Beginning with relatively easy equations and building up to equations with fractional parts on both sides of the equals sign. I am writing this for a new class so that I know where to start on equations, but the anagrams are always popular too, offering an incentive to finish. Typo corrected.

The usual terrible joke revealed having dealt with partial fractions with mixed numbers (a remainder) and partial fractions with (x+n)^2 on the denominator.

Clive is tackling a bit of substitution but making mistakes again. Your students' task is to help Clive sort out his errors and explain to him what he's done so that he doesn't make the same mistakes in the future. Ideal for starter or plenaries and encourages discussion.

Clive is having a go at simplifying expressions, without complete success. Your task (or more accurately, your class' task) is to help Clive correct his homework and explain where he's gone wrong. Good for starters or plenaries and encourages discussion.

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.

Erica is struggling with iteration and Newton-Raphson, as it's on the new "Pure 2" syllabus. Can you help her sort out her homework answers and explain what she's done wrong?

This is a set of 6 sheets of increasingly difficult simultaneous equations designed to make students think and discuss how to work through their solutions by giving them different parts of the process. They include simultaneous equations that involve a linear and a non-linear equation. This is also designed to stretch at GCSE or could be used at the start of A level.

Clive is doing some homework involving error in measurement and is getting a bit confused. He has made some mistakes that you need to correct and explain to him where he's gone wrong; the homework contains just stating bounds as well as calculations that require thinking more carefully about. This really makes students check their explanations and generates good academic discussion in my experience as well as allowing students to demonstrate the depth of their knowledge.

Six different "spiders" moving through rectangles, triangles, trapeziums, circles and compound shapes. These are designed to prevent students hgetting in to a rut when answering questions and to encourage discussion. Ideally used as starter or plenary but could be used as a set of questions to consolidate new learning.

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.

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 so few resources for a lesson on 3D views that I felt I had to write one and this came to mind. The usual cheesy joke having found all the answers. Depending on the class I do this with I may allow multilink usage or I may not; you will know your class better than I.

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.

Four matchings - two relatively easy and two more challenging. These are designed to be used as starters or plenaries and will hopefully give students the confidence to tackle tougher problems than they usually do.

Four spiders on sets and two on shading Venn diagrams. Hopefully these will create a little discussion and make students think. A couple of the diagrams now improved.

Six matching activities: 1 mode, 1 median, 1 mean, 1 mixture (all include frequency tables), 2 grouped data. These are designed to be starters or plenaries but could be used as a whole lesson activity if you wish.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use ratio, Pythagoras, time, fractions, probability, percentages and measures as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use volume, ratio, Pythagoras, bearings, measures, area and perimeter, speed, percentages and bounds as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, gradient, indices and other topics. I will be using these as starters to get students thinking.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use average, area, quadratics, cubics, speed, sequences, angles and time as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.