Where Does The Fielder Intercept The Ball? This is essentially simultaneous equations solved graphically, but in the guise of a fielder stopping a ball whilst playing cricket.

All the skills required for sequences up to and including summing arithmetic sequences and geometric sequences.

This is using the famous racing game to revise angle properties with parallel lines.

This allows students to use their knowledge of y=mx+c. There are five different spiders of increasing difficulty ranging from being given the gradient and y-int then forming the equation, to being given one of those pieces of information and a point on the line to being given two points on the line. Discussion could arise over how to write the equations.

Clive is tackling a new topic on the GCSE curriculum, but predicatably is struggling. Four questions getting increasingly difficult requiring you to check as Clive has made mistakes. These will hopefully generate discussion in class.

This is a Christmas-themed idea I came up with where students answer the questions (the solutions are 1 to 24) and each answer links to a word; put the words in numerical order and an entire joke is revealed! My students are actually enjoying them quite a lot.

This does what it says on the tin basically; a load of right-angled triangles with missing lengths to calculate and reveal the fish joke. These work in class, online or as a homework task and reassure students as they start to spell a word or sentence.

Erica tackles partial fractions, algebraic long division and simplifying algebraic fractions in this homework. This goes predicatably wrong and she requires your help to correct and explain what she’s done incorrectly. This should create discussion regarding different methods.

Erica is struggling with radians this time and has messed up 5 questions on her homework. Can you help Erica sort out some arc lengths, an area of a sector and some trigonometric equations? She will need her answers correcting and then explanations as to where she went wrong. This should encourage discussion.

Four slides each with five questions on answered either correctly or incorrectly; students must decide whether each given answer is correct or incorrect then explain why. These work nicely as a reasoning activity at the end of a lesson or topic in my experience but use them how you like (or don’t).

Doing what it says on the tin; terrible joke mandatory. It includes factorising as well as adding and subtracting algebraic fractions.

Somebody's eaten some of the pizza that Paolo has prepared for an event. Does he have enough pizza remaining to fulfil the order?

Erica got another homework to fine tune her differentiation skills regarding implicit functions, chain rule and second derivatives. Predictably it is not going entirely to plan. Can your students help Erica correct her mistakes and explain what she's done incorrectly. Designed for students to display understanding and cause discussion.

This takes students through factors, multiples and on to HCF and LCM. Hopefully this will allow students to work out what HCF is themselves.

Erica is struggling with double angle formulae, compound angle formulae - the works"! Can you help her sort out her homework and explain what is going on? Designed to encourage discussion.

A set of six spiders which encourage students to show every stage of their calculations as they tackle increasingly difficult questions. There are also some question where the answer is given and the workings shown so that students can work backwards; this is designed to avoid students getting stuck in a rut and not thinking about what they are doing in each case.

This takes students from simplifying expression, through factorising and up to algebraic fractions.

This is just a general, 'end-of-term' activity containing a few different, and fairly simple maths problems, including co-ordinates, locus, Pythagoras/trigonometry/scale drawing, conversion, solving linear equations, ratio, substitution. It is designed for most students to do.

I’ve started focusing on this a bit differently recently (ie. not just saying what a negative and fractional index does, getting them to use what they already know) so I have produced this to support that. It is supposed to get students thinking forwards and backwards rather than just getting into a mathematical rut regarding these.

Four “Show that…” questions involving inequalities; this is more about the method and workings than getting the final answer. This should involve good mathematical discussions.