Erica is struggling with integrating e^x, is getting confused between integrating 1/(x) and 1/(x^2) and basic trigonometric integration. Can someone help her out? This is designed to help students discussion and prove their understanding.

This is an activity taking students through nth terms of arithmetic sequences, summing arithmetic sequences and nth terms of quadratic sequences. Different pieces of information are given each time to ensure that students develop understanding rather than get in a rut and performing a process. This should lead to discussion in class between students and teacher.

The “Building Blocks” sequel to “Percentage of an Amount” - this goes through percentage change of all types.

Calculate how many heads the Hydra will have after a certain amount of cuts by Hercules. The Powerpoint now contains the video.

A task based on card shuffling from QI from a video posted on Twitter by @bobloch. What possible order could the cards be in in each case?

Three “Crack The Safe” activities on expressions: expanding and factorising, including quadratics and expanding three brackets. These contain six questions (four on the three brackets) but three possible answers for each question meaning that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you.

This covers from simple finding pairs of integers up to completing the square, including completing the square and the quadratic formula. I will put solving graphically on a another one as there wasn’t room here.

From basic differentiation to finding gradients and turning points to displacement, velocity and acceleration; each one gives the answer to a joke. The "Gradients and Turning Points" one has the words mixed up as I reckon a few will be able to guess the punchline. A couple of typos corrected.

This leads on from 'Misleading Graphs' where the students have to draw a graph in an effort to convince a Small Business Manager to give them a loan.

Where Does The Fielder Intercept The Ball? This is essentially simultaneous equations solved graphically, but in the guise of a fielder stopping a ball whilst playing cricket.

Five matching activities involving the Sine Rule, Cosine Rule and finding the area of a triangle using trigonometry. These are designed to show learning/demonstrate understanding whether as a starter or plenary but could be used all together as a lesson's main activity.

I came up with this activity whilst toasting crumpets for breakfast over half term. This gives the opportunity to measure/read bearings accurately and find the position of something given a bearing from two points. Answers are the best I could do from my computer screen!

Clive is tackling a new topic on the GCSE curriculum, but predicatably is struggling. Four questions getting increasingly difficult requiring you to check as Clive has made mistakes. These will hopefully generate discussion in class.

All the skills required for sequences up to and including summing arithmetic sequences and geometric sequences.

This is using the famous racing game to revise angle properties with parallel lines.

This allows students to use their knowledge of y=mx+c. There are five different spiders of increasing difficulty ranging from being given the gradient and y-int then forming the equation, to being given one of those pieces of information and a point on the line to being given two points on the line. Discussion could arise over how to write the equations.

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.

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 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.

Doing what it says on the tin; terrible joke mandatory. It includes factorising as well as adding and subtracting algebraic fractions.