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.

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.

There are 8 slides involving 5 questions on each. Answers are given for each question but students must decide whether those answers are correct. There are also “answer slides” but no explanation intentionally because this should invite discussion. The slides move through Pythagoras, trigonometry in right-angled triangles, whether the triangle is right-angled or not, exact trigonometric values, trigonometry in non-right-angled triangles including some worded problems. As I said before, the whole point of these is to create discussion points in class. Hyperlinks now work; sorry for neglecting this initially!

There are 8 sets of five questions that have been answered either correctly or incorrectly, the students have to decide which. These are designed to create discussion in classrooms and include one-step, two-step, brackets, variables on both sides, equations involving fractions, simultaneous equations (linear only) and quadratic equations (both factorised and non-factorised). Hopefully there should be something for all levels up to GCSE.

Seven sets of five questions and solutions, some of which are correct and some of which are not, the students decide and explain how they have come to their decision. There are slides on simplifying expressions, substitution, expanding and factorising expressions including quadratics, rearranging formulae and algebraic fractions. These are designed to create discussion in class. Hyperlinks now working!

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!

This is a 220+ slide PowerPoint with notes, diagrams, examples and questions based around the entire Edexcel A Level Applied course. It is obviously fully editable.

Twenty-five of the usual stuff (answer the questions, get a terrible joke), written between the dates in the title and covering topics that needed more codebreakers (in my opinion) or pushing a little further. There are plenty of statistical graph ones (box plots, pie charts, bar charts) plus simplifying expressions, surds (partially simplified to avoid calculator use), compound measures, including distance and speed-time graphs amongst other things. Each one comes with answers. Each of these has been uploaded for free as they have been written, so they are yours for free if you want them.

The usual stuff: answer the questions, find the punchline to a lame joke. This involves one speed-time graph and questions on acceleration and distance (area under the graph).

Two distance-time graphs to interpret and find the punchline to a terrible joke; the usual malarky…

I have three more of these (obviously) but not one where one must multiply/divide algebraic fractions so I thought I’d write one. The usual terrible joke for students to find.

Another poor joke with the punchline found via domains of functions.

Ten questions, each answers by four “students” but only one has got the answer correct; your class’ task is to work out where the other three went wrong. This is designed to be done as a starter or plenary and to create mathematical discussion but you can use them however you like obviously.

Ten questions, each answered by four people. One of them has got the answer correct, the other three have got it wrong. Students find who got the answer correct then try to figure out what the others did wrong. This should lead to some nice discussion as either a starter or plenary, but you can clearly use it however you like.

Three more of the usual stuff; a load of questions that lead to the punchline of a lame joke. Number 1 was done ages ago (when I was doing film titles; yes, that long), in case you were wondering.

This PowerPoint and three codebreakers takes students through bases; this should help students understand why we carry/borrow when calculating mentally.

We put on a Stem Day for Year 6 students and decided to do binary as the topic for a 45 minute session. This takes students through converting between binary and decimal numbers, including a couple of codebreakers (we produced a Stem leaflet for them to take away). The PowerPoint moves on to adding and subtracting in binary if you need it. It went well and was delivered by a range of people so if it’s useful to you… There’s even a bonus codebreaker on adding and subtracting in binary.

I needed something for a lesson on this and drew a blank so created this. It involves converting metres/second to kilometres/hour and vice versa, but also asks two questions converting imperial units to metric with approximate conversions given. It’s the usual format of “find the punchline to a terrible joke”.

I spotted a gap and have hopefully filled it. The usual “answer the questions to get the punchline” stuff involving conversion between metric units of length, area and volume.