Lionel is a decent mathematician but only writes answers and loses lots of marks as a result (he loses all of them on this sheet). Your class’ job is to help Lionel gain full credit. Topics on here involve repeated percentage change, proportion and calculating with bounds. It is designed to create mathematical discussion.

Lionel is still not offering any form of workings so your students’ job is to show Lionel how he should have presented his solution to get full marks. Topics include frequency tables, grouped frequency, set notation and probability (mutually exclusive).

So I’ve decided to use a different song for each one of these and Depeche Mode were always going to feature. There are four slides each containing four questions (one on number topics, two on geometry topics and one on data topics) of increasing difficulty where equations need to be formed to solve them but equations aren’t always used in this context.

Surds appearing in contexts such as formulae/expressions, area, equations of lines, quadratic expressions, similarity, Pythagoras, trigonometry, speed and density. Enjoy the Erasure album track too…

Sequences in contexts you may not expect… three slides each with four mathematical problems involving sequences of increasing difficulty. Couple that with a classic late 80s Belinda Carlisle single and you have a resource that could make a nice starter or plenary. Topics include angles in triangles, Pythagoras, averages and more…

I got shown this by a colleague so thought I would PowerPoint it; there are essentially a few versions of the same thing: Minimally labelled etc - for a strong set of mathematicians All angles marked The side or angle you need to find next is highlighted I will use this to introduce the addition formulae. There may well be other/better versions out there so I am sorry if I have wasted your time.

This came about after a colleague of mine (a Spurs fan) was moaning about a VAR decision that prevented Spurs from winning a Champions League match. Another colleague (a Brighton fan this time) suggested we check the errors in measurement and this was born. It is a bit of an experiment and I am aware that error is built in to the systems but I thought it was a nice practical use of something we cover in GCSE Maths. There are four scenarios: one tennis, two cricket and one football; questions are quite wordy but need to be to explain the laws of the sports in question.

Six trees to climb on percentages, covering equivalence, of an amount, change and repeated change. Each tree gets increasingly challenging as the tree is scaled so these might be useful for a plenary or starter to inform you of where they feel comfortable/challenged.

Four questions, ten possible answers. Students seem to like these and can just get on with them as answers appear on the sheet. This only involves the cosine rule.

Ten questions of increasing difficulty on sets and Venn diagrams; four possible answers are given for each of which three have common misconceptions that can be discussed in class. These are designed to encourage discussion.

Ten questions of increasing difficulty (you can choose which you do); four hypothetical students have had a go and one has got the answer correct with the other three making common errors. Not only should your class work out who got it correct but as an extension/part of the activity they could work out the misconception for the wrong answers. This involves lines, polygons, quadrilaterals, circle theorems and bearings.

Ten questions of increasing difficulty; four answers given but only one is correct. Can your classes decide who is correct and where those who aren’t correct have got their answers from? This is designed to create discussion over vector problems (and have worked in my classroom). Arrow changed in Q1!

Includes one and two brackets for expanding, including simplifying as well. I wanted to have 8 trees in total so also put in a completing the square tree. Each tree has 3 or 4 questions of increasing difficulty; students choose their start and finish which should allow you to judge where to pitch your teaching; or you could just use it however you like.

Ten “trees” of increasing difficulty, each with three or four questions also of increasing difficulty. Answers are provided on separate slides and this is designed to allow students to choose their start (and end?) point or to be used as a plenary in each case.

Fractions n different contexts including angles, formulae, equations, averages, sets/Venn diagrams and more. Three slides each with four questions of increasing difficulty…

Each tree has three or four questions that get progressively more challenging as you work your way to the top. The idea is for a student to start where they think they’ll be challenged and then move up from that point, but ultimately it can be used however.

Six trees taking students through simplifying, fractions of an amount, add/subtracting, multiplying/dividing, mixed numbers. Four questions on each getting progressively harder so students can choose the level they start (and finish). Good for starters or plenaries(?).

This is a powerpoint covering all aspects of sets and venn diagrams required for GCSE. It contains brief notes by way of an explanation, model answers to questions and a question or two for the students to do; all of the questions come with answers that you can display when ready. The slide show comes with a progress grid (regularly referred to in the presentation) so that students can mark their progress from start to finish and pinpoint any areas that may need extra work with a “red/amber/green” system that they fill in; each one is given an approximate grade in both new (2017 onwards) and old system in England. It’s what I use in my lessons before setting tasks from worksheets or text books to practise.

This is a powerpoint covering basic calculus for GCSE. It contains brief notes by way of an explanation, model answers to questions and a question or two for the students to do; all of the questions come with answers that you can display when ready. The slide show comes with a progress grid (regularly referred to in the presentation) so that students can mark their progress from start to finish and pinpoint any areas that may need extra work with a “red/amber/green” system that they fill in; each one is given an approximate grade in both new (2017 onwards) and old system in England. It’s what I use in my lessons before setting tasks from worksheets or text books to practise.

A revision powerpoint covering as many aspects of data handling as possible, from tally charts (G/1), bar charts (F/1), pie charts (E/2), averages (D/3), stem-and-leaf diagrams (C/4) including quartiles (B/3), grouped data (C/5), scatter graphs (C/5), cumulative frequency (B/6), box-and-whisker plots (B/6) and finally histograms (A/7). There is a progress sheet to print off and test questions to try/practise.