There are four slides (and a template so you can create your own); there are 3 or 4 digits and students need to achieve certain number properties using add, subtract, multiply or divide and brackets where necessary. Many of the properties can be achieved in multiple ways (I think!) so this should create some discussion and allow for some challenge. I have given an example of a solution for each but there are more so students can demonstrate their thinking.

This is an activity designed to et students thinking about ratio but changing one value in a ratio to get another ratio. There are four ratios on each slide which get steadily more challenging and should create discussion. This also brings multiples and factors into play as well as simplifying/equivalent ratio.

This is designed to get students to think about algebra and substitution as well as knowing properties of number. This is looking at what you can substitute into an expression or a formula (so that rearranging is involved) to produce a given property. This is intended to create discussion and each question has multiple answers, some of which could be generalised therefore creating extra challenge for those who require it.

I saw a discussion on Twitter (@McGuirea499 I’ve been reminded) with a diagram where students form equations from diagrams and I thought it looked interesting. I have produced three diagrams where students can do the same thing, getting progressively more challenging but allowing students with any degree of understanding of basic algebra the opportunity to contribute (I hope!).

I did a worksheet on the quadratic formula where questions build up from entering values into the formula to working in reverse from formula to original quadratic equation and I was looking at some completing the square questions and thought I could do the same with this. I have put 10 increasingly challenging questions initially with blanks to fill in before moving on to a “Challenge” section where the coefficient of x squared is not 1.

Clive is tackling number in these two tests, including properties of number, HCF, LCM, prime factors, Venn diagrams and the product rule for counting. As ever he is making mistakes and needs help from your classes to help him correct his errors and then explain what he did wrong so that he (hopefully) doesn’t make the same mistakes again. This is designed to create discussion.

More fish jokes to be discovered having done some maths; there are two to do here, the first dealing with integers that satisfy inequalities (including number lines) and the second that deals with solving inequalities. I use these at various different times of a lesson but clearly the choice is yours whether you use them or not and when! They are always popular even though the groans over the jokes get louder each time.

Clive is having a go at a couple of ratio and proportion tests but making mistakes as per usual; he desperately needs your help to set him straight. These are designed to create discussion in class using common mistakes. There are two tests, the second being more challenging than the first. The first concentrates on ratio whilst the second concentrates on proportion.

The name of these was born out of a typo (obviously) but it’s the usual format: do some maths (solve equations in this case) to find the punchline to a cheesy joke about fish, hence the “codbreaker”. Good for a starter, main activity or a plenary in my experience and the students enjoy finding the punchline, especially being the first to do so. This involves anything from two-step equations to variables on both sides including fractional parts. Number 2 is more challenging than number 1.

Clive has a homework on function notation involving domains, ranges, inverses and composite functions. He has, as per usual, made errors that your class can find, correct and explain so that Clive learns from his mistakes. These are designed to create discussion in class and this one could be used as a transitional activity between GCSE/IGCSE and A level.

Clive is having a go at quadratics questions now; these involve expanding two brackets, plotting graphs, factorising and solving on test 1 before moving on to more solving, using the roots, completing the square and using the quadratic formula. Clive is prone to making mistakes so your class has to spot these and explain what his mistakes are so that he learns from them.

Clive is having a go at some revision tests on some basic algebra, including simple algebraic fractions, like terms, expanding brackets, solving linear equations (including with variables on both sides), expanding two brackets and substitution. He has made a mistake on each question; your class needs to spot the error, correct it and then explain what it is. These are designed to encourage discussion in class and develop deeper understanding using common errors.

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!

Four slides each containing four questions; the answer is known but the questions are incomplete. These are designed to create discussion and many questions have multiple possible blanks.

This is a variation on a codebreaker; unfortunately the software (PowerPoint) won’t let me reflect words, but it will let me rotate them. The shapes fit together when transformed correctly and the words should form a cheesy joke.

Two vectors codebreakers with cheesy jokes having answered some questions. My classes like these and I’ve been using them whilst remote learning as they are easy to mark and the students know whether they are right or not straight away or almost straight away.

These prove popular with many students and colleagues and are perfect for online working due to them spelling out a punchline to a cheesy joke. There are 30 codebreakers in this bundle. Topics covered include: inequalities (regions), cumulative frequency/box plots, probability (including tree diagrams), transformations, circle theorems, set notation, discrete data, factorising quadratics, arc and sectors, averages, statistical graphs and more. Each of these is available individually for free but if you you want them all in one hit then this is for you.

The more circle theorems resources the merrier… The usual thing: answer the questions, find the punchline.

The usual stuff: maths followed by joke. This involves area of sectors, arc lengths and perimeters of sectors.

This asks about median, range, upper and lower quartiles from a list of data. The usual cheesy gag to discover (an anagram this time).