Ten questions of increasing difficulty on sets and Venn diagrams; four possible answers are given for each of which three have common misconceptions that can be discussed in class. These are designed to encourage discussion.

Six questiopns where students are given the answer but have to show the workings. There are two “challenge” questions but this is designed to force students to explain what they are doing mathematically.

Ten questions of increasing difficulty (you can choose which you do); four hypothetical students have had a go and one has got the answer correct with the other three making common errors. Not only should your class work out who got it correct but as an extension/part of the activity they could work out the misconception for the wrong answers. This involves lines, polygons, quadrilaterals, circle theorems and bearings.

This does exactly what it says on the tin… needed for a session with Year 6.

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

Sequences in contexts you may not expect… three slides each with four mathematical problems involving sequences of increasing difficulty. Couple that with a classic late 80s Belinda Carlisle single and you have a resource that could make a nice starter or plenary. Topics include angles in triangles, Pythagoras, averages and more…

One punchline to find here; it’s simple using of a function machine in each case, both finding an output or finding an input. These seem popular in my lessons…

Two codebreakers here, one one writing an expression from a worded situation (eg. “3 more than n”) and one on outputs from function machines. I needed something to introduce algebra to students who had never seen it before so came up with this…

Erica is having trouble with her homework (as she usually does) and requires help from your classes to correct her answers and explain the errors she’s made. This encourages discussion in class…

Erica’s homework on forces and motion is causing her issues as usual; can your students help Erica correct her mistakes and explain what she’s done incorrectly? Good for classroom discussion.

There are four slides, each with four questions (one involving algebra, two on geometry, one on data) of increasingly difficult questions involving ratio in contexts you would not usually see them. Topics covered include angles facts, circle theorems, trigonometry, probability and others. The song with this one is Madness album track but also the title of a film they did about how the group started…

Erica is having a go at her constant acceleration homework but is making a few mistakes. Your students’ job is to correct the errors and explain why she made them. Useful for some discussion in class.

Erica’s met mechanics for the first time and is trying to complete her “Modelling In Mechanics” homework but without much success; can your classes help Erica by correcting her mistakes and explaining why they are mistakes?

Four questions that Erica has got wrong but have no fear because your classes can correct and explain where she went wrong… these are useful for class discussion in my experience and a change from ploughing through the text book.

Surds appearing in contexts such as formulae/expressions, area, equations of lines, quadratic expressions, similarity, Pythagoras, trigonometry, speed and density. Enjoy the Erasure album track too…

Fractions n different contexts including angles, formulae, equations, averages, sets/Venn diagrams and more. Three slides each with four questions of increasing difficulty…

Three slides, each with four questions of increasing difficulty that use percentages. Students are expected to use percentages situations where they wouldn’t always be found like substitution, polygons, averages and more.

Erica is looking at the binomial distribution here but making errors as usual. Can you classes correct Erica’s work and explain where she went wrong? I have written questions so that either tables or calculator can be used.

Erica keeps making mistakes on her homework; she needs your class’ help to explain what she’s done wrong so she won’t make the same mistakes again. This involves Venn diagrams, tree diagrams and independence.

Just two questions on correlation and a bonus question on measures of location involving bounds, but Erica is still having a bit of a nightmare! Can your students explain where Erica has gone wrong so that she doesn’t make the same mistake again?