Two codebreakers: one of frequency tables and one with grouped frequency. The usual; you know how these work by now… Typo corrected…

Two codebreakers on factorising quadratics, some of which are a difference of two squares. The usual lame jokes…

Find the inequalities that have created the region and discover a terrible joke; popular with students and easy to mark remotely!

The usual thing: do maths, get cheesy joke. Students seem to like them and you can use them as starters, plenaries or part of a main activity.

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!

I needed something for the lockdown on sets so here it is; the usual cheesy joke having answered some Maths questions on set notation.

This is four sets of four questions on statistics, mainly involving statistical graphs including pictograms, bar charts, pie charts, frequency diagrams, scatter graphs, cumulative frequency, box plots and histograms. They get increasingly more difficult as you work your way through them. The answers are given but elements of each question are missing in each case and students are required to fill in the blanks so that the questions work. This is designed to create discussion and allow students to demonstrate that they can interpret statistical graphs.

Four slides each containing four inequalities questions where students are given the answers but are missing parts of the question; their job is to fill in the blanks. This should allow students to demonstrate their understanding as well as encouraging discussion as some of the blanks could be filled with numerous different values. This involves solving, satisfying (number lines etc), regions etc.

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.

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.

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

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

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

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

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

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

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.

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

Some questions that students have to figure out then find the position on the number line; it spells out an anagram to a terrible joke. This is a slightly different type of codebreaker in looks due to the subject matter but hopefully as effective as the usual ones.

Four slides each with four questions where they have the answer but not all the information in the question. This is designed to get the students to think and demonstrate their understanding by working backwards from answer to question. These have been quite successful for encouraging discussion in class and being an extension task.