There are four “Show that” questions: two linear equations, two quadratics. These are designed to encourage students to write down method and working rather than just reading out an answer at the end.

Two sheets: one on distance-time (or displacement-time) and one on speed-time Students must decide, using the graph, whether each statement is true or false. These can encourage nice discussions in class.

One sheet with three lines and ten statements about coordinates on the graphs, gradient y-intercept and their equations where students need to decide whether the statements are true or false, correcting the false ones (and explaining where the misconception arose?). These have produced really nice discussion in class and online in my experience.

Five questions and ten possible answers on capture/recapture. These allow students to get on and as the answers are on the sheet they can check that they are doing the right thing.

Another cheesy joke revealed upon differentiating some expressions using the product rule. A nice change from going through exercises in the text book.

Answer the questions, link to the letters in the table and then laugh at the “hilarious” joke… you probably know how these work now. This one is on the product rule for counting (doing what it says on the tin).

This one does what it says on the tin; designed for AQA Further Maths Level 2 Certificate but could be used at GCSE level too.

Just one “Crack The Safe” activity on differentiation, involving differentiating, finding gradients and turning points. There are six questions with three possible answers for each. The wrond answers may generate discussion as to what has been done, but ultimately this is a self-checking worksheet that allows the teacher to help those who need it whilst others get on. I use these for starters or plenaries but use them how you wish.

Two codebreakers (the first one is slightly easier than the second) where students must identify the equation of a trigonometric function from the graph, resulting in the punchline to a cheesy joke. The scale is as large as I can make it I’m afraid so I apologise that it is small. I used Desmos to draw the functions.

We put on a Stem Day for Year 6 students and decided to do binary as the topic for a 45 minute session. This takes students through converting between binary and decimal numbers, including a couple of codebreakers (we produced a Stem leaflet for them to take away). The PowerPoint moves on to adding and subtracting in binary if you need it. It went well and was delivered by a range of people so if it’s useful to you… There’s even a bonus codebreaker on adding and subtracting in binary.

Four slides each containing four questions with parts missing but an answer to reach meaning that students have to demonstrate their understanding by filling in the blanks. This is designed to create discussion.

Four slides each containing four inequalities questions where students are given the answers but are missing parts of the question; their job is to fill in the blanks. This should allow students to demonstrate their understanding as well as encouraging discussion as some of the blanks could be filled with numerous different values. This involves solving, satisfying (number lines etc), regions etc.

This is an activity designed to et students thinking about ratio but changing one value in a ratio to get another ratio. There are four ratios on each slide which get steadily more challenging and should create discussion. This also brings multiples and factors into play as well as simplifying/equivalent ratio.

More fish jokes to be discovered having done some maths; there are two to do here, the first dealing with integers that satisfy inequalities (including number lines) and the second that deals with solving inequalities. I use these at various different times of a lesson but clearly the choice is yours whether you use them or not and when! They are always popular even though the groans over the jokes get louder each time.

Using the “Impossible” game show format where each question has three options: a correct answer, an incorrect answer which would be correct in a different concept and an impossible answer. There are 12 questions tackling transformations, surds, quadratics, inequalities and more. Students need to calculate which is the correct answer, which is impossible and which is incorrect but “partially right” so this should encourage discussion in class and develop a deeper understanding.

I realised that I didn’t have anything on currency conversion so I amended the situation and you get to reveal another lame fish joke. Typo corrected.

The usual thing: do some maths and find the punchline to a cheesy joke. Ideal for online learning or any other type of activity.

This contains questions on speed, density, pressure and population density, with questions getting increasingly challenging as you go through. These sheets seem popular with students and are ideal for working in school or from home.

A fish joke after some population density questions are answered correctly; like a dream come true for many, I’m sure… Ideal for in class, homework or online. As the answers spell out a word or short sentence students know if they are going right or need help.

Erica’s homework is causing her issues, this time on representations of data. This one involves box plots, histograms and cumulative frequency graphs as well as talking about quartiles. Your class’ task is to explain where Erica has gone wrong and to correct her solutions.