I found this poster with various numbers regarding the World Cup in Brazil and made this activity from it. Change the questions at will. I have also put a link to the website 'My Life In Numbers' as that has a new 'Live Event' measuring from the start of the tournament.

Name the properties and formulae for volume and surface area with Disco Stu from The Simpsons who is partial to throwing some shapes on the dancefloor.

This is a worksheet with tables using actual data released by the PFA and came from an investigation by the BBC's Football Focus. It's all quite straight forward stuff, but might open student eyes somewhat! Students use he data to calculate percentage changes.

Reveal the Tim Vine joke by finding the fractions of a number. Silly typo corrected too!

This resource consists of a PowerPoint and worksheet with answers. The aim is to divide the villains up in the given ratios for Batman and Robin to tackle, then find the ratio by simplifying. Ideal for KS3 and KS4 students.

Batman gets Robin to replace the weapons he uses, but Ironman can only fit a certain number in his suit. This is designed to show reasonably simple tree diagrams with replacement (Batman) and move onto tougher tree diagrams without replacement (Ironman).

Complete the calculations, solve the anagrams and find the punchline for a joke! A couple of typos corrected now.

Using the 'Chart of the Day' page (linked) I have set some questions on real life data. I'm sure you could all come up with better questions, but hopefully this will give you a start.

KS3 / GCSE worksheet with answers. Using the old 'Accrington Stanley, who are they?', 'Exactly' advert, I have based some measures conversion on the things that appear. Includes simple conversions, metric to imperial and area conversion. Video now on both Notebook and powerpoint.

Expand the brackets, find the answer, reveal the film title! Simples. I may add more versions as a differentiated thing at a later date.

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!

Four lame jokes to discover (a couple with help from Tim Vine) based around logarithms. I use these as starters to get the students in the logarithm mood but use them as you wish. They cover simplifying, and use of the laws.

Independent student revision activity. Solve the problems, unjumble the letters and plot my path around Europe. Great revison for number topics. Order of operations, finding fractions/percentages of an amount/quantity, equivalent ratios. SSM Shape geometry, calculaing area and perimeter. Statistics calculating averages.

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.

Match the diagram with the basic fraction and the simplified fraction. Designed for low ability to use at the start of the topic.

Factorise then solve the anagrams for a film - pretty straightforward and sheet 2 is harder than sheet 1 with coefficients of x squared being greater than 1. Correct file now there!

Three different codebreakers covering solving equations of increasing difficulty as you go through them. Solve the equations, find the letter and complete the anagrams of films.

Find out who stole the satsuma from my stocking by solving all the clues (it will always be person 14 by the way). I have left the suspect sheet blank so that you can enter the names you wish; I've used classes, colleagues, celebrities when I've done similar things. Each clue eliminates half of the remaining suspects and should take around an hour depending whether you let them use a calculator or not.

I was looking for something that had its own grids as I didn’t want the mis-drawing of axes to take over a lesson but there wasn’t a lot (maybe I wasn’t looking in the right place), so I wrote this. There are three sections: y=mx+c, rearranging to y=mx+c, mixed questions. There is also a RAG sheet for students to fill in as they go to demonstrate progress.

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.