I needed something for this topic and this is what popped out. Whilst it is a true or false activity I would expect some good discussions to arise whilst doing this, with conversations along the lines of “how could we make this statement true?” either by changing the wording or the initial algebraic expression. I have found these activities really quite successful in online lessons as well as “normal” lessons.

Six questions based around finding the area of a triangle using trigonometry. The answers are on the sheet which allows students to work with confidence whilst the teacher can help those who require it.

Answer the questions regarding column vectors and reveal the punchline to a cheesy joke; popular in class and online despite the cheesiness of the jokes, which is a surprise if I’m honest!

Six questions all involving the sine rule; the answers appear on the sheet giving the students confidence to continue and allowing any students that require help to get it.

A joke to discover (told to me by a Year 10) having found the resultant vectors sought. These have worked nicely both in class and online.

Three sheets: speed, density, other compound measures The answers are on the sheet so those who are confident can just get whilst the teacher helps those who need it.

Two sheets: one on distance-time (or displacement-time) and one on speed-time Students must decide, using the graph, whether each statement is true or false. These can encourage nice discussions in class.

Two sheets with ten statements on each where the students in your class have to figure out whether they are true or false. One sheet involves a frequency table and the other a grouped frequency. These are designed to encourage discussion in lessons.

Six questions to do and the answers on the sheet (four answers do not match to questions). These sheets allow those students who are confident to get on without asking if answers are correct whilst the teacher helps those who need it.

One sheet with three lines and ten statements about coordinates on the graphs, gradient y-intercept and their equations where students need to decide whether the statements are true or false, correcting the false ones (and explaining where the misconception arose?). These have produced really nice discussion in class and online in my experience.

Three sheets: one on rounding to 1,10,100, one on rounding to decimal places and one on rounding to significant figures. Answers are on the sheet but there are more answers than questions meaning that guessing less of an option and students can get on in the knowledge that their answer should be on the sheet somewhere. These have been useful in online lessons as well as “normal” lessons.

Ten statements about functions that students need to decide whether they are true or false. This involves substituting, inverse, composite and domains so covers most the what they could be faced with in an exam. These have created nice discussions in class for me and I always get them to correct the false statements.

Three sets (based around number properties), ten statements and students need to work out if those statements are true or false. This involves union, intersection, subsets and probability involving sets. I have found that these encourage discussion in class.

Can students use the clues to work out the numbers and form the joke. These have been popular in class and online, despite the cheesy nature of the jokes!

More challenging questions involving prime factors, HCF and LCM for students to work out. These are popular as a starter, plenary or main activity despite the jokes generally being a bit lame (this one is a classic though).

I wanted an extension for a class on solving quadratics; this is what occurred. There are 6 questions and 10 possible answers. These seem to work quite well and this will hopefully get them thinking.

Six questions, ten possible answers for students to have a go at. These have worked well on lockdown as those who feel confident can get without having to to ask the teacher to check their answers. The extra answers mean that students can’t guess or at least find it more difficult!

It’s the explanations of how answers were arrived at that I find students struggle the most with so hopefully this sheet helps with that. I have found these resources really encourage discussion in class and some relatively deep mathematical thought.

Five questions and ten possible answers on capture/recapture. These allow students to get on and as the answers are on the sheet they can check that they are doing the right thing.

A quick joke calculating angles using circle theorems, but circle theorems that are hopefully in a slightly different context than usual. These work well as starters, plenaries, main tasks or homeworks and even the cheesy jokes seem to be an incentive.