Erica is looking at the binomial distribution here but making errors as usual. Can you classes correct Erica’s work and explain where she went wrong? I have written questions so that either tables or calculator can be used.

This does exactly what it says on the tin… needed for a session with Year 6.

Answer the questions, which get progressively more difficult, involving one or more of the trigonometric rules to reveal an anagram for the punchline of a joke. My classes seem to like these, the cheesier the joke, the better and given that this is an anagram they cannot guess the order of the letters for the answer.

Casey is now on the final chapter of the AQA Further Maths Level 2 Certificate: matrices, including multiplying and transformations. Casey requires help because mistakes are being made; can your classes help and explain what Casey has done wrong? These work well as discussion activities in class in my experience, but use them (or not) how you wish,

I needed something for this topic and this is what popped out. Whilst it is a true or false activity I would expect some good discussions to arise whilst doing this, with conversations along the lines of “how could we make this statement true?” either by changing the wording or the initial algebraic expression. I have found these activities really quite successful in online lessons as well as “normal” lessons.

A quick joke calculating angles using circle theorems, but circle theorems that are hopefully in a slightly different context than usual. These work well as starters, plenaries, main tasks or homeworks and even the cheesy jokes seem to be an incentive.

Find the roots as complex numbers and reveal the punchline to a cheesy joke. Something different to ploughing through text book exercises…

This worksheet deals with symmetry of quadratics, where a quadratic function intersects with the y-axis and turning points/vertices of quadratics. It is aimed at Further Maths Level 2 students but could be used at the top level of GCSE as well.

This does what it says on the tin, nothing fancy. Reveal the joke, which is so bad it’s good…

One tree diagram, numerous questions to figure out a cheesy joke. This involves counters and replacement.

Four screens of four questions involving indices where the final answer is given but parts of the questions are missing where students must fill in the blanks. Some have unique solutions/blanks and some have multiple or infinite solutions/blanks and this should lead to some great reasoning discussions and debates in class. These have been really successful in my classroom; hopefully they will be in yours as well.

Four sheets where there are 6 questions but 10 potential answers; students are reassured by the answers being on the sheet allow the teacher to get on with helping those who require it. The sheets get increasingly difficult; I tend to use these as starters or as an initial task straight after the explanation.

There are 10 statements for students to decide whather they are true or false regarding a pair of box plots. This should encourage mathematical discussion and these sheets seem to work well online too.

There are 6 sheets here covering finding the next term in a sequence, using the nth term, finding the nth term (arithmetic and quadratic), summing arithmetic and geometric sequences. These all contain the answers but there are more answers than questions to discourage guessing. this style of sheet has worked well both online and in classrooms in my experience and means that teacher can help those who require it whilst others get on, checking that their answers are on the sheet.

Each slide contains five questions that have been answered, but not necessarily correctly. Your class need to discuss whether the answer given is correct or not and find the correct answer if not. These bring up common errors and lots of discussions. Areas covered: substitution, inverses, composite, domain & range.

Ten questions of increasing difficulty where four potential answers are given, but only one is correct. These are designed to encourage mathematical discussion in your classroom, where the incorrect answers are the focus of the discussion. These go from describing single transformations through to mapping coordinates to trigonometric functions but it is designed for GCSE or Further Maths Level 2 Certificate.

Casey is working through the AQA Further Maths Level 2 Certificate and has reached the Calculus chapter; however, Casey requires the help of your class. Spot the mistakes, correct them and explain where Casey has gone wrong. These work well for discussions in class.

Designed for the AQA Further Maths Level 2 Certificate course, answer the questions, reveal the joke. This is essentially multiplying matrices.

Eight trees that students can climb based on their knowledge of indices. The idea is to continually ramp up the difficulty and allow students to choose their start point. They start from the most basic writing using powers, laws of indices up to simplifying using fractional and negative indices.

A sheet in four parts regarding functions: substitution, domain/range, inverses and composite. I have tried to cover as many different aspects of each part; each part contains eight questions and I have done it this way so you can use each part separately if you wish, or all together, whatever you like. The idea is to work forwards and backwards using the information given. Hopefully it is fairly self-explanatory but no doubt we will find out!