Show it for 20 seconds then they have to remember it exactly. I put the picture of me on there so they would concentrate on their reproduction rather than staring around the room, but feel free to change it to a picture of your choice!

Fill in the blanks to simplify using the rules of indices. This should create some discussion in class regarding negative indices and how they could be written.

The idea is Mr Barton's, but this is my probability contribution. Show for 30 seconds, they then get down what they can remember. Show a few times until they think they&'ve finished then check their against yours. Simples!

A student gave me the title (pun on 'The Hunger Games' - original was 'The Number Games'), I did the rest. Five different sets of questions in a functional style for students to work through either individually or in pairs/teams.

This takes students through expanding a single bracket, factorising a single bracket, expanding two brackets and factorising quadratic expressions. Hopefully this should lead them in manageable steps to factorising quadratics, including a few with the coefficient of x squared being greater than 1. When I find errors I have corrected them...

I got a request to do an activity using the A Team, both old and new. This is it! Convert each unit so that either 'old' or 'new' A Team understands. The numbers are pretty simple and it is designed to be a starter or plenary.

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.

I am about to tackle rearranging formulae (a topic so many find difficult) with my Year 10 class so came up with this in an attempt to make them more comfortable with playing with algebra; it should also encourage discussion about different ways of doing it.

Five HCF and LCM functional questions using the characters from Phineas and Ferb. All put together in a PowerPoint and including answers. Now with a link to the Phineas and Ferb theme tune! Typos corrected.

This is designed to lead students through solving quadratic equations by completing the square from quite basic to difficult. The activity is also there to encourage discussion in class and helps them get into good habits regarding setting their solutions out.

Four spiders to complete: two involving two linear equations and two involving a linear and a quadratic. This is designed to create discussion and gives students options on how to solve, either by elimination or substitution. If you are feeling adventurous you could even draw the graphs...

The aim of this is as a starter or plenary but could be used as a class activity. This activity is designed to get students thinking and discussing properties of number. The aim is to allow students to show what they do/don't know and understand. I have two versions: one where students find the number given the properties and vice versa which I suspect will create more discussion. There will be extra properties I've left out on purpose. There is a blank to make up your own too.

This is designed as a starter, plenary or a discussion exercise. There are four "explosions" to work through and I have given you the choice of the students working out the shapes from the properties or finding the properties given the shape. This moves from triangles and quadrilaterals to polygons to 3D shapes. Some shapes have the same property so link to the same cloud. This has been designed to check understanding and to give some the opportunity to expand on properties. I have not included all properties of all shapes to naturally generate discussion and differentiation.

This is a matching activity on bounds (it does what it says on the tin?), including the potential error in calculations. Ideal for a starter or plenary and should hopefully generate discussion and enable students to demonstrate understanding.

There are four "explosions" for students to deal with, each covering different types of algebraic fraction. The first slide involves simple indices and simplifying, the second involves adding and subtracting (find a common denominator), the third has algebraic expressions as denominators and the fourth involves factorising quadratics. These are designed to stop students getting in a rut of doing the same thing over and over again, plus they should (hopefully!) generate good mathematical discussions.

This is designed as a plenary or starter and should encourage discussion regarding the equation of a circle and it's centre/radius. Four different matching activities to try out of increasing difficulty.

This takes students through simple angles properties (straight line, triangle, full turn etc) to parallel lines to angle properties of polygons and finally to circle theorems. These are not designed to fill a lesson with practice but as starters or plenaries which lead to discussion. The matchings reassure students that their answer is correct or that they may need to check their answers carefully; I have found that the "spare" question is checked far more carefully than with an exercise from a text book.

Four matchings getting increasingly difficult at they go Firstly spot the correct formula for the correct triangle, the next two calculate a missing side and finally use Pythagoras to find the area of a shape. These have been designed to be used as starters or plenaries but you could use them as a main lesson activity; up to you.

This takes students through six matching activities, three on finding sides and three on finding angles. Designed to create discussion and to be used as a starter/plenary but use how you wish if you choose to download it.

I have split this into two types: substitution involving rearranging and algebraic rearranging (four of each, each getting increasingly difficult). The substitution spiders are pretty straightforward but the algebraic ones should lead to discussion in class and will allow students to demonstrate (or not) that they fully understand the topic.