Year 5 being collaborative

Watch this animation. What do you see? Can you explain why this happens?

Can you work out the arrangement of the digits in the square so that the given products are correct? The numbers 1 - 9 may be used once and once only.

Use your knowledge of place value to try to win this game. How will you maximise your score?

Can you match these calculation methods to their visual representations?

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

Can you put these four calculations into order of difficulty? How did you decide?

Can you find out which 3D shape your partner has chosen before they work out your shape?

Can you replace the letters with numbers? Is there only one solution in each case?

Do you agree with Badger's statements? Is Badger's reasoning 'watertight'? Why or why not?

How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?

How can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well.

In this game, you can add, subtract, multiply or divide the numbers on the dice. Which will you do so that you get to the end of the number line first?

Put operations signs between the numbers 3 4 5 6 to make the highest possible number and lowest possible number.

Can you find some examples when the number of Roman numerals is fewer than the number of Arabic numerals for the same number?

Choose four different digits from 1-9 and put one in each box so that the resulting four two-digit numbers add to a total of 100.

Can you make square numbers by adding two prime numbers together?

Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?

Can you go through this maze so that the numbers you pass add to exactly 100?

A task which depends on members of the group noticing the needs of others and responding.

The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots. What other triangles could you make if you had a rope like this?

On my calculator I divided one whole number by another whole number and got the answer 3.125. If the numbers are both under 50, what are they?

My local DIY shop calculates the price of its windows according to the area of glass and the length of frame used. Can you work out how they arrived at these prices?

Can you draw a square in which the perimeter is numerically equal to the area?

This task combines spatial awareness with addition and multiplication.

Katie had a pack of 20 cards numbered from 1 to 20. She arranged the cards into 6 unequal piles where each pile added to the same total. What was the total and how could this be done?

This multiplication uses each of the digits 0 - 9 once and once only. Using the information given, can you replace the stars in the calculation with figures?

What do you think is going to happen in this video clip? Are you surprised?

Nine squares with side lengths 1, 4, 7, 8, 9, 10, 14, 15, and 18 cm can be fitted together to form a rectangle. What are the dimensions of the rectangle?

Can you order the digits from 1-3 to make a number which is divisible by 3 so when the last digit is removed it becomes a 2-figure number divisible by 2, and so on?

What is the largest 'ribbon square' you can make? And the smallest? How many different squares can you make altogether?