This is a worksheet with tables using actual data released by the PFA and came from an investigation by the BBC's Football Focus. It's all quite straight forward stuff, but might open student eyes somewhat! Students use he data to calculate percentage changes.

Reveal the Tim Vine joke by finding the fractions of a number. Silly typo corrected too!

This is designed to make students think about representing inequalities on a number line, listing integers (directly and having simplified) and regions. They are split this way to allow you to start/stop wherever you feel your class needs to. The number lines and graphs are as big as I can make them!

Four lame jokes to discover (a couple with help from Tim Vine) based around logarithms. I use these as starters to get the students in the logarithm mood but use them as you wish. They cover simplifying, and use of the laws.

This is a poor joke whose punchline that is discovered by solving the probability problems listed. One has a tree diagram drawn and the others could use a tree diagram but ultimately they can be done without.

Match the diagram with the basic fraction and the simplified fraction. Designed for low ability to use at the start of the topic.

Find out who stole the satsuma from my stocking by solving all the clues (it will always be person 14 by the way). I have left the suspect sheet blank so that you can enter the names you wish; I've used classes, colleagues, celebrities when I've done similar things. Each clue eliminates half of the remaining suspects and should take around an hour depending whether you let them use a calculator or not.

I was looking for something that had its own grids as I didn’t want the mis-drawing of axes to take over a lesson but there wasn’t a lot (maybe I wasn’t looking in the right place), so I wrote this. There are three sections: y=mx+c, rearranging to y=mx+c, mixed questions. There is also a RAG sheet for students to fill in as they go to demonstrate progress.

This is an activity, with accompanying worksheets, that should encourage a discussion between students and teacher about equations of graphs/functions and what each part "does" regarding the position of the line/curve. You could lead on to other discussions about how the function/equation could be presented.

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.

Two codebreakers on simplifying surds, including adding and subtracting on number 2. The usual lame jokes to discover both involving toast and both conceived on the drive home.

Clive has two homeworks to tackle but is making mistakes once again. The first homework involves right-angled triangles, the second a question in 3D and non-right-angled triangles. Spot the mistakes, correct them and then explain what Clive needs to do in the future.

Discover the punchline to the joke whilst testing your knowledge of polygons, mainly angle properties including interior and exterior angles.

This was born out of an exam question that asked students to work the quadratic formula backwards (ie. from simplified quadratic formula to original equation). I have hopefully scaffolded this appropriately. The second page, a matching activity, asks students to link a quadratic function to it’s roots/solutions. I’m rather hoping that the link will become obvious to the students, but who knows?! Either way it should lead to some discussion about quadratics. Typo corrected!

Solve the equations correctly to find the quickest path to the exit for our Greek warrior! KS3 / GCSE maths activity with answers.

Eight matching activities, getting increasingly difficult, on various different formulae to rearrange. These are designed as plenaries or starters and should encourage discussion.

The mandatory joke (courtesy of Tim Vine) and various probability questions including simple calculation, expected number of outcomes, the probability of x and y, the probability of "not x".

This was an idea I had in on the way to work one morning - Clive makes mistakes on his homework and you need to correct them, explaining the mistake he’s made in each case. I intend to use this as a plenary or starter to check learning etc. They should create discussion too. There are 5 different mistakes to correct on two separate sheets; number 2 cover negative and fractional indices.

Match the three scatter graphs with the correlation and subject matter. Designed to be a starter or plenary on basic scatter graphs.

Look at the first draft of Santa's survey and improve it, saying what was wrong with his original questions.