A starter collection of recallNreason activities

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Number Boxes Years 1 to 8

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Materials: 6 sided (or 10 sided dice, pen and paper

Maths concepts: computation, place value

Aim: Be the closest to the target number

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1. Choose which number box layout you want to play and decide on a specific target number to aim for, e.g. 35
2. Players take turns to roll a dice and place it somewhere in one of their boxes.
3. Once the number has been placed, it cannot be moved. One number on any given round may be “thrown away” and written in the throw away box instead.
4. Play continues until all of the boxes are full. Players justify which number is closest to the target number (e.g. using a number line).

Target = 35

2

1

6

5

3

1

4

6

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1. Each player has nominated colour, i.e red or yellow
2. Shake, drop a set number of counters (e.g. 7)
3. Sort the counters into yellow and red
4. Write this as a part whole fact family
5. Create one addition and one subtraction equation
6. Prove to each other that both are correct by turning them into an oral story and representing them with materials
7. The player with the largest number of coloured counters gets 1 point.

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Shake and Drop Years 0 - 3

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Materials: double-sided counters, paper, other counting materials

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Maths Concepts: number facts and partitioning

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Aim: partition numbers to create number sentences

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TRASH! Years 0 - 1

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Materials: Deck of cards (Queens and Kings removed) for 2 players (3-4 players use two decks)

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Maths Concepts: number order/sequencing to 10

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Aim: To be the first player to complete a sequence of A,2,3,4,5,6,7,8,9,10

Ace = 1 and Jacks are “wild” cards

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• Each player is dealt ten cards face down in a row. Players are not allowed to look at their cards. The remaining cards are placed face down to form the stock pile.
• The first player draws from the stock. If the card is any card Ace through ten, the player places that card in its correct location in the layout (the top left card of the layout is the 1 or Ace position, then 2, 3, etc.). To do this, the player must remove the face down card that is occupying that location and turn it face up. This card, in turn, is placed in its appropriate location, if available, displacing the face down card that was there. This continues until the player finds a card that cannot be placed - a number card whose location is already occupied by a face up card with that number. The player must then discard the unplayable card, placing it face up on the table next to the stock pile to begin a discard pile, and the turn to play passes to the next player.
• Since Jacks are wild, a Jack can be placed face up in any location containing a face down card, displacing the card that was there. Also a pip card whose correct location currently contains a face up Jack can be placed in that location displacing the Jack, which can then be moved to any other location with a face down card, displacing the card that was there.
• If the stockpile runs out before anyone completes their layout the cards of the discard pile, apart from its top card which is left in place, are shuffled to make a new stock pile.

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1, 2, 3 Nim on a tens frame Years 0 - 1

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Materials: blank tens frame, 2 different coloured counters

Maths concepts: logic, patterns, addition to 10,

Aim: Be the player who places the tenth counter onto the tens frame.

• Players play on the same blank 10-frame
• Players take turns to place either one, two, or three counters on the blank squares of a 10-frame.
• Whoever places the tenth counter to fill up the 10-frame wins.

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Race to 10 (or 20) Year 0 – 2

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Materials:

ten frames, 6-sided die, counters, number strip to 20

Maths concepts: number bonds to 10 (or 20)

Aim: Be first to reach exactly 10

1. Players take turns to roll a die
2. Count and collect that many counters (match number to concrete), e.g. Roll 5
3. Place counters onto the tens frame (or a number strip to 20)
4. Prove how many more they need to make 10 (or 20), eg I have 5 counters and I need 5 more to make 10

5. Continue rolling the dice and adding counters

until a player reaches (10(or 20)

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Towers Year 0 – 2

Materials: connecting blocks (unifix), dice

Maths concepts: Language of comparison, encourage subitising

Aim: Have the highest total by collecting the difference.

