Erica is struggling a little again and needs your help to correct what she's done and then tell her what she has done wrong. This allows students to discuss what they would do and check through solutions carefully.

Erica has homework again but is getting a little confused. She needs your help to explain where she has got confused and to correct what she's done. These questions contain common mistakes and should lead to discussion in class between students.

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.

Erica is struggling with the binomial expansion; can you (and your class) help Erica correct the answers she has arrived at and explain to her what she has done incorrectly. This is designed to create discussion and help students become familiar with new style questions. Actual thing now linked - sorry!

Erica is tackling equations of circles but is, as usual, making errors. Can you help Erica correct the errors and explain what she has done incorrectly. designed to get students to check work carefully and discuss what has gone wrong.

Erica has straight line graphs homework but her answers don't agree with the answers given. Can you explain to her where she has gone wrong as well as correct her homework? This should lead to a discussion between students over common mistakes and misconceptions. My error (oh, the irony) is now corrected.

Erica is struggling with algebraic division, the factor theorem and proof. She needs your help to correct her mistakes before explaining what she's done incorrectly. This is designed to create discussion and embrace the new curriculum that likes getting students to spot mistakes.

Erica's struggling again - please help her sort out her misunderstandings. This is, like all the others, design to create discussion and tap in to the new curriculum and question style.

Erica has a homework involving the sine and cosine rules as well as trigonometric functions. She thinks she's made mistakes; your students' task is to help Erica spot and correct the mistakes, explaining what she has mixed up. Designed to cover the new A level course and encourage discussion.

All sorts of calculus issues for Erica here! She really needs your (your class') help to correct her work and explain where she's gone wrong. There are common mistakes here for student to find and discuss in class.

Vector notation this time for Erica, and the usual issues have arisen. as with all the others, can you check Erica's homework for errors, correct and explain what she did wrong. Designed for discussion etc.

Erica has started calculus but is struggling yet again. Please help correct her work and explain what she has done wrong in each case. Designed to promote discussion in the classroom.

Erica tackles partial fractions, algebraic long division and simplifying algebraic fractions in this homework. This goes predicatably wrong and she requires your help to correct and explain what she’s done incorrectly. This should create discussion regarding different methods.

Erica has recently had a homework on exponentials and logarithms (including natural logarithms) and is really srtuggling. Can you help her by correcting her answers and explaining her mistakes? Designed to encourage discussion and the ability to check work carefully, as the new A level course seems to like.

The usual story - these cover various topics under the "Number" umbrella. Students answer the questions to reveal the punchline to a joke. Ideal for starters and plenaries in my opinion, but use them as you wish.

Erica is struggling whilst differentiating trigonometric functions, using the product, chain and quotient rules and parametric equations. She is desperate - please help her! Designed for students to demonstrate understanding and to encourage discussion.

Erica's teacher thought she needed more practice on the binomial expansion with negative and fractional indices, including estimating a root using an expansion. She has, as ever, got it all wrong so needs your help. Designed to help students prove their understanding.

Erica got another homework to fine tune her differentiation skills regarding implicit functions, chain rule and second derivatives. Predictably it is not going entirely to plan. Can your students help Erica correct her mistakes and explain what she's done incorrectly. Designed for students to display understanding and cause discussion.

Eight quadratic functions to complete the square (including one where the coefficient of "x squared" is not 1) for students to do then plot the graphs. The aim is for them to spot how completing the square informs transformations of functions.

Four matching activities where students must join the equations that match the central cloud but also solve the ones that don't match. The four tasks get increasingly difficult. This is designed as a starter, plenary or discussion type exercise where you can pick a particular matching to suit your class. At it's most challenging there are fractions involved.