Find where the graphs meet and reveal the punchline (this is essentially simultaneous equations). I like this joke…

There are four slides (and a template so you can create your own); there are 3 or 4 digits and students need to achieve certain number properties using add, subtract, multiply or divide and brackets where necessary. Many of the properties can be achieved in multiple ways (I think!) so this should create some discussion and allow for some challenge. I have given an example of a solution for each but there are more so students can demonstrate their thinking.

Two more fish jokes to be discovered; the first deals with y=mx+c (what is the gradient? what is the y-intecept?) whilst the second could be considered a little more challenging as students have to find equations given two lines but I have done it so a sketch would be possible as long as you can calculate the gradient. Ideal for lockdown lessons or classwork/homework as they mark themselves.

Two more, one on fractions (simplifying, adding, subtracting, multiplying, dividing) and one on mixed numbers (adding, subtracting, multiplying, dividing). The questions, when answered correctly, spell out the punchline to a fish related joke/pun. Good for lessons or online as they are self-marking.

Various questions involving pressure, including converting between different measurements of pressure. The joke is related to fish hence the name of the resource. These are ideal for online lessons, homeworks or in class.

Perform the transformations of the fish to land on the letters and spell out the punchline to a dodgy fish-related joke. This involves reflection, rotation and translation and would bee ideal for a starter/plenary, main task in class or online or as a homework.

This was left over from ages ago and I’ve finally got around to finishing it! Name the inequalities represented on the the graph given the shaded region basically. Answers are on the sheet so that students can just get on unless they are completely stuck.

Two worksheets here; the answers appear on the sheet but there are just 6 questions but 10 answers to avoid guessing towards the end. These enable confident students to get going whilst a teacher can help those who are less confident. They have worked well online for me…

Lionel is pretty good at Maths but won’t show any workings; he therefore loses marks in tests and assessments. Can your classes show Lionel how to achieve full marks?

Lionel loses marks because he doesn’t write full solutions. The students in your class need to show Lionel how he could get full marks. This is designed to get students talking about solutions and contains solving equations, equations of lines, indices and factorising (difference of two squares).

Named after the Level 42 hit from 1985 (I bought it at the time). This (hopefully) asks questions using algebraic expressions in different contexts. There are four slides, each with four problems of increasing difficulty; one involving number, two involving geometry and one on data. I intend to use these as starters but that choice is obviously yours for your classroom.

State which points (lettered) are invariant in each transformation and reorder the letters to find the punchline to a cheesy joke.

There are four trees where students can work from bottom to top, choosing an appropriately challenging start point if they wish. This is “introduction to algebra” stuff, I will do expanding and factorising on a separate file but these could offer nice starters or plenaries. It contains adding/subtracting as well as multiplying variables and collecting like terms.

This is purely aimed at Further Maths Level 2 where functions have three distinct parts. The joke is not my best to be honest, but I had to get one that was the right length!

Casey’s tackling quadratic sequences, quadratic inequalities, factorising cubics using the factor theorem and solving quadratics “in disguise” but making errors again and need your class’ help. Ideal for discussion in class… Designed for use in the AQA Further Maths Level 2 Certificate course.

Casey is making mistakes in the AQA Further Maths Level 2 Certificate chapter on Coordinate Geometry, involving gradients, circles (equations), dividing lines in a ratio; can your class help Casey out? This works nicely in class and gets students discussing mathematics. Typo corrected…

Casey is at it again whilst going through the AQA Further Maths Level 2 Certificate course. Algebra III is essentially functions so this includeds domain/range, equations of functions given two points, composite functions, functions split in to three distinct parts. The usual correct and explain stuff which encourages discussion in class.

We are about to teach coordinates alongside sequences so thought that this might work nicely. It’s the usual “work out the answers and reveal the punchline” caper, something that works well in class, online and as a homework. The students seem to enjoy the competitive nature of these even if they do groan at the jokes.

Students are required to decide whether the 10 statements based upon a cumulative frequency graph are true or false. This is designed to create discussion but also with online lessons in mind.

Six questions where students are given the question and the answer, their task being to add in the workings. The “possible workings” sheet are just there as an example, not as a concrete “it must be done like this”. These are designed to encourage working and method.