1. Both players share some blocks (30-40 is best)
2. They take turns to roll the dice and collect that number of blocks and connect them to make a tower
3. They directly compare their towers and describe the difference, eg my tower is bigger, it has 1 more than yours
5. The player with the bigger tower snaps off the difference between the two towers and adds this number to their score (Can use a whiteboard or number line to show cumulative scores)
6. After 5 rounds the highest scores wins. Rotate partners

“My tower is bigger, it has 1 more than yours”

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Player B gets 1 point

Player A

Player B

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Partition Party Years 1 to 6

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Materials: Number Grids gameboard (enlarge to A3) transparent counters, 10 sided dice (or playing cards) beads, ten frames,

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Maths concepts: Number facts and partitioning

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Aim: Be the first player to get 5 counters in a row

1. Player A rolls a 10 sided dice and decides how to partition it eg 8 could be partitioned as 4 + 4 or 3 + 2 + 3 or 7 + 1 etc
2. They place counters on the board to show this.
3. Player B checks to justify this
4. Player B rolls the dice and has their go. E.g. 7 = 3 + 3 + 1
5. Keep going until a player has 5 in a row

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Partition Party (teen numbers) Years 1 to 6

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Materials: Number Grids gameboard (enlarge to A3) transparent counters, cards with teen numbers printed on them, ten frames,

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Maths concepts: Number facts and partitioning

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Aim: Be the first player to get 5 counters in a row

• Player A rolls a 10 sided dice and decides how to partition it eg 11 could be partitioned as 4 + 7 or 3 + 2 + 6 or 10 + 1 etc
• They place counters on the board to show this.
• Player B checks to justify this
• Player B rolls the dice and has their go. E.g. 12 = 6 + 5 + 1
• Keep going until a player has 5 in a row

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In The Middle Year 0 – 6

Materials: paper, 2 dice, place value manipulatives

Maths concepts: place value, sequence and order

Aim: Get the number in the middle in each round.

1. This game is played with groups of 3.
2. Each player takes turns to roll 2 die. They create a 2-digit number and write it in the table . E.g.
• Player 1 rolls a 2 and 5 (25 or 52)
1. Player 2 rolls a 1 and 6 (16 or 61)
2. Player 3 rolls a 3 and 3 (this can only be 33)

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2. Players take turns rolling first, second or third in each of the next rounds, i.e for round player 2 will roll first

Player 1 wins round 1

25

33

16

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Strike It Out Year 1-4

Materials: pen, 1-20 number lines

Maths Concepts: addition and subtraction

Aim: Be the player that can continue crossing out a number the longest

1. Players take turns choosing two numbers and crossing them out. Then they choose to circle the sum or difference of the two numbers and record the equation, e.g. 3 + 8 = 11
2. The second player must start by crossing off the number that Player 1 has just circled, choose another number to cross out and then circle a third number which is the sum or difference of the two crossed-off numbers. Player 2 also records their equation, e.g. 11 + 9 = 20
3. Players continue taking turns, always starting with the number that has just been circled.Once a number has been used in a calculation, it cannot be used again.
4. The game ends when one player cannot make a calculation. The other player is the winner.

Sourced from https://nrich.maths.org/strike-it-out

3 + 8 = 11

11 + 9 = 20

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Gnarly Numbers Year 0 – 6

Materials: 0-9 number generator (e.g. 10-sided dice or playing cards), paper/whiteboard

Maths concepts: place value, addition

Aim: Use addition to reach a target number (100)

1. Five digits are selected (or rolled) eg 2,5,9,3,1
2. Player A takes 2 of the digits to create a 2-digit number
3. Player B takes 2 remaining digits to create a 2-digit number
4. 5th digit is discarded and 5 more numbers are chosen
5. Player B takes 2 digits to create a 2nd 2-digit number
6. Player A takes 2 remaining digits to create a 2nd 2-digit number
7. Both players add their numbers together. The player closest to 100 is the winner

9

5

1

3

1

3

3

8

4

1

3

8

4

Player A

Player B

1

3

3

4

Source: James Russo

90 =

= 97

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Greedy Pig Year 0-6

Materials: paper, dice

Maths Concepts: addition, probability

Aim: get the highest final score after a number of rounds.

