Four problems for students to correct for Clive; he has made some common errors on his homework again. This is designed to get the students and teacher discussing probability. Small typo amended.

Six "spiders" on probability. The first two are basic, the middle two are two events (independent) and the final two are two events (dependent). Some "legs" answer questions, some legs give the answer and ask for the question. They have been split this way so that you can use different "spiders" with different classes. These should encourage discussion and questions such as "Is that the only answer?" which should demonstrate understanding. Typos corrected.

This not only lists all the topics on the IGCSE maths syllabus but also gives an example of what they all are so you don’t get the continual question “what does this topic mean?”. I put a RAG analysis against each too so that students can focus revision to where it’s required. A few topics added including expanding 3 brackets, transforming functions, an extra indices example, shading regions (I originally left this off by mistake) and adding/subtracting algebraic fractions. I have just added some more examples of transformations and constructions plus summing arithmetic sequences and recurring decimals. Also includes Sparx activity codes (you can delete if you don’t want those). There are now answers (which I have done quite quickly so hopefully not too many errors!).

Clive has three homework tasks on perimeter, area and volume, each getting increasingly difficult. As usual his answers are riddled with mistakes and it’s down to you to correct them, explaining where he’s gone wrong. These are intended to encourage discussion between students. I have corrected the error on sheet 2 mentioned in the comments - thank you!

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.

Clive is having more problems with his homework, but this time it's converting metric measures. Have a look at Clive's homework solutions, correct them and explain what he's done so that he doesn't make the same mistakes again. This activity really encourages discussion between students and teacher.

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.

Clive is having a go at some homework regarding speed, density and population density. As usual with these it is a case of spotting Clive's mistakes, correcting then explaining what he has done wrong. They are designed to create discussion points in class.

Clive's made mistakes on his homework again. This time it is on solving quadratics, including the quadratic formula and completing the square in the final two questions. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

Clive's made mistakes on his homework again. This time it is on expanding two brackets and factorising quadratics. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

Clive's made mistakes on his homework again. This time it is on expanding brackets and factorising expressions. Students need to find Clive's error in each question. These are designed to assess understanding and to generate discussion.

Clive has made mistakes on his homework again. There are equations involving brackets, fractions, letters on "both sides" and different mistakers in each. This is to test students' understanding of solving linear equations and is designed to test typical mistakes and encourage discussion about these.

Clive has two transformation homeworks (the second is more challenging than the first), but as usual he has made mistakes on each of the four questions. The students need to correct Clive's mistakes and explain what he has done wrong. This is designed to create discussion amongst students and with their teacher. The second involves negative and fractional scale factors of enlargements.

Four of Clive’s “homework” sheets to correct and explain where he’s gone wrong. There are four to complete: a “basic” one, one on parallel lines, one on polygons and finally one on circle theorems. The basic and parallel lines ones have 5 questions to correct; the other two have 4 questions to look at. These are designed to encourage discussion between students and then to share that discussion with the teacher as there’s not always one way to correct a question. I introduced these before the holidays and they went very well.

All these are available for free but if you want to download them in one bundle then this is for you. The activities ask increasingly harder questions as you go through and are designed to encourage discussion in class. I use them regularly and the students engage well with them.

This worksheet is an attempt to get students comfortable with algebra, angles and proof. This starts with angles around a point and on a line and asks students to write down any relationships between angles. We then move on to polygons (including triangles) and look for relationships. The next stage is parallel lines and their angle properties, asking studetns to write angles in terms of another angle. Finally we have circle theorems and some simultaneous equations moving on to a couple of proofs. This should generate discussion and is designed to do so, especially the parts involving algebra plus the need to explain the angle property used in each case.

Three spiders on transformations (both describing and drawing) that getting increasingly challenging from spider 1 to spider 3. Spider 1 contains reflections in the x and y axes, translations and rotations about the origin. Spider 2 contains reflections in horizontal and vertical lines (x=n or y=n), rotations around points away from the origin, and an enlargement. Spider 3 contains reflections in diagonal lines (y=-x), roattions away from the origin and fractional and negative enlargements where the centre is not the origin. They should encourage discussion and I hope the diagrams are large enough (they are as large as I can make them).

There are 6 spiders here: two on speed, two on density, one on population density and one on pressure. This is designed to create discussion as well as offering students the opportunity to practise new skills.

There are six spiders to do: two on reading and writing numbers in standard form, two on multiplying and dividing and two on adding and subtracting. Each is designed to be a bit more difficult than the last with some opportunities for discussion.

Four trigonometry spiders: the first two involve right-angled triangles (one for finding sides and one for finding angles), the third involves non-right-angled triangles and the fourth involves 3D trigonometry. They should encourage discussion in class as they get more difficult from "12 o'clock" and moving clockwise.