Three "spiders" containing increasingly difficult questions moving from just reading the graph through calculating distance travelled to calculating acceleration.

Quite wordy questions but the maths is simple - crack the code to find the punchline to my (slightly lame) joke.

The name was suggested by a pupils of mine, but it's pretty self explanatory. Describe Bear&'s journey across the Lake District, where he meets friends and ends up at Stan Laurel&';s birthplace in Ulverston!

Just a quick homework, starter or plenary which gives a punchline to a lame joke.

That terrorist, The Mathematician, is at it again. Make sure that you cut the right coloured wires to save everyone! This involves basic linear graphs, through more complicated linear graphs to quadratics and non-linear graphs (cubics, reciprocals and exponentials). My students seem to like this Defuse The Bomb concept, so as Simple Minds said in the Eighties, 2 Unlimited in the Ninieties, and just about any artist since the Millennium: if it ain't broke, don&'t fix it.

Two more codebreakers (and associated lame jokes) on volume and surface area. Codebreaker 1 is cubes, cuboids and cyclinders; codebreaker 2 in speheres, cones and pyramids.

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).

Two codebreakers, each with a joke to work out; one is converting from standard form to normal numbers, the other converts back.

Three sheets on each; sheet 1 is basic, sheet 2 a little more complex and sheet 3 involves two brackets. Designed to be a quick plenary, starter, homework activity. They numbers equate in case you want to put them side by side.

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 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!

Eight matching activities, getting increasingly difficult, on various different formulae to rearrange. These are designed as plenaries or starters and should encourage discussion.

Find the appropriate equivalent fraction and find the punchline to Tim Vine’s joke; designed as a bit more practice for some of my Year 7 and 8 classes, but could be useful for others. I have uploaded PDF versions so those who don’t have Equation Editor can see them; no need to thank me…

Erica's got yet more homework that she's struggling with, this time on modulus inequalities, sketching functions, finding inverses and composite functions. As usual she needs someone to explain what's gone wrong and correct her work. Designed to create discussion between students and between teachers and students.

From simplifying to evaluating, including negative and fractional indices. The usual 'stop the bomb blowing up' saga. No algebra, just numerical.

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

Clive has made some silly mistakes on his standard form homework. Your students' task is to check, correct and explain where he's gone wrong. These are typical errors I've experienced in teaching and are designed to create discussion.

I've been meaning to do this for ages and finally got around to doing it. Describe the symmetry on each logo - should open up some discussion.

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.

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.