1. Everyone in the class stands up.
2. The teacher (or delegate) rolls the dice and everyone records the score on the dice.
3. You choose to bank the score and sit down or continue for another roll of the dice.
4. If a one comes up on the dice and you are still standing, your total is zero and this round is over.
5. A final score is the sum of the five scores from each of the rounds.

Source: nzmaths

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Add ‘em Ups Year 0-8

Materials: dice (6-sided or 10 sided)

Maths Concepts: addition

Aim: Get the highest total. Total score comes from adding totals of rows or columns that are repeated (strategy comes from deciding where to place the digits rolled).

1. Roll the dice. As each number is rolled all players decide where to place it in their own 3x3 grid (once placed it cannot be moved)
2. Once a row or column is complete, students can add the total and place it into the box (above the column or beside the row)
3. After 9 dice rolls students add any remaining columns, rows and diagonals to create totals.
4. Totals that are repeated go towards the final score e.g. in this example 8 is not allowed as part of the total score as there is no other 8 in the totals.

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Source: nzmaths

9

12

8

9

9

1

2

3

5

2

2

4

6

12

9

9 + 9 + 9 + 9 + 12 + 12

60

5

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Traders Year 0-3

Materials: Pattern blocks, A3 board, dice with digits 1,2,3,

Maths Concepts: Role of trading (before place value).

Aim: Build largest total with the least amount of shapes.

Rule: no more than 2 shapes allowed in 1, 2, or 3 columns.

1. Assign a banker, checker and pair of players
2. Players roll dice e.g. 3 and banker gives them 3
3. Players place the 3 onto the column which means the players must automatically trade up as you are only allowed 2 shapes in the 1, 2, or 3 columns, so the player gives two to the banker and the banker, in return, gives a
4. The checker gets the players to prove the total is still the same, if not, those are taken away.
5. After a set time (e.g. 5 minutes) the total is recorded
6. The banker and checker swap with the two players
7. Players lose a turn if forget to trade or cannot defend their total

Source: nzmaths

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Mix and Match Year 1-8

Materials:

Pattern Blocks, dice with digits 1,2,3,

Maths Concepts: addition, proportions

Aim:

Explore ways to create target numbers and record options as number sentences

1. A target number is selected e.g. 12 or 15
2. Students use the pattern blocks to explore different representations of these numbers
3. Students use number sentences to justify how the target number was achieved.

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Today’s number : 15

6 + 6 + 3 = 15

15 = 6 + 2 + 2 + 2 + 2 + 1

15 = 6 + (4 twos) + 1

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Source: https://nrich.maths.org/10945

Reasoned Rounding

Materials: 2 dice (0-9), pen and paper, recording sheet

Maths Concepts: rounding

Aim: Complete the most circles

• Players take turns to roll a 0-9 dice twice (or turn over 2 playing cards) and make a 2-digit number.
• For each turn, they round this number to the nearest 10, find the matching circle on the recording sheet and write their 2-digit number in one of the spaces in that circle.
• A circle is complete when it has two numbers in it and this scores a point for the person who wrote the second number in. (Even if the first number was written in by the other player.), e.g..
• Player 2 rolls a 9 and 3, make 39: round to 40 Player 1 rolls a 4 and 3, make 43: round to 40
• The game is over when all the circles are full and then the points are counted up to find the winner.

