I found this poster with various numbers regarding the World Cup in Brazil and made this activity from it. Change the questions at will. I have also put a link to the website 'My Life In Numbers' as that has a new 'Live Event' measuring from the start of the tournament.

Clive's made mistakes on his homework again. This time it is on solving quadratics, including the quadratic formula and completing the square in the final two questions. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

Clive is still struggling to get his homework right, this time rearranging formulae being the issue. Your task, or more likely, your students' task (should they choose to accept it) is to check, correct and explain where Clive has gone wrong. Designed to create discussion in class and to check understanding.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use fractions, ratio, percentages and averages as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries. I haven’t used logos to avoid any copyright issues. Hyperlinks added…

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use perimeter, area, Pythagoras, equations of lines, coordinates, vectors, equations of circles, expanding brackets, solving equations as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

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.

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.

This is a revision aid where students must read the 'notes' carefully and find the deliberate errors (and possibly undeliberate ones!). I have split (with some overlap) it up into three parts going from 'what is an expression/identity/equation?', through simplifying, expanding brackets, factorising into a bracket, solving equations, multiplying out 2 brackets, factorising quadratics and solving quadratics (factorising, completing the square and the formula). The aim is to get them active in their revision!

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.