Two more rounding-based tasks; answers are on the sheet but more than the number to questions to make guessing less easy but also allow those who have the confidence to continue without the need to ask the teacher to check, allowing the teacher to help those who actually require it. The truncation sheet also contains error intervals.

There are 6 sheets here covering finding the next term in a sequence, using the nth term, finding the nth term (arithmetic and quadratic), summing arithmetic and geometric sequences. These all contain the answers but there are more answers than questions to discourage guessing. this style of sheet has worked well both online and in classrooms in my experience and means that teacher can help those who require it whilst others get on, checking that their answers are on the sheet.

A music joke, hence the name (a suggestion from a very keen musician that I teach). Answer the questions involving metric measures and reveal the joke; popular in both online and real-time lessons.

Answer the probability questions, link them to the probability scale and unjumble the punchline to a fish-related joke. These have worked really well in online lessons, but also work well in in-person lessons, despite the groans regarding the jokes…

Another music-based joke to work out; this involves percentage of a number, percentage change and reverse percentages. Popular in class and online; the music concept from a student I teach!

This is a whole set of lessons based around Maths in the real world: currency conversion, deals in shops, sales, tax, misleading statistics, ratio and proportion (recipes) etc. Each section has separate resources. I have put everything into one PowerPoint (“Whole”) but also uploaded them separately in case people want them individually. It is not supposed to get in to fine detail but just open student eyes to Maths that appears in day-to-day life just a little.

There are four sheets that each tackle a different skill using functions: substitution, inverse, domain/range, composite. The answers appear on the sheet so that confident students can self-check and not bother the teacher too much, whilst said teacher (presumably you) helps those who require it. These have worked well both in class and during online lessons.

Indefinite integrals using the skills learned in Year 1 of the Edexcel A Level course that reveal a lame joke. These are a nice break from ploughing through a text book!

The usual thing: answer the questions, reveal the cheesy joke. I use these as starters, plenaries and main tasks; you can use them (or not as the case may be) however you like… but students do seem to like them (if the volume of groans at the jokes is anything to go by).

Six questions, ten answer options. The questions are all based around similar shapes. These are good for students to just get on with as the answers appear on the sheet.

A bunch of codebreakers (30 I think, with answers) on various topics, including Venn diagrams (probability), set notation, vectors (including calculations), turning points of quadratics (completing the square), transformations, truncation/error intervals, sale prices, properties of number, circle theorems, product rule for counting, identities, midpoints, domain/range of functions, currency conversion, density, capture/recapture. These are good for any stage of a lesson or homework and are easy to mark as they should spell out the punchline to a joke. All these codebreakers are available individually for free.

Four slides each with five questions on answered either correctly or incorrectly; students must decide whether each given answer is correct or incorrect then explain why. These work nicely as a reasoning activity at the end of a lesson or topic in my experience but use them how you like (or don’t).

This resource uses tables when expanding and factorising but you can edit if you want to do something else. Essentially this leads students through forwards and backwards through expanding and factorising two brackets, and should lead to discussion. There is an extension where a is not 1.

Yet another one of these; answer the questions, figure out the anagram, laugh a very tiny bit (or groan)… students seem to like them.

Lionel is pretty good at Maths but won’t show any workings; he therefore loses marks in tests and assessments. Can your classes show Lionel how to achieve full marks?

Hazel shows no workings, Mabel makes errors. Each gets marks (or not as the case may be) for questions but Mabel gets more even when Hazel is correct. This idea was from a colleague who wanted to emphasise the importance of showing a clear method and the potential to get more marks even with an incorrect answer. The intention is to get students to discuss where marks are gained and where they are lost as well as them correcting Mabel.

Two sets of questions (one on calculating a side, one on calculating an angle) using the cosine rule, allowing students to place measurements in the formula and work backwards from formula to diagram. This is intended for use when introducing the formula to students but you know your students better than me so use it (or don’t) however you like.

Lionel is a great mathematician but won’t write any workings. He keeps losing marks as a result. Can you give full solutions so that Lionel understands how he can achieve full marks?

Lionel doesn’t do workings; he loses most of the marks on a question which requires workings therefore. Can your students help him with inequalities, forming quadratics, equations and expanding brackets?

Lionel’s pretty good at Maths but shows no workings whatsoever; this means he gets very few marks even though he gets stuff correct or partly correct. Students need to show Lionel how to write a full solution so he can maximise his marks. The whole point of this is to get students discussing the steps to a successful solution. This involves forming and solving equations, substitution and algebraic fractions amongst other things.