This is a series of activities from basic percentages through to percentage change, including repeated change/compound interest. This is designed to create discussion and hopefully will offer something different to just working through an exercise from a book.

Eight matching activities that encourage discussion in class involving substituting into functions, inverses and composite functions. These would work as a starter/plenary or as a revision lesson on function notation.

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.

This takes students through factorising quadratics, solving them and onto completing the square, including solving quadratics that won't factorise nicely. Designed as starters/plenaries/assess the learning activities.

Erica is getting a bit lost on arithmetic and geometric sequences and series. Could you please help her sort out her homework? Her errors will need explaining so that they aren't made again. A task designed to encourage discussion.

Six questions and ten possible answers on bearings; this allows students to self-mark as if their answer does not appear then they need to check their work. I would tend to use these for starters or plenaries but obviously you have your own choice.

Six questions on Pythagoras with ten possible solutions. This allows students to check their own work to an extent; if their answer does not appear in the “possible answers” section then they need to check. Designed to be used as a starter or plenary.

Another “Crack The Safe” activity but on congruence and similarity this time. This enables students to self-check answers as their answer needs to appear in the options. It should generate a bit of discussion too, but the intention for me is to use these as starters or plenaries. Amended question 2.

Two “Crack The Safe” activities to test students on their trigonometry knowledge, and with a selection of possible answers they can self-check their solutions. These have been designed to be used as starters and plenaries and should create a bit of discussion in class as well.

Six questions on circle theorems with ten possible solutions. This allows students to check their own work to an extent; if their answer does not appear in the “possible answers” section then they need to check. Designed to be used as a starter or plenary.

Six “Crack The Safe” activities where there are more possible answers than questions thus avoiding students guessing or answering by process of elimination. These are designed to be starters or plenaries but obviously the choices is yours. There is a symmetry (both reflective and rotational) activity, plus one each on reflection, rotation, translation and enlargement before a final sheet on mixed transformations (not including enlargement however as this proved problematic in the format!).

Four screens each with four questions that have the same answer but the question is missing information; can your class work out what information is missing? This is designed to create discussion (some questions have multiple answers possible) and I intend to use these as starters. Topics include gradient, equations of lines, probability, solving equations, indices and many more.

Four lots of 4 average and range problems where the students are given the answer but need to find the blanks in the question. Some have one possible solution and some have many solutions which automatically builds in differentiation as you could task students with finding the range of possible solutions. I use these as starters/plenaries but use them however you like (assuming you like them).

Three different “Crack The Safe” activities taking students through calculating average and range from raw data, then through frequency table and finally to grouped frequency and estimating the mean etc. These are designed to create a bit of discussion but also allow students to self-mark as answer options are given. Good for a starter or plenary.

Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provided natural differentiation. I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like (you will whatever I say).

A student asked me to do a resource involving Harry Potter; we are doing unit conversion soon so this is what occurred. There are two tasks, one converting metric units (including a challenge involving areas and volumes) and a second converting between metric and imperial. I downloaded a font from dafont.com for free so if you want to edit the worksheets (I have included the Word versions so you can do so) you will have to download the font too.

The usual activity on these but with vectors this time. Students can check that they are doing the right sort of thing as possible answers are on the sheet. Designed to be a starter/plenary.

Two “Crack The Safe” activities, one on reading Venn diagrams and the other using set notation. These are designed to be used as a starter or a plenary and allow students to self-mark as possible answers are shown but more that they require to avoid guessing.

This is a set of questions finding upper and lower bounds using a technique given to me by a colleague in calling the number you are finding the bounds for a house and working out where the fences are. I have found this technique really popular with children and better than anything I was doing before. I hope you like it too.

I was asked to help some students (Years 9 and 10) who massively lacked confidence with number, so I came up with this set of questions working through general calculations, calculations with brackets, powers, fractions, percentages and decimals. In each case the student must balance both sides of the equation; it is designed to encourage discussion and thinking rather than just running through a set of similar questions. I hope you find it useful.