?

Your challenge is to find the longest way through the network following this rule. You can start and finish anywhere, and with any shape, as long as you follow the correct order.

Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?

Investigate the numbers that come up on a die as you roll it in the direction of north, south, east and west, without going over the path it's already made.

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

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?

Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?

Investigate how you can work out what day of the week your birthday will be on next year, and the year after...

Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?