Eight slides each containing five problems that have been either answered correctly or incorrectly; the students’ job is to find out which and why. These are designed to create discussion and use common errors in some solutions. Covered here are simplifying indices and surds, rationalising the denomination, expanding brackets with surds and fractional/negative indices and more.

Five slides each containing five questions answered either correctly or incorrectly; students decide which and explain why they have decided the way they have. This contains inequalities on number lines, satisfying inequalities, solving, regions and quadratic inequalities. These are designed to create discussion in the classroom.

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!

These are standard pyramids that lead to the punchline for a cheesy joke which should hopefully make them a little more desirable, but you never know. Typo corrected!

This is a set of eight slides, each with five questions and answers; the students must work out whether the answers given are correct. There is also, with each set of questions, confirmation of whether each answer is correct or not but no method done on purpose allowing student to demonstrate their understanding. These are designed to create discussion in class and I have found that asking students what mistake has been made offers an extra challenge.

As ever, do the maths, get a punchline to a joke.

The usual: answer the questions on the cumulative frequency graphs, discover the punchline.

Read the box plots carefully and discover the punchline to a cheesy gag… Errors corrected…

One on a basic histogram and another using frequency polygons; the usual terrible jokes are revealed.

One tree diagram, numerous questions to figure out a cheesy joke. This involves counters and replacement.

There are twelve transformations here, all of which have more than one solution; this asks students to find as many solutions that work, including reflections, translations, rotations and enlargements with negative scale factors. I did this with a class and offered rewards for any solutions I hadn’t listed which seemed to motivate them even more! Solutions are on a separate slide to enable printing.

This has been half-complete for a while but I am looking for some more reasoning resources so decided to finish it. This involves the usual angles issues (on a line, around a point etc) as well as polygons and a slide of circle theorems.

Four slides of four questions where you are given the answer but the question is missing some important information. Students must work out what information would work there; some have just one answer, some have many answers. This is designed for students to demonstrate their understanding and to create discussion.

Two worksheets, each with four questions. The first revolves around drawing the graphs given the data, the second revolves around interpreting.

Enlarge the shapes, form the punchline to a terrible joke. This involves negative and fractional scale factors where it’s possible.

A really lame joke this time, but that will surprise few. How many unique outcomes are there in each situation?

Interpret a couple of scatter graphs and get a properly cheesy joke…

Students are give the answers but there are parts missing in the question; students must decide what should go in the blanks. This should cater for all ages and abilities at secondary (and some primary) and lead to discussion in classrooms. There are four slides of four questions and suggested values/expressions.

Four slides each containing four questions with parts missing but an answer to reach meaning that students have to demonstrate their understanding by filling in the blanks. This is designed to create discussion.

The usual answering of maths questions reveals the punchline; my classes like these and in this time of remote learning they are easy to mark! This involves set notation with three sets in some questions. Mistake on the last question now corrected!