This is designed to add some "real life" and to enhance to a sequences lesson. It links into the golden ratio and has a link to a YouTube video on the subject. There are invitations to calculate the golden ratio and to draw the Fibonacci spiral.

Practice on the function notation (new to GCSE!) involving substituting into a function and finding the value of x given what f(x) equals. This also involves composite functions. This should hopefully encourage your class to talk about their answers and understanding of the topic. Now includes an extra "find the inverse" slide!

I just wanted something that covers bar graph; this covers “normal”, comparative and composite bar graphs and is designed, in two cases at least, to create discussion.

This came about after a colleague of mine (a Spurs fan) was moaning about a VAR decision that prevented Spurs from winning a Champions League match. Another colleague (a Brighton fan this time) suggested we check the errors in measurement and this was born. It is a bit of an experiment and I am aware that error is built in to the systems but I thought it was a nice practical use of something we cover in GCSE Maths. There are four scenarios: one tennis, two cricket and one football; questions are quite wordy but need to be to explain the laws of the sports in question.

Eight trees that students can climb based on their knowledge of indices. The idea is to continually ramp up the difficulty and allow students to choose their start point. They start from the most basic writing using powers, laws of indices up to simplifying using fractional and negative indices.

A student gave me the title (pun on 'The Hunger Games' - original was 'The Number Games'), I did the rest. Five different sets of questions in a functional style for students to work through either individually or in pairs/teams.

In this activity various cartoon characters have been transformed - can the students describe each transformation?

Fill in the blanks to simplify using the rules of indices. This should create some discussion in class regarding negative indices and how they could be written.

This takes students through percentage of an amount, one number as a percentage of another, percentage increase and decrease (including multipliers), percentage change, repeated percentage change and the reverse. This should be more challenging as the students go through it and should produce discussion.

Simply: match the ratios that simplify to the ratio in the centre. I have used units of measurement on each matching activity as well. There are four to do and the answers make students simplify the ratios that don't match.

Six "spiders" on probability. The first two are basic, the middle two are two events (independent) and the final two are two events (dependent). Some "legs" answer questions, some legs give the answer and ask for the question. They have been split this way so that you can use different "spiders" with different classes. These should encourage discussion and questions such as "Is that the only answer?" which should demonstrate understanding. Typos corrected.

This is an activity taking students through nth terms of arithmetic sequences, summing arithmetic sequences and nth terms of quadratic sequences. Different pieces of information are given each time to ensure that students develop understanding rather than get in a rut and performing a process. This should lead to discussion in class between students and teacher.

There are eight matchings here: 4 surface area and 4 volume. They get increasingly difficult moving through cubes/cuboids to prisms to cones, cylinders, pyramids and spheres. These are designed to be used as starters or plenaries but you can use them for a lesson main activity, totally up to you.

This takes students through basic shapes (rectangles and triangles) to trapeziums and parallelograms and finally circles, including compound shapes. I use these as starters or plenaries but use them how you like.

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 perimeter, area, Pythagoras, equations of lines, coordinates, vectors, equations of circles, expanding brackets, solving equations 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, equations of lines and other topics. I will be using these as starters to get students thinking from the off and will produce more if they work!

The students are given the answer and asked to fill in the gaps in the question. Topics used involve probability, algebra, fractions, percentages, ratio, speed, distance, time and many others. Some of the questions allow for multiple answers so discussion could be had. Designed to be used as starters/plenaries to get the grey matter moving. The Easter theme runs through every question and is a tad tenuous at times but there you go.

Another in the series taking students through the skills required to solve equations, including simplifying expressions, expanding brackets and reading the question carefully!

This takes students from fairly straightforward area and perimeter questions (trapeziums, circles etc) through compound shapes and on to cones, frustums and hemispheres including finding the height in terms of the radius for a cone. I have tried to cover all bases with it including density and capacity problems.

Work your way up to 3D Pythagoras and trigonometry…