I have split this into two types: substitution involving rearranging and algebraic rearranging (four of each, each getting increasingly difficult). The substitution spiders are pretty straightforward but the algebraic ones should lead to discussion in class and will allow students to demonstrate (or not) that they fully understand the topic.

Complete the pyramids to figure out the punchline to a lame joke. This involves simplifying indices and could be used as a plenary or starter, although that is clearly up to you.

From the map of the circuits can you guess which speed-time graph goes with which graph? This can either be done as an "on the board" activity with discussion as a class or with worksheets as small group discussions. I would suggest that this is quite challenging but happy to be proven wrong! It uses real race tracks and their maps.

This is a set of eight slides, each with five questions and answers; the students must work out whether the answers given are correct. There is also, with each set of questions, confirmation of whether each answer is correct or not but no method done on purpose allowing student to demonstrate their understanding. These are designed to create discussion in class and I have found that asking students what mistake has been made offers an extra challenge.

How can I do these addition calculations on my calculator when the calculator has lost its addition sign? This is to get across the fact that 2 negatives make a positive.

Find the probability of the next enemy Batman meets being one of the 6 scenarios. I was going to extend this into getting the class to come up with their own questions based on the enemies.

This takes students through the skills required to answer vectors questions and some vectors questions from adding vectors to describing routes to proof.

Another one of these, although I have not included probability scales or tree diagrams specifically (there are a couple of questions where a tree diagram could be designed to help with a solution); this is due to lack of space in the main.

Four “Show that…” questions involving inequalities; this is more about the method and workings than getting the final answer. This should involve good mathematical discussions.

The idea is Mr Barton's, but this is my probability contribution. Show for 30 seconds, they then get down what they can remember. Show a few times until they think they&'ve finished then check their against yours. Simples!

This takes students through all the skills required to solve simultaneous equations graphically (only linear graphs), by elimination and by substitution including one linear and one non-linear up to GCSE level. Work from the bottom building the skills up to the most complex style of question.

I needed something for a lesson on this and drew a blank so created this. It involves converting metres/second to kilometres/hour and vice versa, but also asks two questions converting imperial units to metric with approximate conversions given. It’s the usual format of “find the punchline to a terrible joke”.

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.

Some questions that students have to figure out then find the position on the number line; it spells out an anagram to a terrible joke. This is a slightly different type of codebreaker in looks due to the subject matter but hopefully as effective as the usual ones.

This is a distance/time activity for KS3 / GCSE students where they graph Jim Pond's journey across Europe to deliver a package then answer some questions about it.

Do the calculations involving the words 'sum', 'difference', 'product' and 'quotient' - colour in the correct squares then scan thew QR code to take you to Cherry Ghost's 'Mathematics'. Kids love it!

This gives students a question and four potential answers; they must choose the correct answer and then explain what the three wrong answers have done incorrectly. Topics include simplifying expressions, expanding brackets, factorising expressions and solving equations with the variable on one side. I have purposely only highlighted the correct answer and not suggested what has been done incorrectly with the other solutions so students (and staff) aren’t tainted by my personal thinking and develop their own. I am hoping this will lead to some great mathematical discussions in the classroom.

Another cheesy joke generated by doing some maths, this time it’s listing integers that satisfy an inequality.

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

Help butler Alfred both direct and find his boss by describing the transformations. This is solely concerned with translation and enlargement. It contain worksheets and powerpoint presentation to support the lesson.