Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
Are these statements always true, sometimes true or never true?
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
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?
These tasks give learners chance to generalise, which involves identifying an underlying structure.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Here are two kinds of spirals for you to explore. 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?
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?
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?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
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.
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.
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
An investigation that gives you the opportunity to make and justify predictions.
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. . . .
Great Granddad is very proud of his telegram from the Queen congratulating him on his hundredth birthday and he has friends who are even older than he is... When was he born?
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
Investigate the different ways that fifteen schools could have given money in a charity fundraiser.
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?
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. . . .
This challenge asks you to imagine a snake coiling on itself.
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.
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Try out this number trick. What happens with different starting numbers? What do you notice?
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.
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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.
Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
Does this 'trick' for calculating multiples of 11 always work? Why or why not?
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
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?
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.
Surprise your friends with this magic square trick.
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
Watch this animation. What do you notice? What happens when you try more or fewer cubes in a bundle?
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
A game for 2 players with similarities to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.