This does what it says on the tin, encouraging students to work forwards and backwards and therefore not get in a rut of just sticking numbers in a formula.

This asks students to estimate where a given fraction, decimal or percentage should be within a block; this uses students’ knowledge of the conversion between the three. Inspired by Professor Smudge (Twitter: @ProfSmudge).

Estimate where each fraction is given a “marker” fraction. This is designed to get students thinking about the relative sizes of fractions including multiples and “factors” of the fractions. A discussion about how they reached their answer is what I’m planning to do, but you may well have better ideas. Inspired by Professor Smudge (on Twitter: @ProfSmudge) and his blog (decimalicious.blogspot.com)

Three headings: centre/radius or diagram, workings, equation. There are blanks in some parts of the table which students an fill on, working forwards and backwards.

Five columns: data (in order), mean, median, mode, range. Some are blank; work out what the blanks need to be.

Formula, values, workings and answer columns; stuff is left blank, students fill in the blanks. It does what it says on the tin.

This looks at basic statistical diagrams: pictograms, bar charts and pie charts. There are four pages, one for each of the above and the final one being the same data represented by all three charts mentioned, but with bits missing on each. For each there are blanks to be filled, plus a question on the data. The idea is to get the students working forwards and backwards, not just getting stuck in a rut of doing the same thing repeatedly.

Some of the first four terms, the nth term, the term-to-term rule, the 20th term and the 50th term are missing and you have to fill in the blanks (it does what it says on the tin). Should get them thinking…

This does what it says on the tin; some using coordinates, some using sketches, some working forwards, some backwards. Hopefully it will get students thinking carefully about transforming functions.

The usual "do the Maths, find the punchline) thing; find where the coordinates have moved to after the transformation. I particularly like this joke, by the way.

Four spiders which are easiest at 12 o’clock then get harder clockwise; they also allow for debate about what function fits the coordinates given. These are designed to stop students just following a set of rules and to get them thinking; I hope it works!

I realised that I have very little on this topic, so I came up with this. Four different functions, each with five transformations of increasing difficulty and students need to find where a point moves to. Error corrected!

This came from observing a colleague and an idea of making students use their knowledge in a more general way. I have gone from basic angle facts up to circle theorems. I have also (acting on advice) given example reasoning for students to circle on some questions…

Four sections of increasingly difficult circle theorem problems, some where students need to draw the question given some of the solution. Explanations are involved in every question too.

Three sheets of increasingly difficult questions regarding parallel lines and their angle properties. On a couple of questions the students have to draw a diagram given the answer.

Around 25 codebreakers (answer the questions, reveal the punchline to a joke) in this bundle. There are a number aimed at covering parts of the AQA Further Maths Level 2 Certificate but also ones covering topics on the GCSE curriculum too. Each of these is individually available for free but if you want all of them they are available here.

Designed for the AQA Further Maths Level 2 Certificate, it struck me as we were covering matrices that a “fill in the blanks” sheets would (should?) work nicely with them. Hopefully I have come close to hitting the nail on the head… it involves multiplying and transformations.

Designed for the AQA Further Maths Level 2 Certificate course, answer the questions, reveal the joke. This is essentially multiplying matrices.

Solve the quadratic inequalities to work out the order in which to cut the wires. I find these sheets useful as the answers appear on the sheet and therefore students can check quickly (without asking the teacher) whether they are on the right track; this means that the teacher can help those who genuinely require it.

Students must work out from the written transformations the transformation matrix in each case to reveal a punchline to a joke. This is designed for the AQA Further Maths Level 2 Certificate qualification.