Three “Crack The Safe” activities on graphs (one on calculating gradient, one on y=mx+c, one on finding coordinates given an equation, one on transforming functions: two quadratics and a trigonometric function). These contain six questions but ten possible answers meaning that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you.

Three “Crack The Safe” activities on solving quadratics, one by factorising, one by completing the square and one by using the quadratic formula; each question (6 on each sheet) has three possible solutions. These allow students to self-check their answers from the possible solutions whilst the teacher can go and help those who require it. I use these for starters or plenaries or as the first task after introducing the topic.

Three cumulative frequency graphs, three questions to answer, one joke to find the punchline of.

There are 10 fairly straightforward questions and four possible answers for each; students are expected to work the correct answer then explain how the other three answers are generated. Whilst the correct answer is shown in the presentation I have purposely not suggested how the incorrect answers were generated in order to encourage discussion and experimentation. I intend to use these as starters/plenaries but obviously you can use them (or not, as the case may be) however you like.

I spotted a gap and have hopefully filled it. The usual “answer the questions to get the punchline” stuff involving conversion between metric units of length, area and volume.

Eight slides each containing five problems that have been either answered correctly or incorrectly; the students’ job is to find out which and why. These are designed to create discussion and use common errors in some solutions. Covered here are simplifying indices and surds, rationalising the denomination, expanding brackets with surds and fractional/negative indices and more.

Six slides each containing five questions where students need to decide if the answer given is correct and explain how they have arrived at their conclusion. Topics include whether a coordinate lies on a line given its equation, y=mx+c, equations of curves (quadratics, cubics, reciprocals), gradient, These are designed to generate discussion in class.

Use the histogram shown to work out whether the statements are true or false in order to cut the wires and save the world!

We had to come up with a “taster” lesson for Year 11s thinking about doing Maths or Further Maths A Level. We decided on this as it is something they will have heard of, isn’t on the Further or Additional Maths GCSE and relatively straightforward in its initial stages. There is a PowerPoint and a codebreaker.

Doing what it says on the tin; terrible joke mandatory. It includes factorising as well as adding and subtracting algebraic fractions.

Three sheets; one each on reflection, rotation and translation. Each one leads to a lame joke as usual.

Convert the area and volume units to reveal the punchline to a joke related to the ocean. These work in the classroom, online or as a homework and students seem to enjoy them, especially the competitive side of discovering the punchline first.

Four problems for students to correct for Clive; he has made some common errors on his homework again. This is designed to get the students and teacher discussing probability. Small typo amended.

I saw a discussion on Twitter (@McGuirea499 I’ve been reminded) with a diagram where students form equations from diagrams and I thought it looked interesting. I have produced three diagrams where students can do the same thing, getting progressively more challenging but allowing students with any degree of understanding of basic algebra the opportunity to contribute (I hope!).

Sort into three groups - 14 statements. Does what it says on the tin really. It should encourage some discussion in class at the very least.

All super heroes have decided to survey people in order to make their operation more efficient, but they need help with stratified sampling. That’s where you come in…

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.

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).

This deals with plotting co-ordinates up through gradients and equations of lines, to plotting different types of graph and finally transforming functions.

Four sheets (two with mixed numbers, two without) to practise multiplying and dividing fractions. This is just a different way of doing some questions and depending on how it's run can involve plenty of discussion.