I was given a box of Cheesy Jokes by a student so thought I'd make some codebreakers with them. Some codebreakers turned into 17 codebreakers and a change of name to Cheesebreakers and here you go. The students enjoy the challenge of revealing the terrible joke and they get to practise som questions on the topics listed which include fractions, percentages, angles, circle theorem, inequalities, transformations, equations, surds, ratio, proportion, measures, indices, averages. I will do a Cheesebreaker Taster if you are not sure.

There are two codebreakers, each furnished with a terrible joke. The first deals with positive powers only, the second deals with fractional and negative powers. Designed for a quick homework or plenary.

Clive is still struggling to get his homework right, this time rearranging formulae being the issue. Your task, or more likely, your students' task (should they choose to accept it) is to check, correct and explain where Clive has gone wrong. Designed to create discussion in class and to check understanding.

Clive is doing some vectors work this time and is confused once again. Can you check all his answers, correct them and explain where he's gone wrong. He's made some typical mistakes which should get everyone (students and teacher) talking.

Clive is attempting to get to grips with tree diagrams, but he is making mistakes again. Please check his work, correct it and explain what he’s done wrong. Designed to create mathematical discussion.

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.

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.

Clive has two homeworks to tackle but is making mistakes once again. The first homework involves right-angled triangles, the second a question in 3D and non-right-angled triangles. Spot the mistakes, correct them and then explain what Clive needs to do in the future.

Clive is tackling a simultaneous equations homework but as per usual is making errors. There are three sets of linear simultaneous equations to correct and a linear/quadratic to look at. I have tried to cover regular errors for students to spot, correct and discuss.

New on the GCSE syllabus, Clive is struggling with function notation icluding inverse and composite functions. Can your students check, correct and explain what Clive has done wrong in the four questions? This should encourage discussion.

Clive needs your help again - he's struggling on his upper and lower bounds homwork. Designed to create discussion in class and get students thinking about the question. I have used typical errors in Clive's workings.

Clive has made some silly mistakes on his standard form homework. Your students' task is to check, correct and explain where he's gone wrong. These are typical errors I've experienced in teaching and are designed to create discussion.

Clive seems to have got a little confused on prime factors, HCF and LCM. His homework involves five questions, all of which he has got wrong. Can you help explain where he's gone wrong? This activity is designed to create mathematical discussion.

Clive has struggled on his inequalities homework. You need to go through the questions including inequalities on a number line, solving inequalities, listing integers and shading regions and explain to him what he's done wrong. Designed to create discussion.

Clive is struggling with surds this time. He has made mistakes when simplifying, expanding brackets and rationalising the denominator. Your (your students') job is to correct and explain what he's done wrong. This worksheet is designed to create discussion in class between students themeselves and teacher.

Clive is getting confused on his homework again; this time it's sets and Venn diagrams. Your class' job is to check, correct and explain why Clive has gone wrong. This is designed to create discussion in class.

My intention is to use this as a "first lesson back" task to get students talking and recalling maths facts involving number, algebra, geometry and data. The joke is terrible (it's been all over Twitter this week, which is what pushed me to do this) but they all are for this kind of task. My classes enjoy these; hopefully yours will too.

Clive is making silly mistakes again and it is down to your class to spot, correct and explain where he's gone wrong. This is designed to create discussion between students and teacher. This could be used as a plenary or a revision task.

This is an activity, with accompanying worksheets, that should encourage a discussion between students and teacher about equations of graphs/functions and what each part "does" regarding the position of the line/curve. You could lead on to other discussions about how the function/equation could be presented.

There are two of Clive's homeworks to check here: one with bar charts, pie charts and frequency diagrams, the second with scatter graphs, cumulative frequency graphs and a histogram. These are designed entirely around discussion both between students and between students and teachers.