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.

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?

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

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?

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

Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?

Can you find which shapes you need to put into the grid to make the totals at the end of each row and the bottom of each column?

Many of you worked out where you would stand to be chosen, no matter how many people are in the group. Fantastic!

Most primary teachers are not maths specialists. Do letters seem threatening when they are not in words? How can we minimise what seems to be the difference between primary and secondary approaches to the beginning of algebra?