Eight matching activities that encourage discussion in class involving substituting into functions, inverses and composite functions. These would work as a starter/plenary or as a revision lesson on function notation.

Four sets of four probability problems where parts of the question are missing but you have the answer. This is designed to get students thinking more deeply about topics and some questions allow for various answers which leads to differentiation as students can be asked to give the possible range of answers. This should lead to discussion in class.

A colleague asked me if I had any worded equations problems (form and solve etc); I didn’t but I do now. The joke is one of my favourites. Enjoy!

There are 8 sets of five questions that have been answered either correctly or incorrectly, the students have to decide which. These are designed to create discussion in classrooms and include one-step, two-step, brackets, variables on both sides, equations involving fractions, simultaneous equations (linear only) and quadratic equations (both factorised and non-factorised). Hopefully there should be something for all levels up to GCSE.

There are 8 slides involving 5 questions on each. Answers are given for each question but students must decide whether those answers are correct. There are also “answer slides” but no explanation intentionally because this should invite discussion. The slides move through Pythagoras, trigonometry in right-angled triangles, whether the triangle is right-angled or not, exact trigonometric values, trigonometry in non-right-angled triangles including some worded problems. As I said before, the whole point of these is to create discussion points in class. Hyperlinks now work; sorry for neglecting this initially!

Five slides each with five questions that students must decide whether the given answers are correct or not, explaining their reasoning. There are questions on equivalence, fraction/percentage of an amount, calculations, percentage change etc. These are designed to create discussion in class.

Five slides each containing five problems which have either been answered correctly or incorrectly; students decide and justify their answer. This is designed to encourage discussion in class. Topics include simplifying ratio, sharing in a given given, simple proportion, algebraic proportion etc.

Find the values of the expressions to get the letters to an anagram of a film. Fairly straight forward but sheet 2 is more difficult than sheet 1.

This covers sharing in a given ratio, simplifying and recipes. Each spider has challenges for discussion when seeking solutions. Designed to encourage discussion.

All triangles and quarilaterals plus a regular polygon slide with 8 statements that students must decide whether they are always, sometimes or never true. This should create discussion. I have said that squares are a type of rectangle, and a rhombus is a type of parallelogram.

This allows students to access different aspects of proportion. This covers direct and inverse proportion and could be used as a discussion exercise.

Decide who won the prize in the quiz by using equivalent fractions. Just a quick starter or plenary using fractions in a bit of context.

Trying to put recurring decimals into context is always going to be quite tough, but I thought this would help.

Watch the videos and then use inequalities and height restrictions to solve some simple problems. This was an idea my student teacher had and I took it in a slightly different direction with number lines etc. It is an introduction to inequalities. Videos now on the powerpoint.

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.

Your mission is to diffuse a bomb, but as the video explains Ludwig has left clues to the code required. Answer the questions, find the average of your answers in each section to decipher the code. In all honesty you don't need to show the 30 second video, but my classes like confirmation of my stupidity every now and then, so the video exists as a result. It is designed for lower ability students.

Work out what Santa has left in my stocking by solving the equations, swapping the numbers for letters and then working out the anagram.

Two sets of "explosions" involving prime factors and using them to calculate LCM and HCF. There are some where students are given the two numbers and have to find prime factors, HCF and LCM; there are others where students are given the prime factors and have to find the numbers, HCF and LCM; there are some where students are given the HCF and LCM and need to find the numbers and their prime factors. It it is designed to lead to discussion.

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.

Erica is struggling with integrating e^x, is getting confused between integrating 1/(x) and 1/(x^2) and basic trigonometric integration. Can someone help her out? This is designed to help students discussion and prove their understanding.