Clive's made mistakes on his homework again. This time it is on expanding two brackets and factorising quadratics. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

Clive is having a go at some homework regarding speed, density and population density. As usual with these it is a case of spotting Clive's mistakes, correcting then explaining what he has done wrong. They are designed to create discussion points in class.

Clive is having more problems with his homework, but this time it's converting metric measures. Have a look at Clive's homework solutions, correct them and explain what he's done so that he doesn't make the same mistakes again. This activity really encourages discussion between students and teacher.

Clive has two homeworks to do on equations of lines but as usual he has made mistakes that need correcting and explaining so that he never makes those mistakes again. This is designed to create discussion and the second one is more challenging than the first.

Clive's made mistakes on his homework again. This time it is on solving quadratics, including the quadratic formula and completing the square in the final two questions. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

Clive has three homework tasks on perimeter, area and volume, each getting increasingly difficult. As usual his answers are riddled with mistakes and it’s down to you to correct them, explaining where he’s gone wrong. These are intended to encourage discussion between students. I have corrected the error on sheet 2 mentioned in the comments - thank you!

There are two of Clive's homeworks to check here: one with bar charts, pie charts and frequency diagrams, the second with scatter graphs, cumulative frequency graphs and a histogram. These are designed entirely around discussion both between students and between students and teachers.

My intention is to use this as a "first lesson back" task to get students talking and recalling maths facts involving number, algebra, geometry and data. The joke is terrible (it's been all over Twitter this week, which is what pushed me to do this) but they all are for this kind of task. My classes enjoy these; hopefully yours will too.

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.

Clive is making silly mistakes again and it is down to your class to spot, correct and explain where he's gone wrong. This is designed to create discussion between students and teacher. This could be used as a plenary or a revision task.

Clive is getting confused on his homework again; this time it's sets and Venn diagrams. Your class' job is to check, correct and explain why Clive has gone wrong. This is designed to create discussion in class.

Clive is struggling with surds this time. He has made mistakes when simplifying, expanding brackets and rationalising the denominator. Your (your students') job is to correct and explain what he's done wrong. This worksheet is designed to create discussion in class between students themeselves and teacher.

Clive seems to have got a little confused on prime factors, HCF and LCM. His homework involves five questions, all of which he has got wrong. Can you help explain where he's gone wrong? This activity is designed to create mathematical discussion.

Clive has struggled on his inequalities homework. You need to go through the questions including inequalities on a number line, solving inequalities, listing integers and shading regions and explain to him what he's done wrong. Designed to create discussion.

New on the GCSE syllabus, Clive is struggling with function notation icluding inverse and composite functions. Can your students check, correct and explain what Clive has done wrong in the four questions? This should encourage discussion.

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.

Clive needs your help again - he's struggling on his upper and lower bounds homwork. Designed to create discussion in class and get students thinking about the question. I have used typical errors in Clive's workings.

Clive has a bearings homework this time and as usual missed some important bits in the lesson. Find Clive's mistakes, correct them and explain what he's done. Designed to create discussion in lessons.

Clive has two homeworks to tackle but is making mistakes once again. The first homework involves right-angled triangles, the second a question in 3D and non-right-angled triangles. Spot the mistakes, correct them and then explain what Clive needs to do in the future.

Clive is still struggling to get his homework right, this time rearranging formulae being the issue. Your task, or more likely, your students' task (should they choose to accept it) is to check, correct and explain where Clive has gone wrong. Designed to create discussion in class and to check understanding.