Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
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.
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?
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?
Find the sum of all three-digit numbers each of whose digits is odd.
Are these statements always true, sometimes true or never true?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
Try out this number trick. What happens with different starting numbers? What do you notice?
Here are two kinds of spirals for you to explore. 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?
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?
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .
List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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.
This activity involves rounding four-digit numbers to the nearest thousand.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Put the numbers 1, 2, 3, 4, 5, 6 into the squares so that the numbers on each circle add up to the same amount. Can you find the rule for giving another set of six numbers?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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?
Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .
Does this 'trick' for calculating multiples of 11 always work? Why or why not?
These tasks give learners chance to generalise, which involves identifying an underlying structure.
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
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. . . .
A collection of games on the NIM theme
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
This challenge asks you to imagine a snake coiling on itself.
Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.
This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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.
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.
A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
What happens when you round these three-digit numbers to the nearest 100?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Investigate the different ways that fifteen schools could have given money in a charity fundraiser.