Your mission is to diffuse a bomb, but as the video explains Ludwig has left clues to the code required. Answer the questions, find the average of your answers in each section to decipher the code. In all honesty you don't need to show the 30 second video, but my classes like confirmation of my stupidity every now and then, so the video exists as a result. It is designed for lower ability students.

Celebrity cracker eating - order the fractions to see who wins each heat and the series. Increasing difficulty of common denominator.

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.

Various probability problems that help you defuse the infamous terrorist The Mathematician’s bomb. All self-explanatory and useful for a plenary or ‘Prove it’ activity.

Hulk gets angry when he can’t spend time alone with y. Help Hulk rearrange the formulae so that can be the subject of his attention. I&'d like to thank the person who was brave enough to give me one star but not brave enough to tell me why so that I can try to rectify it.

Does what it says on the tin frankly.

Paying homage to the 24th outing for Britain's favourite special agent, here is Spectre Vectors. It includes resultant vectors, magnitudes of vectors and describing in terms of a and b. My GCSE class liked it anyway!

I've been dying to use this pair from Disney&'s Brother Bear movie. Can you use the speed of sound to calculate how far away the nearest mountain is? Designed as a starter.

Clive is having more issues, this time with decimals, and a little bit of fractions and percentages. This involves ordering, adding, multiplying, dividing and recurring decimals. Clive needs someone to explain what he’s got wrong. This should encourage students to demonstrate their understanding.

I came up with the title on the sheet first and then built some maths problems around them. The grades for each are only to give an idea to the students, but hopefully it will get them thinking functionally.

Another “Crack The Safe” activity but on congruence and similarity this time. This enables students to self-check answers as their answer needs to appear in the options. It should generate a bit of discussion too, but the intention for me is to use these as starters or plenaries. Amended question 2.

Four sets of four probability problems where parts of the question are missing but you have the answer. This is designed to get students thinking more deeply about topics and some questions allow for various answers which leads to differentiation as students can be asked to give the possible range of answers. This should lead to discussion in class.

I’ve no idea where I got these (if they were yours then message me and I will give credit as it’s certainly due) but I only had a paper copy so I have typed them up because I use them every year. They do exactly what they say on the tin. I have added my own one with slightly harder shapes entitled Cake Joke, but it’s the same thing (error corrected).

It's always a challenge to make constructions interesting and seem relevent so I came up with this. Not sure it&'s hugely more engaging but it&';s something!

Cut out and play activities with blanks so that the students can make up their own questions.

Read this piece of news item from the BBC Sport website, then answer the questions, mainly about percentage change.

Estimate how much money I have left and whether I can make the return train journey on my shopping trip to London.

This is just a set of relatively simple transformation questions both on Powerpoint and worksheet. It is split into 5 parts: reflection, rotation, translation and two sets of mixed questions. I have written it with Year 7 or 8 but they could be used for foundation GCSE too.

Four matching activities where students can create formulae - they get progressively more difficult. These could be ideal for starters or plenaries and should encourage some discussion. Typos corrected...

Just the three "spiders" on bearings, of increasing difficulty. The final spider asks students if they can write the question based upon the information given which may lead to a nice discussion in class.