This involves the old water issue, requiring 4 litres when you only have containers of 3 litres and 5 litres, plus an interactive game from subtangent.com. I have done a powerpoint version exported from SmartBoard too, on request, and now I have worked out how to embed the video! Enjoy!

I now teach enlargements using the vector method and decided to produce a worksheet to encourage this method, which involves fractional and negative scale factors.

Answer the questions, reveal the punchline; this old chestnut once again! It includes ascending and descending sequences.

There are four activities. The first is reading from a distance-time graph of one of EB’s deliveries. The ere are two sets of information where you must draw the distance-time graph. The final activity is where students make their own journey then graph it. I have also put a link to a clip from YouTube of ‘Rise of the Guardians’.

I found an image of lots of the Star Wars vehicles on the internet and noticed that loads had symmetry; hence this was produced. I have downloaded a Star Wars font hence it’s a PDF as unless you have downloaded the same font the text will be in a dull font. Pretty simple mathematically but could lead onto more difficult stuff.

The usual thing: answer the questions, reveal the punchline. This gives inequalities and asks students to find the representation on the number lines. The letters are jumbled up to stop them guessing the answer.

The usual: “do the thing, reveal the punchline to cheesy joke”. Students seem to like them (and some of my classes rate the jokes in their books).

There was a gap in the codebreakers for straightforward compound shapes, so I did one… The usual stuff: answer the questions get a punchline to a lame joke.

I was trying to make fairly simple angles problems a little more interesting through the medium of Star Wars for a lower ability class and this is what I came up with. Angles on a line, angles around a point and parallel lines. For those who are Star Wars experts, I've been liberal with a few facts but for a reason.

Describe the term-to-term rules of these then it could be extended to link into nth terms. This is an attempt to show the relationship between the difference and the nth term through comparison and therefore discovery rather than the teacher just saying how it works. I have also thrown in some "famous sequences" that can be discussed.

Two fish jokes to discover: one on reverse percentages (finding an oroginal amount) and one on repeated percentage change (compound interest etc). These work nicely in the classroom, in online lessons and as homework tasks. Students are reassured when words start to appear allowing the teacher to help those who require it.

Convert mixed to improper and vice versa. The usual stuff - find the Tim Vine joke punchline...

This does exactly what it says on the tin so is the usual: answer the questions, reveal the joke’s punchline…

Two worksheets, each with four questions. The first revolves around drawing the graphs given the data, the second revolves around interpreting.

Two lame jokes from yours truly whose punchlines are unveiled upon answering the negative numbers questions. Number 1 is simple adding and subtracting, number 2 is multiplying and dividing (including Bidmas).

This is designed to help students through the thought process of where a graph will be given its equation. I have given options as to shape and asked where the graph will intersect with the axes. It involves linear, quadratic, cubic, reciprocal and exponential graphs as well as a couple of challenge ones at the end.

I was teaching Year 10 and realised that something like this would have been useful… so it’s the usual thing: answer the questions, reveal the cheesy joke.

Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provided natural differentiation. I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like (you will whatever I say).

Insert the numbers in the correct positions, making the calculations correct to win a roast dinner for the hungry camp members. Thank you for all the feedback about the confusing wording. I have changed it so hopefully it now makes more sense!

I’ve started focusing on this a bit differently recently (ie. not just saying what a negative and fractional index does, getting them to use what they already know) so I have produced this to support that. It is supposed to get students thinking forwards and backwards rather than just getting into a mathematical rut regarding these.