0 10 20 30

40 50 60 70

80 90 100

43

39

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3 (or 4) in a line Year 1-8

Materials: number lines/number strips, white boards, 2 dice (6 or 10 sided)

Maths Concepts: ordering, place value

Aim: Get three uninterrupted crosses in a line

1. Players take turns to roll 2 dice choose how to arrange the digits to make a 2-digit number e.g. 6 and 5 could be 56 or 65
2. They decide where to place it on the number line and cross it off. Their opponents ask them to prove it is in a reasonable place to keep their cross there.
3. Repeat until one player gets three in a row. (this could be extended to get 4 numbers in a row)

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15

26

31

45

52

56

13

62

Player A

6 and 5  = 56

Player A

2 and 6  = 62

Player A

3 and 1  = 13

Player A

2 and 5  = 52

Player B

1 and 5  = 15

Player B

4 and 5  = 45

Player B

3 and 1  = 31

Player B 

2 and 6  = 26

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Tricky Operations Year 1-8

Materials: different colour pen per player, whiteboard, number line

Maths Concepts: multi-step equations, order of operations

Aim: Get four uninterrupted crosses on the number line

1. Choose 9 numbers to place in the grid (include at least 1 fraction and 1 decimal number)
2. Player A creates a number sentence using one operation, e.g., 8+1 = 9 and prove to Player B where it goes on the line
3. If Player B is convinced, Player A places their cross
4. Player B then has their go, e.g. 10x 2= 20. Play continues until one player has 4 crosses in a row

BUT: You can steal numbers back by:

• adding an extra operation, e.g. steal 7 back 9+3–5= 7.
• using a fraction, or decimal,
• Using brackets, or exponents

0

20

9

7

Adapt by changing numbers on the grid and numberline

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Block It Year 4-8

Materials: multiplication chart, (laminated), 2 different coloured whiteboard markers or counters, two 0-9 dice

Maths Concepts: multiplication facts

Aim: Get four squares (products) in a row

• Players take turns to roll two 0-9 sided dice.
• They multiply the numbers rolled and mark the answer (product) on the multiplication table with their coloured marker (or cover it with a counter). All players use the same multiplication chart. e.g. 4 and 7 is rolled, the player chooses which 28 to mark
• Players may also need to choose products that block the opponents from getting four connected squares.
• Wild Roll: If a 1 is rolled, the players get to choose a number between 2-9.
• The winner is the first player to colour four squares connected horizontally, vertically, or diagonally.

*To make the game more strategic, roll three dice and choose two to multiply.

Source: Mathcurious.com:

Link to Digital version of game :

4 x 7 = 28

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Multiply Max Year 3-8

Materials: 10-sided dice, paper / whiteboards - for drawing table , pen, multiplication chart if needed,

Maths Concepts: multiplication

Aim: Be the closest to a target number e.g. 120

1. Select a 2 or 3 digit target number
2. Pairs choose any six numbers between 0 and 10 into the left column – a number can be repeated
3. A dice is rolled and players choose where to enter the digit anywhere in column 2
4. The product is calculated and a running total started (e.g. keep track of cumulative total on a number line). Repeat for 6 rolls of the dice – keeping a running total
5. The winner is the player who proves their total is closest to the target number after 6 rolls of the dice

(source: adapted from Professor Mike Askew)

3

3

5

5

15

35

21

30

Target = 120

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Rounding Game Year 3-8

Materials: 10-sided dice (or use playing cards), paper / whiteboards, pen

Maths Concepts: place value and rounding

Aim: Be first to complete their table after 10(or more) rolls of the dice)

1. All players draw a table with multiples of 100 (100 -1000)
2. Three dice are rolled e.g. 1, 7 and 6 and all players use the digits to create a 3-digit number of their choice which they write next to the nearest hundred in the table.
3. Play continues until one player has completed all of their table, e.g. after 10 rolls of the dice). If a player can’t place their 3 digit number into their table they miss that go.

Alternative version of a ‘winner’

• Players work out the differences and find the total. The winner is the person with smallest difference.

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​

​

29

671

176

761

Total:

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Make 10 Tic Tac Toe Year 1-2

Materials: 1-6 sided dice, paper, pen

Maths Concepts: number bonds to 10

Aim: Make a line of 3 numbers that make 10.

