These are some mainly worded Pythagoras and trigonometry (in right-angled triangles) questions that should hopefully get students thinking (and sketching the problem). I came up with the joke myself… I apologise.

A really lame joke this time, but that will surprise few. How many unique outcomes are there in each situation?

Clive is looking at some questions on linear graphs, but as usual he is making mistakes that your classes need to help him with, explaining what he has done incorrectly so that he (hopefully) doesn’t make the same mistakes in the future. This is designed to encourage discussion and help students to develop a deeper understanding of the topic.

This is an attempt to get students to fill out every stage of their rearranging process. There are six relatively basic questions then three more challenge on the reverse of the page (I did this so that I could decide whether they were suitable for certain classes).

Two codebreakers on factorising quadratics, some of which are a difference of two squares. The usual lame jokes…

Two jokes to find by multiplying matrices and finding multiples of matrices. This is designed for AQA Further Maths GCSE. These should not cause too many problems for students but might be a good opportunity to do some…

Using the famous "Um Bongo" song from the mid-Eighties a load of measures questions, plus volume and ratio. Designed as a test of functional skills.

One fish pun on percentage multipliers and one on calculations (including percentage change). Useful for online learning or a classroom activity.

Casey is doing the AQA Further Maths Level 2 Certificate course; this is the homework for Chapter 1 involving Pascal’s Triangle, product rule for counting, solving equations (involving fractions) and algebraic percentage relationships. These are designed for students to discuss how to solve the problems given and appraise “Casey” regarding their understanding; I find these to be good at deepening understanding.

I had to design something for some visiting Year 6 students so came up with this for a lesson. It is basically how to convert from binary to decimal numbers and vice versa. There is a presentation, a matching activity and a codebreaker to do. Animations sorted (I hope).

Lark Ices and Stannister Dairy differ over metric and imperial measures too. Activities range from converting metric measures to comparing imperial and metric in a battle for ice cream dominance of Easteros!

Using the fact that Ant-Man shrinks and grows, I produced this calculus resource on rates of change. Two situations regarding Ant-Man's suit: surface area of the suit itself and the volume of the helmet.

Looking at shapes like rectangles, squares, triangles, cuboids and cylinders, fill in the missing parts of the table. This is designed to get students thinking rather than going into algorithm mode. I plan to make a second one with more complex shapes eventually.

Clive is having a go at a couple of ratio and proportion tests but making mistakes as per usual; he desperately needs your help to set him straight. These are designed to create discussion in class using common mistakes. There are two tests, the second being more challenging than the first. The first concentrates on ratio whilst the second concentrates on proportion.

Clive is tackling two tests on surds and indices; the second is more challenging than the first. As usual he is making mistakes and needs your students’ help to explain what he has done wrong and show him how he should have completed the questions correctly. These activities are designed to create discussion and develop understanding and model the new style “spot the error” questions that now appear in many exams.

Answer the questions (including algebraic ones) to reveal the punchline. Ideal for starters, plenaries or a main activity and the students seem to enjoy them.

Answer the questions about truncation to reveal the punchline to a cheesy joke. These are popular in class in my experience.

This was written with AQA Further Maths Level 2 Certificate in mind but could easily be used for GCSE candidates. The joke is a classic as the students won’t guess it but it is actually quite funny (I didn’t write it, clearly).

Ultimately you transform shapes to get the punchline to a lame joke. This involves reflection, rotation and translation. Correct answer sheet now attached.

More challenging questions involving prime factors, HCF and LCM for students to work out. These are popular as a starter, plenary or main activity despite the jokes generally being a bit lame (this one is a classic though).