Find the coordinates described on each function, discover the cheesy joke (given to me by a Year 8 student I teach).

This was designed to lead students into working out how the equation of a line is found, but ultimately it is a fill in the blanks thing.

Given two points, find the gradient of the line between them and reveal the punchline to a cheesy joke (that is cross-curricular as it involves the German language too).

This is designed as part of an introduction to gradient, essentially involving counting squares, but with one question (at the end) where two coordinates are used.

Linking coordinates and equations of lines/gradients; this, I would say, is the next step on from the other “Gradients and Equations of Lines - Fill In The Blanks”.

This was designed with a particular class in mind so covers calculating a gradient from a given line, drawing a line of a given gradient and then applying that to lines on coordinate grids using y=mx+c. There is an extension where the equations are not in the form y=mx+c.

I wrote this for IGCSE Maths but it could be used at A Level as it involved summing arithmetic series as well as finding/using the nth term.

This does what it says on the tin: nets of 3D shapes, choose the right one. Answer the questions, reveal the punchline.

I needed something for a class just being introduced to manipulating formulae/algebra so I produced this… The usual: do the maths, reveal the punchline.

Problems involving fractions basically; unjumble the letters to discover the cheesy joke.

Two sections, one for direct and one for inverse proportion; four calculations (one example) to complete the blanks in. This aims to get students thinking forwards and backwards.

This is an attempt to get students to fill out every stage of their rearranging process. There are six relatively basic questions then three more challenge on the reverse of the page (I did this so that I could decide whether they were suitable for certain classes).

Eight situations where forming and solving an equation could be required; topics include Perimeter, angles, averages, percentages, fractions, compound measures, probability and ratio (the final two involve quadratics). Read the instructions and from that form and solve. I have done solutions should you need them.

Eight problems involving angles in parallel lines, probability, averages, area/perimeter, ratio, Venn diagrams, percentage change, arithmetic/geometric sequences where to solve them you can use simultaneous equations. There is a question slide and a solution slide.

These sheets allow students who are relatively confident just get on knowing that their answer should be on the sheet whilst the teacher helps those who need it. This is a style of question that is occurring more frequently, understanding how to use the prime factors.

Six questions with 10 possible answers; students who are confident can just get on whilst the teacher can help those who genuinely require it.

More questions are turning up with massive numbers given as a product of prime factors and students being asked to find the HCF or LCM, so therefore I did a codebreaker for it. The usual stuff: maths, punchline, hahaha.

I’ve noticed that standard form questions are being set where the powers are too large for calculator use so I did a codebreaker like it. The usual stuff: answer the questions, reveal the punchline.

Looking at shapes like rectangles, squares, triangles, cuboids and cylinders, fill in the missing parts of the table. This is designed to get students thinking rather than going into algorithm mode. I plan to make a second one with more complex shapes eventually.

This does what it says on the tin, encouraging students to work forwards and backwards and therefore not get in a rut of just sticking numbers in a formula.