1. Draw a tic tac toe board
2. Players take turns to roll the dice and place the number somewhere into the tic tac toe grid.
3. The winner is the player who writes the last of the 3 numbers in a line that makes a total of 10
1. ​

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​

​

3

6

2

1

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100 or Bust Year 1-8

Materials :6 or 10 sided dice, scrap paper/whiteboards

Maths Concepts: Place Value, Addition

Aim: Get the closest to or exactly 100 without going over

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1. Draw a table with 7 empty rows
2. Players take turns to roll the dice and decide what value the digit is and enter it into a row, e.g. 5 could be written as 50 or 5
3. Try and keep a running total of your total score in your head after each roll
4. After 7 rolls each, players total their score – the player who got closest to 100 without going over wins.

5

Total:

0

9

8

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String Sums Year 1-6

Materials: 0 -6 digit cards (or dice)

Maths Concepts: number operations

Aim: Get closest to the target number

1. Decide on a target number , e.g. 100
2. Turn over 6 random playing cards
3. Decide how to use the numbers 1-6 to create three 2-digit numbers to reach the target number
4. Prove who is the closest e.g. use a number line or Place Value materials

1

5

3

4

6

5

2

4

1

3

6

2

Target Number = 100

+

+

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Decimal Difference Year 4-8

Materials: 0-6 dice or 0-10 dice(or use playing cards)

Maths Concepts: decimal subtraction

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Aim: Create the smallest difference

1. Players each roll four dice (or pick 4 playing cards)
2. Players use the digits to create two 2 numbers (to 1 decimal place) , e.g. 2.1 and 2.4
3. Players calculate the difference between both decimal numbers
4. Defend their answer using a number line
5. The winner is the player who has the smallest difference

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2. 4 – 2 . 1 = 0 . 3

2 . 1

2 . 4

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Target Tens Year 4-8

Materials: 0-6 dice

Maths Concepts: Multiplying tens

Aim: get closest to target number, e.g. 300

• Choose a target number, e.g. 300
• Players take turns to roll a standard dice.
• With the number rolled they choose to multiply it by either 10, 20, 30, 40, 50, or 60
• Players record the equation and keep track of their cumulative total (e.g. record it on a number line)
• After each player has rolled the dice 6 times, players compare their total. The person closest to 300 wins.

x 10

x 20

x 30

x 40

x 50

x 60

0

300

3 x 40 = 120

120

6 x 10 = 60

+60

+120

2 x 20 = 40

180

+40

220

1 x 10 = 10

+10

230

3 x 10 = 30

+30

260

5 x 10 = 50

+50

310

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Number Walls Year 1-8

Materials: pen, paper, materials to represent part/whole or factors etc.

Maths Concepts: addition, multiplication

Aim: Create number walls with missing elements to solve

1. Explain how a number wall work and how levels of cognition change depending on what element is missing
2. Provide number walls with elements missing in different positions to solve
3. Students create their own number walls for others to solve

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Extend and enable ideas

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Game adapted from Peter Sullivan- 2017

+

x

4

5

9

20

product

sum

Vary the position of what is missing

You choose Change operation Use negative integers Use algebra

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Millions Year 7-8

Materials: 1-6 dice, pen, paper, place value houses grid.

Maths Concepts: exponents, addition, place value

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Aim: Be the the first to get to 2 000 000

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1. Players take turns to roll a dice e.g. 5
2. They represent this value as a power of 10 e.g. 10⁵ = 100 000
3. Place this value in their grid and prove why.
4. The next player then has their turn.
5. On their next rolls, the players add their new values but record it as a cumulative total in their grid.

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In the example above, the player rolled

5, 4 ,3, 5 and 6 (record an accumulative total)

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Knock Out Year 0-3

Materials: 2 dice, pen and paper

Maths Concepts: addition

Aim: Get the highest total after 10 rolls

• Players take turns to roll 2 dice
• On each turn they write the sum of the dice in their column., e.g. roll a 5 and 3 = 8
• If a player rolls a total of 7 they cross out all of their previous scores.
• The winner is the person with the highest total after 10 rolls

8

6

9

7

4

11

5

3

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Is It Divisible? Year 2-4

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Materials: standard dice, 2 counters, 2 pen and paper

Maths Concepts: division

Aim: Be first to reach then finish

• Each player starts with their counter on 12 and take turns to roll the dice.
• If the number the counter is on can be divided by the number that is thrown on the dice (with no remainder) then they can move up a step. N.B. If a player throws a 1, they choose a number (from 2-6)
• If the number is not divisible, they must stay there until their next turn when they throw a number that is divisible.
• The winner is the first player to get to the top of the ladder.

