The two bands are comparing notes with regards being in a band in different eras. The 1D boys work in metric, The Stones in imperial. Can you convert units between metric and imperial (and vice versa) for each band?

Compound measures including speed, density, population density and pressure. A truly awful joke as normal.

Five more questions that Clive seems a bit confused on. These questions involve median and mean from sets of data, plus calculatiing the mean from a frequency table and estimating the mean from grouped data. I will probably throw a couple more questions in verbally (find the modal group etc) whilst discussing the answers and reasons why as a class.

From simplifying to evaluating, including negative and fractional indices. The usual 'stop the bomb blowing up' saga. No algebra, just numerical.

I am about to tackle rearranging formulae (a topic so many find difficult) with my Year 10 class so came up with this in an attempt to make them more comfortable with playing with algebra; it should also encourage discussion about different ways of doing it.

Four trigonometry spiders: the first two involve right-angled triangles (one for finding sides and one for finding angles), the third involves non-right-angled triangles and the fourth involves 3D trigonometry. They should encourage discussion in class as they get more difficult from "12 o'clock" and moving clockwise.

Clive's made mistakes on his homework again. This time it is on expanding brackets and factorising expressions. Students need to find Clive's error in each question. These are designed to assess understanding and to generate discussion.

Clive is having a go at some homework regarding speed, density and population density. As usual with these it is a case of spotting Clive's mistakes, correcting then explaining what he has done wrong. They are designed to create discussion points in class.

Clive needs your help again - he's struggling on his upper and lower bounds homwork. Designed to create discussion in class and get students thinking about the question. I have used typical errors in Clive's workings.

I had this idea whilst driving home tonight thinking that I could do with some more stuff on bearings. The idea is for student to practice all the skills involved in bearings problems (angle properties on lines, around a point, triangles and parallel lines as well as scale) and then move on to solving some actual bearing problems. I have designed it in the shape of a wall to show that we build up to the summit. Obviously with this topic, scale is more of an issue but I hope it’s useful… (error corrected)

I have concentrated on the algebra rather than linking to graphs of functions as I’m not sure at GCSE that the graphs are overly helpful for solving function notation problems; I will eventually get on to transforming functions which will tackle this (size could be an issue in the format though). This goes from simple function machines, through substitution, rearranging formulae and links them to functions questions. This started off as a request from a former colleague who bemoaned the lack of function notation resources, which is a fair point at present, I think.

I got this idea from Tristan Jones @tris206 who had similar thing which I liked on TES, so I produced my own. I have purposely used a quite obscure joke so that it can't be guessed! The transformations involved are reflection, rotation and translation. For those who downloaded it very quickly, there's a second one!

Two sheets to discover the punchlines to two jokes. The first sheet is simple "increase/decrease", the second is worded questions including finding an original amount and finding the percentage of change.

Erica has made some silly mistakes on her quadratics homework, involving factorising, solving , completing the square, functions and the discriminant. Your students' task is to find the errors, correct them and explain what Erica has done incorrectly. This should generate discussion in class.

Six “Crack The Safe” activities where there are more possible answers than questions thus avoiding students guessing or answering by process of elimination. These are designed to be starters or plenaries but obviously the choices is yours. There is a symmetry (both reflective and rotational) activity, plus one each on reflection, rotation, translation and enlargement before a final sheet on mixed transformations (not including enlargement however as this proved problematic in the format!).

There are 8 slides each with five supposed angle or shape properties. This is designed to encourage reasoning discussions in class, so the answers just have “Correct” or “Incorrect”. Error corrected!

The usual lame joke (quite guess-able hence the anagram version) but sets and Venn diagrams covered in this one. This could lead to discussions and students inventing their own jokes.

This covers simple direct and inverse proportion, including finding the relationship bewteen x and y as well as using the formula to calculate other values. Some challenge ones involve surds towards the end. Each spider has challenges for discussion when seeking solutions. Designed to encourage discussion.

New on the GCSE syllabus, Clive is struggling with function notation icluding inverse and composite functions. Can your students check, correct and explain what Clive has done wrong in the four questions? This should encourage discussion.

I needed something for students to plot quadratic, cubic and reciprocal functions on that wouldn't mean that half the lesson is taken up with drawing axes. I added exponential functions at the end as an extension. It literally does what it says on the tin stopping short of circles, and hopefully some might be able to draw conclusions from the positions of the functions.