Three codebreakers covering area using trig, the sine rule and cosine rule respectively. Make sure that students do not round any answers until right at the end (it does state on each to round you “final answer”) and reveal the three cheesy jokes. These work well in my classes as starters, plenaries or main tasks. Each one is an anagram so that students are not tempted to guess letters. The final question on each is more of a problem solving question.

Answer the questions and reveal the gag; I rather like this joke (I saw it on social media and it’s clean). There are “given that…” questions too to create discussion.

Some questions that students have to figure out then find the position on the number line; it spells out an anagram to a terrible joke. This is a slightly different type of codebreaker in looks due to the subject matter but hopefully as effective as the usual ones.

Written for the AQA Further Maths Level 2 Certificate but could be used at A Level too. This is the usual “answer the questions, reveal the anagram of the punchline” thing, being an anagram so that student don’t guess the order/answers. I like this joke but others may not…

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!

Two lame jokes from yours truly whose punchlines are unveiled upon answering the negative numbers questions. Number 1 is simple adding and subtracting, number 2 is multiplying and dividing (including Bidmas).

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,

Casey is doing the AQA Further Maths Level 2 Certificate and struggling; Casey requires you class’ help to explain where they have gone wrong and then correct it. This chapter deals with trigonometry and Pythagoras including £D and non-right-angled triangles.

Four codebreakers (each with a different cheesy joke) on rounding starting with nearest whole 1,10,100 etc, then decimal places, then significant figures and finally a mixture of all types. Error in sheet 1 corrected. More codebreaker resources 🔑 Cheesebreakers (Cheese-related joke) Bundle Codbreaker (Fish-related Joke) Bundle Number + Probability Codebreakers GCSE Maths

For those who have used these before it is the usual format where students answer questions to reveal a punchline to a cheesy joke. Student seem to like them as they offer a competitive edge and are different from answering questions out of a text book. I use these as starters/plenaries but occasionally as a main task. Topics here include inequalities, linear and quadratic graphs, simultaneous equations, transformations, expanding brackets, factorising expressions (including quadratics), rearranging formulae amongst others. Some of these are already available for free on TES.

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 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.

Answer the Maths questions and reveal the punchline to a fish-related joke. These ahve gone down really well in online lessons but went down well in “normal” lessons before. Topics include angles, area, bearings, simultaneous equation, Venn diagrams, quadratic equations, Pythagoras, trigonometry and many many more on the 45+ tasks, each with answers.

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.

One simplifying and one sharing in a given ratio; fairly basic stuff that would be ideal for a homework or starter/plenary. Two lame joke fashioned from my drive to and from school.

I realised that I have very little on this topic, so I came up with this. Four different functions, each with five transformations of increasing difficulty and students need to find where a point moves to. Error corrected!

Dounble homework this week for Clive as he tackles algebraic fractions; he's having a complete nightmare to be honest. Can your class help him out and explain where he's gone wrong? These are designed for starters or plenaries and encourage discussion in class. The second sheet is at a higher level (quadratics etc) than the first.

Five more questions that Clive seems a bit confused on. These questions involve median and mean from sets of data, plus calculatiing the mean from a frequency table and estimating the mean from grouped data. I will probably throw a couple more questions in verbally (find the modal group etc) whilst discussing the answers and reasons why as a class.

I saw a discussion on Twitter (@McGuirea499 I’ve been reminded) with a diagram where students form equations from diagrams and I thought it looked interesting. I have produced three diagrams where students can do the same thing, getting progressively more challenging but allowing students with any degree of understanding of basic algebra the opportunity to contribute (I hope!).

This is just a lesson on scatter graphs that I wanted so that I could just hand out one booklet and then teach the class without the faff of them drawing axes etc. It goes from simple plotting to describing correlation to using a 'line of best fit'. Two sets of questions depending on which Key Stage you are teaching.