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No Consecutives Year 4-8

Materials: 2 dice, pen and paper

Maths Concepts: addition

Aim: Be the player that can continue writing consecutive numbers the longest

• The first player writes a 1 in either column
• The second player writes a 2 in either column
• Players continue taking turns to choose which column to write consecutive numbers, 3, 4, 5 etc.
• A number cannot be written in a column if it is the sum of any two numbers in that column.
• The player who cannot continue writing a number loses the game

2

1

3

5

4

Can’t write 6 in this column

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Factors or Multiples Year 7-8

Materials: pen, hundred chart

Maths Concepts: factors and multiples

Aim: Be the player that can continue crossing out a number the longest

• The first player chooses a positive even number that is less than 50, (e.g. 35) and crosses it out on the grid.
• The second player chooses a number to cross out. The number must be a factor or multiple of the first number, e.g. they could choose 7 as 7 is a factor of 35.
• Players continue taking turns to cross out numbers, choosing a number that is either a factor or multiple of the number just crossed out previously by the other player.
• The first person who is unable to cross out a number loses

Sourced from https://nrich.maths.org/factorsandmultiples

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Dozens Year 2-8

Materials: pen,

Maths Concepts: multiples

Aim:

Find the largest possible three-digit number which uses the given digits, and choosing one of your own, to make a multiple of 2.

Vary the level of challenge by changing:

• the multiple (e.g. multiple of 2, 3, 4, 6, etc.)
• the number of digits in your target number
• the number of digits provided to use (n.b.to ensure you have some choice, make sure the number of digits provided is fewer than the number of digits in the target number.)

Sourced from https://nrich.maths.org/problems/dozens

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Factor Bingo Year 5 - 8

Materials: pen, paper, multiplication chart, 0-9 dice (or playing cards with 10, and picture cards removed)

Maths Concepts: factors

Aim: first player to have a factor for each number wins

• Each player chooses 10 numbers which are the product of a multiplication basic fact. (i.e. choose 10 numbers from inside a multiplication chart)
• Players take turns to roll the dice.
• The player writes the number rolled under any bingo number that the number is a factor of. If a 1 is thrown = roll again. If a 2 is thrown the player can choose a factor from 3-9 (not use 2)
• The first player to have a factor for each number wins

6

6

6

9

9

9

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Networks Year 1-4

Materials: pen and paper

Maths Concepts: networks

Aim: Be the player to draw the last line

• Start by drawing 3 random dots
• The first player begins by drawing a line that joins two of the dots and marking a new dot in the middle of the line.
• Alternatively the line may start and end on the same dot.
• When drawing a line, it cannot cross another line.
• A dot cannot have more than three lines branching to or from it, e.g. e.g this dot is full
• The last person to be able to draw a line is the winner.

Sourced from https://nrich.maths.org/1208

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Dicey Operations Year 7-10

Materials: pen and paper, 0-9 dice

Maths Concepts: number operations

Aim:

• Start by selecting which game you will play. Each player draws the relevant boxes ready to fill.
• Players take turns to throw the dice and choose where to place the numbers thrown. This can be done in two ways: either fill in each cell as you throw the dice, or collect all your numbers and then decide where to place them. Make a decision at the start of the game which variation you will use.
• Whoever has the sum (or product or quotient) closest to the target number, after all boxes are filled, wins.

Scoring system:

• A point for a win - the first person to reach 10 wins the game. OR
• Each player keeps a running total of their "penalty points", the difference between their result and target number. 1000 after each round. First to 5000 loses.

