Calculate the answers to each problem, use the table to change the answers to letters and then unjumble the letters to make a country. This is aimed at foundation GCSE or KS3 and involves simple powers (squares and cubes) as well as Bidmas.

Estimate how much money I have left and whether I can make the return train journey on my shopping trip to London.

Just the three "spiders" on bearings, of increasing difficulty. The final spider asks students if they can write the question based upon the information given which may lead to a nice discussion in class.

There are 6 spiders here: two on speed, two on density, one on population density and one on pressure. This is designed to create discussion as well as offering students the opportunity to practise new skills.

This codebreaker is aimed at high GCSE or starting AS Level students; the usual joke punchline to discover. It contains things like negative and fractional indices, surds, completing the square.

Four matching activities where students can create formulae - they get progressively more difficult. These could be ideal for starters or plenaries and should encourage some discussion. Typos corrected...

The Blue Darts Parallel and Perpendicular Problem is a GCSE worksheet on equations and gradients. The Blue Darts formation flying team want to plan a big finale to their display by creating an aerial rectangle. Can you help them find the equations of the lines that they need to fly along? What do you spot about the equations and their gradients?

Three more of the usual stuff; a load of questions that lead to the punchline of a lame joke. Number 1 was done ages ago (when I was doing film titles; yes, that long), in case you were wondering.

KS3/ GCSE algebra relating to everyday examples. I wrote this a while ago in a desperate bid to make algebra relate to the real lives of children. You could set up a spreadsheet in Excel and use formulas, or they can do the activity in class.

Construct the shapes Deputy Crimes needs for the tools he wants to aid his survival as well as cutting a couple of things in half using only a ruler and a protractor.

This is just a set of relatively simple transformation questions both on Powerpoint and worksheet. It is split into 5 parts: reflection, rotation, translation and two sets of mixed questions. I have written it with Year 7 or 8 but they could be used for foundation GCSE too.

Vector notation this time for Erica, and the usual issues have arisen. as with all the others, can you check Erica's homework for errors, correct and explain what she did wrong. Designed for discussion etc.

Calculate speed, distance and time for Barbie and Ken's coast-to-coast trip.

I've used this for years and it always works pretty well - no need to print as it can be displayed on the board.

Inspired by mrbarton - includes odd, even, squares, square roots, cubes, cube roots, primes, multiples and factors.

I had and could find loads of surface area resources but they weren’t just on cubes and cuboids so I remedied that. The usual terrible joke discovered after doing some maths…

I have concentrated on the algebra rather than linking to graphs of functions as I’m not sure at GCSE that the graphs are overly helpful for solving function notation problems; I will eventually get on to transforming functions which will tackle this (size could be an issue in the format though). This goes from simple function machines, through substitution, rearranging formulae and links them to functions questions. This started off as a request from a former colleague who bemoaned the lack of function notation resources, which is a fair point at present, I think.

A fairly simple set of questions which convert between 12 and 24 hour time, time calculations, timetables and a simple speed/distance/time problem. I'm now struggling a little for ice/cold puns!

This is purely codes, using various "famous" codes including Caesar cipher, Pigpen, Semaphore, Atbash (the alphabet backwards) and one just written backwards. Each time the culprit is number 18 and I have left the names blank so that you can fill in with names of your choice.

Erica has straight line graphs homework but her answers don't agree with the answers given. Can you explain to her where she has gone wrong as well as correct her homework? This should lead to a discussion between students over common mistakes and misconceptions. My error (oh, the irony) is now corrected.