Erica has a homework involving the sine and cosine rules as well as trigonometric functions. She thinks she's made mistakes; your students' task is to help Erica spot and correct the mistakes, explaining what she has mixed up. Designed to cover the new A level course and encourage discussion.

All sorts of calculus issues for Erica here! She really needs your (your class') help to correct her work and explain where she's gone wrong. There are common mistakes here for student to find and discuss in class.

Vector notation this time for Erica, and the usual issues have arisen. as with all the others, can you check Erica's homework for errors, correct and explain what she did wrong. Designed for discussion etc.

Erica has started calculus but is struggling yet again. Please help correct her work and explain what she has done wrong in each case. Designed to promote discussion in the classroom.

Erica tackles partial fractions, algebraic long division and simplifying algebraic fractions in this homework. This goes predicatably wrong and she requires your help to correct and explain what she’s done incorrectly. This should create discussion regarding different methods.

Erica has recently had a homework on exponentials and logarithms (including natural logarithms) and is really srtuggling. Can you help her by correcting her answers and explaining her mistakes? Designed to encourage discussion and the ability to check work carefully, as the new A level course seems to like.

The usual story - these cover various topics under the "Number" umbrella. Students answer the questions to reveal the punchline to a joke. Ideal for starters and plenaries in my opinion, but use them as you wish.

Erica is struggling whilst differentiating trigonometric functions, using the product, chain and quotient rules and parametric equations. She is desperate - please help her! Designed for students to demonstrate understanding and to encourage discussion.

Erica's teacher thought she needed more practice on the binomial expansion with negative and fractional indices, including estimating a root using an expansion. She has, as ever, got it all wrong so needs your help. Designed to help students prove their understanding.

This is aimed to cover as many aspects of fractions as possible: equivalence, of an amount, adding/subtracting, multiplying dividing but in a fashion so that they have to think about it rather than just have hundreds of questions doing essentially the same thing.

Erica got another homework to fine tune her differentiation skills regarding implicit functions, chain rule and second derivatives. Predictably it is not going entirely to plan. Can your students help Erica correct her mistakes and explain what she's done incorrectly. Designed for students to display understanding and cause discussion.

Eight quadratic functions to complete the square (including one where the coefficient of "x squared" is not 1) for students to do then plot the graphs. The aim is for them to spot how completing the square informs transformations of functions.

Four matching activities where students must join the equations that match the central cloud but also solve the ones that don't match. The four tasks get increasingly difficult. This is designed as a starter, plenary or discussion type exercise where you can pick a particular matching to suit your class. At it's most challenging there are fractions involved.

This is a series of activities from basic percentages through to percentage change, including repeated change/compound interest. This is designed to create discussion and hopefully will offer something different to just working through an exercise from a book.

Erica is struggling with radians this time and has messed up 5 questions on her homework. Can you help Erica sort out some arc lengths, an area of a sector and some trigonometric equations? She will need her answers correcting and then explanations as to where she went wrong. This should encourage discussion.

This takes students through factorising quadratics, solving them and onto completing the square, including solving quadratics that won't factorise nicely. Designed as starters/plenaries/assess the learning activities.

Erica is getting a bit lost on arithmetic and geometric sequences and series. Could you please help her sort out her homework? Her errors will need explaining so that they aren't made again. A task designed to encourage discussion.

Six questions and ten possible answers on bearings; this allows students to self-mark as if their answer does not appear then they need to check their work. I would tend to use these for starters or plenaries but obviously you have your own choice.

Six questions on Pythagoras with ten possible solutions. This allows students to check their own work to an extent; if their answer does not appear in the “possible answers” section then they need to check. Designed to be used as a starter or plenary.

Another “Crack The Safe” activity but on congruence and similarity this time. This enables students to self-check answers as their answer needs to appear in the options. It should generate a bit of discussion too, but the intention for me is to use these as starters or plenaries. Amended question 2.