Sourced from https://nrich.maths.org/6606

Game A: Addition.

Target = 1000

Game B: Subtraction.

Target = 1000

-

x

Game C1: Multiplication

Target = 1000

Game D1: Division

Target = 1,000

)

Game C2: Multiplication

Target = 1000

Game D2: Division

Target = 100

)

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Spiralling Decimals Year 5-8

Materials: paper, 2 different coloured pens

Maths Concepts: Decimal place value

Aim: Be the first player to place 3 uninterrupted numbers onto the spiral

• Each player needs a different coloured pen.
• Draw 1 large spiral playing board that both players play on (with a 0 in the middle and a 1 at the end)
• Decide who goes first.
• Take turns to choose a number from the grid and mark it on the spiral.
• Players continue taking turns until one player has marked three uninterrupted numbers next to each other.

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Sourced from https://nrich.maths.org/10326

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PUZZLES

and INVESTIGATIONS

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dice = 6, 5 and 2

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Targets Year 0-8

Materials:

white boards, manipulatives, number lines

Maths Concepts: operating with numbers

Aim: Explore multiple ways to reach the target number

1. A target number is chosen from a pre selected board:
2. Explore ways to reach the total using 3 arrows.
3. Jot down each solution as a number equation searching for patterns and relationships as they explore

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I am thinking of two numbers

12

4

32

Guess my Number

• Discuss the possibilities
• Defend your answers

Create your own and share them with each other and with us☺

Extend and Enable ideas

1. Enable by giving one of the two numbers
2. Enable by making product optional
3. Extend by including fractions and decimals
4. Extend by not giving all information and asking what numbers could work – open it up
5. Extend by hypothesising eg
1. if the sum is even then the difference must be odd
2. the difference is always smaller than the sum
3. the sum and difference can never be the same

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9

14

23

Put different single digit numbers into the squares so that..

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- the sum of blue squares is the same as the blue circle

- the sum of yellow squares is the same as the yellow circle

- the sum of the four squares is the same as the white circle

12

16

17

19

18

14

22

Variations

• Include fractions, decimals, 2-digit numbers
• Include other operations eg the number in the green circle could be the difference
• Students create their own and share
• Reduce cognition by removing a restriction eg no white circles

Version 1

Version 2

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All these triangles follow the same pattern to work out what number goes in the middle.

3

6

3

3

4

8

4

3

3

7

5

4

2

4

6

?

Can you explain your thinking?

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Can you create one of your own for us?

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Domino Detectives

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Aim – Solve and explain the mystery number

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There is a pattern hidden in the dominoes that, once identified will help you work out what the missing number is?

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1. Work out what you think the missing number is.
2. Explain your thinking.
3. Create another one like this to share
4. How could you change the puzzle to use different:
1. place value positions e.g. 3-digits, tenths and ones
2. Operations ( + - x ÷)
3. positions or number of dominoes

= 37

= 39

= 64

= ??

Get that creative thinking flowing

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Seven Sums

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A puzzle that promotes fluency of number facts

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Can you put the numbers 1 to 7 in each of the coloured circles (once each) so that the total of every line is 12?

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Is it possible to find another total they all add up to?

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Is it possible to design one with 8 circles and the numbers 1 to 8, or even 9 that add up to the same total?

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5

4

What’s on my back?

Two counters have different numbers on both sides

You toss the counters and get the product 20 (4 x 5)

What numbers must be on the other side of the counters if all combinations of the products are 8, 12 and 30?

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Puzzle Time

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Aim – Fill the boxes with the digits

0, 1, 2, 3, 4, 5, 6, 7, 8, 9

so that you have three correct solutions.

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You may use each digit once only

You must use each of the digits 0-9

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Extension -

Are there any more possibilities using the digits 0-9 to create a problem with similar or different operations?

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​

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+

=

-

=

X

=

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Don’t lift your pen

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Which of these images can you draw without taking your pen off the paper or going over any edge twice?

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Source: https://nrich.maths.org/11826

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