Two players play a game with every bus number they see.
Player 1 doubles the bus number. Player 2 adds up its factors.
Whoever gets the largest total wins. Play the game with a friend.
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Keywords: Starter
| Arithmetic
| Factors
| Mental Methods
| Mixed
| Number Patterns
Good, achieved the results I required
Satisfactory
Didn't really capture the interest of the students
Not for me! I wouldn't use this type of activity.
This starter has scored a mean of 2.6 out of 5 based on 16 votes.
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| Bus Number |
Double | Factors | Sum of Factors | Winner |
| 1 | 2 | 1 | 1 | Player 1 |
| 2 | 4 | 1 2 | 3 | Player 1 |
| 3 | 6 | 1 3 | 4 | Player 1 |
| 4 | 8 | 1 2 4 | 7 | Player 1 |
| 5 | 10 | 1 5 | 6 | Player 1 |
| 6 | 12 | 1 2 3 6 | 12 | Draw |
| 7 | 14 | 1 7 | 8 | Player 1 |
| 8 | 16 | 1 2 4 8 | 15 | Player 1 |
| 9 | 18 | 1 3 9 | 13 | Player 1 |
| 10 | 20 | 1 2 5 10 | 18 | Player 1 |
| 11 | 22 | 1 11 | 12 | Player 1 |
| 12 | 24 | 1 2 3 4 6 12 | 28 | Player 2 |
| 13 | 26 | 1 13 | 14 | Player 1 |
| 14 | 28 | 1 2 7 14 | 24 | Player 1 |
| 15 | 30 | 1 3 5 15 | 24 | Player 1 |
| 16 | 32 | 1 2 4 8 16 | 31 | Player 1 |
| 17 | 34 | 1 17 | 18 | Player 1 |
| 18 | 36 | 1 2 3 6 9 18 | 39 | Player 2 |
| 19 | 38 | 1 19 | 20 | Player 1 |
| 20 | 40 | 1 2 4 5 10 20 | 42 | Player 2 |
| 21 | 42 | 1 3 7 21 | 32 | Player 1 |
| 22 | 44 | 1 2 11 22 | 36 | Player 1 |
| 23 | 46 | 1 23 | 24 | Player 1 |
| 24 | 48 | 1 2 3 4 6 8 12 24 | 60 | Player 2 |
| 25 | 50 | 1 5 25 | 31 | Player 1 |
It is better to be Player 1! It is much easier to double a number than work out the factors and add them up and as you can see Player 1 is more likely to win.
Player 2 will only win when the bus number is an "abundant number". What is the next abundant number after 24?
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Teacher, do your students have one to one
access to computers? Whether your students each have a TabletPC or share a desktop PC, this activity lends itself to eLearning (Engaged Learning). |
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Students could use a spreadsheet to produce a list of abundant numbers.
Maths is Important!
"Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all pupils when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections. ...
Mathematics is a creative discipline. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics has developed over time as a means of solving problems and also for its own sake."
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