The usual: answer the questions on the cumulative frequency graphs, discover the punchline.

One on a basic histogram and another using frequency polygons; the usual terrible jokes are revealed.

This is four sets of four questions on statistics, mainly involving statistical graphs including pictograms, bar charts, pie charts, frequency diagrams, scatter graphs, cumulative frequency, box plots and histograms. They get increasingly more difficult as you work your way through them. The answers are given but elements of each question are missing in each case and students are required to fill in the blanks so that the questions work. This is designed to create discussion and allow students to demonstrate that they can interpret statistical graphs.

Two fish-based jokes: one on direct proportion and one on inverse proportion. Each has tables of paired values and students need to work out the equation linking x and y. These work nicely in class or as a homework.

The usual "do the Maths, find the punchline) thing; find where the coordinates have moved to after the transformation. I particularly like this joke, by the way.

These are terrible cheese jokes discovered by answering maths questions. There are 15 more if you like these. The students like the challenge of finding the punchline in my experience.

I found this map of the Neet (Not in Employment, Education or Training) data from 2009/10. I have looked at Worthing purely because that's where I work. Not the most happy statistics, but real-life and relevent to the kids, and might encourage them to get the best grades they can before they because a statistic!

These are an attempt to break from the monotony of past papers in the run up to exam season. I have taken 2 or 4 (depending on whether they will fit on a page!) questions from past papers and put them on one sheet; I will photocopy onto A3 for students to have a go in groups and discuss. The aims/rules etc are all listed if you wish to follow them and hopefully they all make sense. I have also provided answers.

The usual: Do some maths Get some letters Reveal a lame joke My classes like them, yours might too.

Whilst perusing Twitter after England's heavy defeat to Australia I came across this graphic posted by @skycricket which gave me the idea of using it for a maths discussion on data. You don&'t really need to know anything about cricket, just a basic understanding of statistics. It is designed to encourage some literacy and explanation.

Two “Crack The Safe” activities, one on reading Venn diagrams and the other using set notation. These are designed to be used as a starter or a plenary and allow students to self-mark as possible answers are shown but more that they require to avoid guessing.

Another one of these; solve the quadratic inequalities and reveal the joke. Ideal for students at home or in school as the fact that it spells out a short sentence means that they know whether they are doing it right; they also like the competitive nature of getting to the end first in my experience.

Four “spiders”: two on midpoints, two on finding the distance between two points. Midpoints: some questions ask students to find the midpoint, some give the midpoint and one coordinate. Distance: the first spider asks students to find distance (the final question asks students to find a points a given distance from another point). The second gives one point and a length; this could lead to a discussion on Pythagorean triples. Suggested/examples of answers are given where there are multiple options.

This is designed for students sitting AQA Further Maths Level 2 Certificate (it could be a basic A Level one too), but it is the usual thing: answer question, laugh at joke.

Some equations and inequalities to solve, using sketches where possible, to reveal the cheesy joke. I will be using this as a starter.

Find the invariant points, reveal the punchline to a cheesy joke… Useful for starters, plenaries and main tasks in my experience but use (or don’t use) however you like.

D (Data) A (Algebra) N (Number) and G (Geometry) - four bombs to defuse on each area, left by that infamous terrorist "The Mathematician". Each sheet has 6 sections and the questions are more worded. Find the average of the answers in each section to crack the code to defuse the bomb in each case. It's just general revision to get students thinking. It's easier to look at than put into words!!!

The usual answering of maths questions reveals the punchline; my classes like these and in this time of remote learning they are easy to mark! This involves set notation with three sets in some questions. Mistake on the last question now corrected!

Essentially this covers both direct and inverse proportion using everyday situations (currency conversion, recipes etc); when answered correctly a fish pun reveals itself. Ideal for an online task, homework, starter, plenary etc

Two codebreakers here, one one writing an expression from a worded situation (eg. “3 more than n”) and one on outputs from function machines. I needed something to introduce algebra to students who had never seen it before so came up with this…