This challenge encourages you to explore dividing a three-digit number by a single-digit number.

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?

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?

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

What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

Surprise your friends with this magic square trick.

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

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

Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?

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

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

An investigation that gives you the opportunity to make and justify predictions.

Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?

Here are two kinds of spirals for you to explore. What do you notice?

Try out this number trick. What happens with different starting numbers? What do you notice?

Try adding together the dates of all the days in one week. Now multiply the first date by 7 and add 21. Can you explain what happens?

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

Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?

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

How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?

Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.

This challenge focuses on finding the sum and difference of pairs of two-digit numbers.

These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?

Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?

Can you dissect an equilateral triangle into 6 smaller ones? What number of smaller equilateral triangles is it NOT possible to dissect a larger equilateral triangle into?

Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.

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?

Are these statements always true, sometimes true or never true?

Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.

This task follows on from Build it Up and takes the ideas into three dimensions!

Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?

Find a route from the outside to the inside of this square, stepping on as many tiles as possible.

Find the sum of all three-digit numbers each of whose digits is odd.

These tasks give learners chance to generalise, which involves identifying an underlying structure.

We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?

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. . . .

Are these statements relating to odd and even numbers always true, sometimes true or never true?

Take a counter and surround it by a ring of other counters that MUST touch two others. How many are needed?

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.

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.

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

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

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

Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.

What can you say about these shapes? This problem challenges you to create shapes with different areas and perimeters.

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

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