This is a poor joke whose punchline that is discovered by solving the probability problems listed. One has a tree diagram drawn and the others could use a tree diagram but ultimately they can be done without.

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.

This covers basic differentiation, finding gradients at given x values but could be used to introduce integration plus moves on to negative and fractional powers of x. Could be used at Core 1 (or whatever they are going to call it when it changes) and with the new GCSE.

This designed to help students unravel and solve quite complex equations. It could also lead to in-class discussion and there are templates/blank slides to do your own should you wish. The initial idea came from a colleague (thank you Mr Steve...).

A really lame joke (more lame than usual if you can get your head around that) but some reasonably straight forward vectors practise. It could be used to as a starter or plenary and students could design their own routes.

The mandatory terrible joke whose punchline is revealed by answering some questions involving circle theorems. Useful as a starter or plenary in my experience.

This covers simple direct and inverse proportion, including finding the relationship bewteen x and y as well as using the formula to calculate other values. Some challenge ones involve surds towards the end. Each spider has challenges for discussion when seeking solutions. Designed to encourage discussion.

This covers sharing in a given ratio, simplifying and recipes. Each spider has challenges for discussion when seeking solutions. Designed to encourage discussion.

Compound measures including speed, density, population density and pressure. A truly awful joke as normal.

Two trigonometry codebreakers that both involve a terrible joke. The first one is with right-angled triangles, the second requires the sine rule, cosine rule and area of a triangle using trigonometry.

This covers angles on a line, in a triangle, in a quadrilateral and parallel lines both diagrams and worded. Angles in polygons is covered on another one. The joke had to be edited to fit but still as cheesy as one would hope.

Another joke whose punchline is revealed upon doing a load of maths. This is designed as a plenary/starter. Numbers 1 and 2 in the "Solving Quadratics" series are uploaded from months ago. Error corrected this time I hope!

Three algebraic fraction codebreakers to solve with the usual terrible jokes. They are of increasing difficulty so choose the one appropriate to your needs.

Solve the simultaneous equations to reveal the punchline to a lame joke in both cases. The equations on codebreaker 1 are all designed to be solved by elimination; the equations on codebreaker 2 are to be done by substitution.

This is a powerpoint covering all areas of Decision 1 (I realise they are only putting it in further maths from 2017). It contains brief notes by way of an explanation, model answers to questions and a question or two for the students to do; all of the questions come with answers that you can display when ready. The slide show comes with a progress grid (regularly referred to in the presentation) so that students can mark their progress from start to finish and pinpoint any areas that may need extra work with a “red/amber/green” system that they fill in. It’s what I use in my lessons before setting tasks from worksheets or text books to practice.

I came up with this activity whilst toasting crumpets for breakfast over half term. This gives the opportunity to measure/read bearings accurately and find the position of something given a bearing from two points. Answers are the best I could do from my computer screen!

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

This is designed to make students think about representing inequalities on a number line, listing integers (directly and having simplified) and regions. They are split this way to allow you to start/stop wherever you feel your class needs to. The number lines and graphs are as big as I can make them!

With the new curriculum in mind I did this. Students must use their knowledge of parallel and perpendicular lines to fill in blanks but this could lead to discussions about different ways to write equations of lines etc. Errant negative signs on number 4 corrected (I hope).

I saw this picture on Twitter and thought that there must be some maths in it and came up with this. I'm sure you will all come up with better stuff than me but this is what I came up with on a Saturday morning!