Clive has a bearings homework this time and as usual missed some important bits in the lesson. Find Clive's mistakes, correct them and explain what he's done. Designed to create discussion in lessons.

Can you calculate what the workers in each box are doing on the mathematical building site? It's essentially function machines but where you have the answers but need to find the rules.

Three codebreakers on relatively straightforward statistical graphs/charts. The jokes are the usual lame stuff but might raise a smirk, you never know. Two are on bar charts and one on pie charts and none will take long but I am planning to use them as starters/plenaries. Errors corrected on the “Bar Charts and Averages” one.

Help James calculate which events gives him a better chance of winning at cards or dice against his latest enemy. He has a choice in each situation, you need to work out which Bond should make.

The predictably lame joke upon answering the histogram questions. The first part involves calculating from a frequency table and the second involves reading a histogram.

Discover the punchline to the lame joke (I use it in class on a regular basis) by solving the equations involving brackets and fractional parts. I have got "Solving Equations Codebreakers 1, 2 and 3" elsewhere, uploaded a while ago.

Surds practice from basic simplifying to expanding brackets to rationalising denominators. This encourages workings and the students to work backwards (what's the question given this answer?) so should also encourage discussion in class.

Erica is struggling a little again and needs your help to correct what she's done and then tell her what she has done wrong. This allows students to discuss what they would do and check through solutions carefully.

This is a set of three activities involving translation, reflection and equations of lines (for reflection purposes).

This is a set of 6 sheets of increasingly difficult simultaneous equations designed to make students think and discuss how to work through their solutions by giving them different parts of the process. They include simultaneous equations that involve a linear and a non-linear equation. This is also designed to stretch at GCSE or could be used at the start of A level.

Help out the famous Wetherfield residents with their data issues by drawing and using scatter graphs.

This was an idea I had in on the way to work one morning - Clive makes mistakes on his homework and you need to correct them, explaining the mistake he's made in each case. I intend to use this as a plenary or starter to check learning etc. They should create discussion too. There are 5 different mistakes to correct.

Erica is taking A level mathematics but is making silly errors in her homework. Can your students spot and correct the errors, explaining what Erica has done wrong. These are designed to create discussion and reinforce understanding of the topics. This is thefirst A level version of "Clumsy Clive" which covers the GCSE curriculum.

Calculate the translation vector that Ironman has to travel to capture his enemies, even after the Ani-Men have knocked his grid out of sync. Notebook file can avoid photocopying, plus the extension involves Pythagoras.

The usual lame joke having done some maths; the formulae aren’t overly taxing but do involve powers of negatives. They are now formulae and not expressions.

William Billy Black needs your help to work out how many cakes to put on each table at the various events he’s catering for. It’s an exercise in forming and solving equations. They get progressively more difficult and my initial thoughts is that I wouldn’t do it all at once but in three parts.

Just a quick starter/plenary on exact results from trigonometry. The usual lame joke is the answer.

Cut out the questions and answers, then match them up. Fractional and negative indices to evaluate.

My daughter won this in a Christmas cracker (she was over the moon!) but it is full of sequences and I thought it would make a nice little activity for a class or two of mine.

Clive has two homeworks to do on equations of lines but as usual he has made mistakes that need correcting and explaining so that he never makes those mistakes again. This is designed to create discussion and the second one is more challenging than the first.