| Numero FAQ |

Note: each of these underlined links will open the corresponding section of the rules page in a seperate window, it is advisable to close each window as you are finished with it to avoid clutter.

Can more than two people play NUMERO® at the same time?
Yes, it can be played with three or four players, though it is probably best, between two. The only difference in the Rules, is that at the start of the game, you turn face up in the centre, as many cards as there are players. The player on the left of the Dealer then has first turn, and play continues in a clockwise direction.

What happens if there are no cards left in the centre?
If there are no cards in the middle you will not be able to take or build. Therefore your only alternative (Golden Rule 1) is to discard.

Can you discard Wild Cards?
Yes, in fact if you ever find yourself with 5 Wild Cards in your hand, you have to discard all 5 cards (Golden Rule 3). You can discard a Wild Card at any time, as long as you remember that you must play another card after playing a Wild Card.

If you have discarded 5 Wild Cards, and restored your hand from the pack, do you continue to discard until you play a Number Card?
No. Discarding the 5 Wild Cards ends your turn.

Can you perform multiple takes on the same turn?
Yes, there is no limit to the number of cards or builds that can be taken by a single number card.

If you create a build, do you have to take it in the next turn?
No. You may decide to do another build, or discard, or take something else.

Can you add different builds together?
Yes, you can add build together, but you cannot break a build (e.g. a build of eight and a build of seven can be taken with a 15 from your hand).

If you play a Wild Card, do you restore your hand to 5, before having your next turn?
No. Complete your turn at play (i.e. playing a Number Card) and then restore your hand.

What happens if a player does a Build, and does not hold the answer?
Refer to Golden Rule No. 2

If not scoring points: If another player asks, (or challenges) if the answer is held, the Building Card is simply placed in the Centre as a discard. (No other penalty.) If there is no challenge, the build simply remains, until someone is able to either take or involve it in another Build.

If scoring points: If challenged, the offending player is penalised 20 points, and the card turned into a Discard.
If not challenged before the other player’s second turn after the play in question, the Build simply stands, and there is no penalty.

Do you have to verbalise your play?
No. It is not a rule, but we recommend “saying aloud” every play. It helps avoid confusion in more complicated moves, and also helps instil number combinations and tables into children’s minds. In fact, teachers could profitably make it a “local” rule.

Is there a time limit for your turn?
No. However, competitive players may create a time limit if they want to increase the pace or difficulty of the game.

What are the blank cards for?
They are not “super” Wild Cards! They are simply spares, so that if you lose or damage a card, you can replace it by putting whatever number etc it is, onto a blank card.

If there are any other questions that you would like answer to, please do not hesitate to contact us.

Paul Swan, Head of Education, Edith Cowan University, Bunbury says:
"When NUMERO® first came on the market, many critics dismissed it as just another tables game. Well, NUMERO® has stood the test of time and has proved to be an even more valuable teaching tool than I had imagined, when I first wrote a very positive review for the Mathematical Association of WA four years ago.
When played on a regular basis, children not only learn their basic number facts, but learn to use multiple operations, to work with fractions, decimals and percentages, and apply problem-solving strategies. Better still, many children don't even realise they are doing maths.
One aspect of the game that is often overlooked is the social dimension, where children have to cooperate in small groups to play together. In particular, it is nice to see families playing the game together at home, rather than sitting silently in front of the television. Who would have thought that a simple card game could have had such an impact on mathematics from primary school right on into secondary school? Even my pre-service teachers love playing."

One of the leading academics in Western Australia (member of the Prime Minister's Science and Technology Council and responsible for the founding of SciTech, the wonderful science and technology experience for young and old in Perth) Emeritus Professor John de Laeter A.O., D.Sc., F.T.S.C., says:
"A knowledge of the basic number operations of mathematics is as important in today's world as it is to be able to read and write. These mathematical skills can be effectively acquired through a card game called NUMERO®. NUMERO® is not only fun to play for people of all ages, but gives confidence in using the basic number skills in real-life situations. The basis of NUMERO® is so simple that six-year olds can enjoy the game, but at its advanced levels can challenge upper secondary school students. Furthermore, it provides the opportunity of learning problem-solving skills without the fear of failure.
I strongly recommend NUMERO® to parents, teachers and school Principals as a mathematics teaching resource 'par excellence'."

Dr Anne Chapman, Lecturer in Pedagogy and Mathematics Curriculum, Graduate School of Education, The University of Western Australia:
"I have been using Numero for the past three years as a means of professional development in pre-service mathematics education. NUMERO® is especially useful as a resource for the Number strand of the Student Outcome Statements in Mathematics.
Trainee teachers have been most impressed with the use of NUMERO® as a means to incorporate increasingly complex mathematical skills into their lessons in a novel and interesting way. NUMERO® provides teachers with an opportunity to vary their approach to teaching computational skills, and is flexible enough to address the needs of different learners.
It is a highly motivational way to teach mathematics to children in schools."

Peter Brinkworth, Senior Lecturer, School of Education, Flinders University of South Australia:
"I first became aware of NUMERO® through an article in the Australian Primary Mathematics Classroom and was intrigued by the claims made for it. We have been looking for ways to help teacher education students see how to provide appropriate practice for children in mental calculation, since this is now a major imperative in schools. Pencil and paper techniques are less important than they used to be, and clearly children need to be able to make intelligent use of a calculator. However, most of the calculations done by people today are mental, and facility in choosing and using different methods must occupy more of our time in educating children. Most methods of practice are limited or become boring for children.
Enter NUMERO®. It is not only exciting to play, but it rewards constructive thinking strategies and involves rapid calculation, using a range of numbers from simple number facts through to quite complex fractions, decimals and so on.
My teacher education students found NUMERO® both enjoyable and useful to play and quite a few of them wanted sets of their own."

