The mandatory terrible joke revealed by finding some partial fractions. Sheet 2 involves the cover up rule and both involve fractional as well as negative numerators.

Starts easy and gets harder but essentially does what it says on the tin. A challenge for GCSE, a starter for A Level. There may be more hence the "1".

This is a twist on revision notes. I have written some notes and given examples but there are mistakes that the students have to correct. They must therefore read the notes very carefully and a partner must check their work. The idea is derived from an idea born from a discussion on Twitter (if you're not on Twitter, seriously think about it). I have split the notes up into two bits but I have included the whole thing so that you can chop them up your own way, or change stuff if you want. It&'s a bit of an experiment and we&';ll see how it goes!

Three worksheets going from writing in standard form, converting from standard form and calculating in standard form.

This does what it says on the tin really - find the area and perimeter of the sectors of circles.

Calculate the upper and lower bounds of the amount of spinach in a can, what each gram of spinach will allow Popeye to lift and various other stuff.

Plot the journey described on the axes, calculate the sped of each part of the journey and answer the questions.

From a link on Twitter (thank you @beetlebug1) I put together this as an activity to describe the trends in sales in the music industry. This involves predictions too and should get students to read the pie charts carefully, seeing how statistics are used in a context they are familiar with.

Very short but a Tim Vine one-liner as the prize!

KS2 / KS3 Maths. This is simple rotation and writing coherent instructions using Pacman as a model. It is designed to be an introduction to rotation and transformations.

Real-life problems involving direct and inverse proportion showing students that they don't have to be a mthematical whizz in order to understand the topic.

Get Santa etc to the dining table and the presents under the tree by describing which line they have to travel upon.

A student asked me in a lesson today 'Who is ever going to use this in real life?'. So I did this as an example. Students choose on which 2 of 5 roads should speed cameras be installed and explain why they made their choice.

Clive's made mistakes on his homework again. This time it is on expanding two brackets and factorising quadratics. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

This uses term-to-term rules to get students to generate sequences then moves onto finding position-to-term rules and possibly nth terms if appropriate (with the sequences paired to an extent).

I am about to tackle rearranging formulae (a topic so many find difficult) with my Year 10 class so came up with this in an attempt to make them more comfortable with playing with algebra; it should also encourage discussion about different ways of doing it.

Increasingly difficult questions from D grade up to A grade and with a 'Red, Amber, Green' table to fill in their progress. I've said that it can be used at KS3 as well, because I reckon that they will figure out the tougher stuff. (One mistake now corrected.)

Using Stage 8 of the 2013 Tour de France, a stage won by Chris Froome, can you use his timings (as accurate as I could get from the official Tour website) to answer the questions. It’s basically speed calculations. There are links to the website and a video ‘hook’ at the beginning.

No power and therefore no access to phones (battery's run out) so estimating in your head it is then! Four fairly simple calculations (I've called the final one a challenge as it involves more steps) that could lead to further discussion, something I have added/given the option to people in after the answers are revealed in the powerpoint. You can either do straight from the powerpoint or from the worksheet (saving the planet option available therefore).

Clive has three homework tasks on perimeter, area and volume, each getting increasingly difficult. As usual his answers are riddled with mistakes and it’s down to you to correct them, explaining where he’s gone wrong. These are intended to encourage discussion between students. I have corrected the error on sheet 2 mentioned in the comments - thank you!