Estimate where each fraction is given a “marker” fraction. This is designed to get students thinking about the relative sizes of fractions including multiples and “factors” of the fractions. A discussion about how they reached their answer is what I’m planning to do, but you may well have better ideas. Inspired by Professor Smudge (on Twitter: @ProfSmudge) and his blog (decimalicious.blogspot.com)

Some questions involving bounds leading to an aquatic joke; these seem to be popular in the classroom and online, even though the jokes are of a Christmas cracker standard.

Can you help the designers at Kelvin Kline complete their symmetrical collection of dresses and t-shirts for next season? Involves reflective and rotational symmetry.

Answer some questions involving negative numbers in context and reveal a joke involving or related to fish. These work well in the classroom as a starter or main task but also online or as a homework. The students seem to enjoy the challenge of discovering the corny joke too!

Formula, values, workings and answer columns; stuff is left blank, students fill in the blanks. It does what it says on the tin.

Five columns: data (in order), mean, median, mode, range. Some are blank; work out what the blanks need to be.

Three sheets of increasingly difficult questions regarding parallel lines and their angle properties. On a couple of questions the students have to draw a diagram given the answer.

This asks students to estimate where a given fraction, decimal or percentage should be within a block; this uses students’ knowledge of the conversion between the three. Inspired by Professor Smudge (Twitter: @ProfSmudge).

Some of the first four terms, the nth term, the term-to-term rule, the 20th term and the 50th term are missing and you have to fill in the blanks (it does what it says on the tin). Should get them thinking…

This looks at basic statistical diagrams: pictograms, bar charts and pie charts. There are four pages, one for each of the above and the final one being the same data represented by all three charts mentioned, but with bits missing on each. For each there are blanks to be filled, plus a question on the data. The idea is to get the students working forwards and backwards, not just getting stuck in a rut of doing the same thing repeatedly.

Six matching activities that get increasingly harder. Not all match which means that "process of elimination" cannot be used by students. This involves listing integers based upon an inequality and solving them too. This is an activity designed to encourage discussion. Now with quadratic inequalities slides! Errors corrected (I hope).

The usual “solve the problems, discover the joke”. These seem to work well in many different settings: classroom, homework, online.

This is designed to get students to include all the relevant information when describing a transformation, and it revealing a cheesy joke. Students seem to enjoy the fact that they can just get on and check their own answers with these; they have worked both online and in class.

I was asked to help some students (Years 9 and 10) who massively lacked confidence with number, so I came up with this set of questions working through general calculations, calculations with brackets, powers, fractions, percentages and decimals. In each case the student must balance both sides of the equation; it is designed to encourage discussion and thinking rather than just running through a set of similar questions. I hope you find it useful.

Two fish jokes to reveal: one is trigonometry in right-angled triangles and one is either Pythagoras or trigonometry. These are always popular with my classes and I’ve used them in class and online but I know colleagues have used them as homeworks.

This does what it says on the tin; some using coordinates, some using sketches, some working forwards, some backwards. Hopefully it will get students thinking carefully about transforming functions.

There two sets of tables (one without negative values of x and one with) and equations to match up. There are two more tables than equations meaning that guessing is far more difficult but as an extension students can work out the missing equations of lines. This should encourage some discussion too.

Answer the questions and be rewarded with a cheesy joke! These are always popular in class or online, the cheesier the joke the better.

I felt like doing an A Level codebreaker and this seemed like a good topic to start with. Use laws of logarithms to reveal the punchline to a cheesy joke…

On a trip around my local record and charity shops I found the 7 inch single of the Fraggle Rock (a popular 1980s children’s TV show featuring muppet-like creatures) theme tune. Having posted a picture of my find on social media it was suggested that I should write a maths resource involving them and this is what occurred. It is essentially fractions, decimals and percentages (you probably guessed that from the title) and involves finding the fraction of an amount, comparing fractions, equivalent fractions, decimals, percentages, percentage of a number and repeated percentage change. The presentation includes links to the theme tune and uses the characters from the show. The last video link now updated.