Donna Woods, Maths Teacher, Morley Senior High School, Western Australia:
"I was first introduced to NUMERO® two years ago. It has been a game embraced by both myself and my students. NUMERO® is a game which reinforces my belief that MATHS IS FUN!!!
The game provides a motivating and fun way to practise basic number and problem solving skills. It is particularly useful when teaching students of varying abilities, due to the fact that there are so many different levels to the game. In my classroom we have 'round robin' events to find the all time champion, and use the newspaper "Challenges" as mental or homework activities.
NUMERO® COMES HIGHLY RECOMMENDED."

Barry Groves, B.A., Dip.Ed. Admin, Principal, North Woodvale Primary School, Western Australia:
" NUMERO® has been integrated into the mathematical programme of North Woodvale Primary School over the last four years. It is an exceptional mathematical activity and ensures maximum participation in a fun and challenging format.
I highly recommend Numero through all primary grades."

Jenny Doust, Deputy Principal, Kambalda Primary School, Western Australia:
"Having introduced NUMERO® to six classes of Year 3-7 students at four country schools in the last 5 years, I am impressed with the improvement in mental skills the children demonstrate, whilst enjoying themselves. NUMERO® is a very motivating game and one where those students who traditionally have difficulty retaining mental facts, enjoy success. Students are involved with quite complex abstract mental arithmetic without the "pain" of having to write down the answers. The developmental stages of Numero are particularly useful to cater for various levels of ability within the classroom.
I will continue to introduce students to the game of NUMERO® where you "have fun with numbers", wherever I go!"

Robert Thomas, Teacher of children with learning difficulties, South Australia:
“What is urgently required, is the provision of an innovative and exciting approach, with the potential to ignite and excite that inner drive and desire towards knowledge and exploration. Such a search, however, can prove to be elusive and often results in disillusionment. Despite the guarantees accompanying many educational games and activities currently available, there exist few with the capability to deliver. As the creations of "think tanks" and educational theorists, most teaching devices and aids possess a relatively short life span in the classroom. Once their novelty factor expires, their appeal, value and hence effectiveness rapidly diminishes.
The exception to this rule appears to be the maths card game NUMERO®. This game possesses a home spun, natural wisdom and comfortableness that welcomes, invites and engages all those who participate. At last teachers, parents and students alike, have a worthy and mature ally to support them in the process of learning.
NUMERO®‘s genius lies in its ability to highlight the contribution, role and dignity of the learner in learning. For all those entrusted with the responsibility and privilege of introducing, guiding and forming minds, young and not-so-young, to and through the intricacies and wonders of mathematics, NUMERO® is an indispensable, irreplaceable and serendipitous "must".

Sean Brealey, Principal, Mt Hawthorn Junior Primary School, Western Australia:
" NUMERO® boasts the following features that enhance teaching and learning:
Levels of Progression - Being a Junior Primary School our students are able to learn the simple rules and processes of Numero quickly, and experience early success in maths, progressing through the various levels of NUMERO® at their own rate.
Risk Taking and Chance - These elements focus student interest and attention whilst playing the game, and encourage students to think strategically as in a game of chess or draughts.
Self Esteem - The game promotes early number success through playing a well structured, non threatening game designed for learning and fun.
Scanning Combinations - The mind races to consider a myriad of number combinations and strategies whilst playing Numero. The game could easily catch on, and not only be a legitimate strategy for skills reinforcement but, perhaps more importantly, become an enjoyable pastime where the outcome is mental agility and a solid understanding of basic number facts.
Frank Drysdale is to be congratulated. He has designed an enjoyable card game with a purpose. Students who play Numero will develop a solid foundation of basic number facts quickly, learn to think strategically and all the while, enjoy the learning experience that is NUMERO®."

Denis Burns, North Monastery Primary School, Cork, and University Tutor, from "Parent and Teacher Magazine":
“NUMERO® has now become a very popular activity in my maths classes, and helps to develop lateral thinking and mental calculation. One feature of NUMERO® which particularly appeals to me is its flexibility, which allows it to be matched to the mathematical ability of the players. Therefore I expect that pupils who learn the game in first class, will still be playing and enjoying NUMERO® in sixth class - albeit at a much more advanced level.
I have long been an advocate of learning through play. The revised Maths curriculum also lays great emphasis on mental calculation and group discussion. On all of these counts, NUMERO® should be a winner.
I strongly recommend this resource to schools.”

Janet Giblett, Rossmoyne, Western Australia.
"The game of NUMERO® is not only for school children - it's a game for all ages. I thoroughly enjoy playing Numero with my friends and we're all senior citizens! By using all of the Wild Cards it becomes a real challenge.
Not only is NUMERO® enjoyable but it helps to keep those grey cells active!

Audrey Anderson, Scarborough Wider Vision, Western Australia.
" NUMERO® .... making the mind work. Providing mental stimulation and the joy of re-discovering skills long since lost!

Ben - Aged 10:-
"I think NUMERO® is a heaps good game. Before I played NUMERO® I was all right at maths and now I am excellent. I think it made big changes for me in my adding up skills and multiplication. Maths is much better than before because now it is fun."

Sam - Aged 11:-
"I think that NUMERO® is a fun, challenging card game. Before I played NUMERO® maths was hard and boring. When I started to play NUMERO® with my tutor Robert, I became more confident in my work. I think that anyone who wants to learn maths a fun and easy way can now do it by playing NUMERO®."