These are all available for free individually but if you don't have the time then this is for you. Clive makes common mistakes, mistakes you'll have seen in class. Your students need to find the mistakes, correct them and explain where Clive has gone wrong so that he doesn't do the same thing again. These activities are designed to create discussion in class and can be used to assess understanding.

These are all available for free individually but if you don’t have the time then this is for you. Clive makes common mistakes, mistakes you’ll have seen in class. Your students need to find the mistakes, correct them and explain where Clive has gone wrong so that he doesn’t do the same thing again. These activities are designed to create discussion in class and can be used to assess understanding.

Erica's got yet more homework that she's struggling with, this time on modulus inequalities, sketching functions, finding inverses and composite functions. As usual she needs someone to explain what's gone wrong and correct her work. Designed to create discussion between students and between teachers and students.

Erica is struggling when she has negative and fractional indices to expand using the binomial expansion. Can your class help her out and explain what she's done wrong please? Designed to demonstrate deep understanding and to encourage discussion in class.

Clive is getting confused with fractions, fraction of an amount, adding, subtracting, multiplying and dividing. This designed to get students to explain their reasoning and should encourage discussion.

Clive is having issues with percentages, including "of a number", percentage change, repeated change and reverse percentages. Please help Clive correct his work and explain what he's done wrong. Designed to create discussion and allow students to demonstrate their thinking/understanding.

Erica is struggling with trigonometric functions this time. these questions invlolve sec, cosec and cot and Erica is struggling. Can your class help explain where she has gone wrong. This allows students to demonstrate understanding and discuss their thinking.

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.

Erica is struggling with double angle formulae, compound angle formulae - the works"! Can you help her sort out her homework and explain what is going on? Designed to encourage discussion.

Erica’s having a complete stinker with this particularly long homework. She desperately needs help from your students to correct the homework and explain what she needs to do. This is designed for students to demonstrate understanding.

Erica is struggling with integrating e^x, is getting confused between integrating 1/(x) and 1/(x^2) and basic trigonometric integration. Can someone help her out? This is designed to help students discussion and prove their understanding.

Erica is struggling with 3D vectors here, including unit vectors, magnitudes and areas of triangles. Designed for the new A level syllabus it doesn't get as "difficult" as they did in Core 4 but this should allow students to demonstrate their understanding.

Erica is struggling with integrating partial fractions and integrating by parts. Can somebody help her sort it all out? There are only two questions to sort out but they are long ones! This should give students the chance to demonstrate their understanding.

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...

Erica's got another integration homework, this one involving the chain rule in reverse and integration by substitution. Predictably she is struggling and needs your help. This offers students the opportunity to demonstrate their understanding, dicussing the best way to solve a problem.

Six maths "spiders" designed to test whether students can substitute in to formulae correctly. The spiders get increasingly difficult and are designed so that they have to think and possibly discuss their answers rather get on a "substitution treadmill". I know people use these for starters/plenaries and I have used them as tasks in lessons.

Erica is struggling with differential equations and regions bounded by two curves. Seriously, she needs some help so please get your students to explain what she has done and correct her homework. This gives students the opportunity to demostrate their understanding.

Four maths "spiders" of increasing difficulty designed to make students think a littel. Tne first two allow students to invent their own original expressions which should lead to good discussion in class where students demonstrate the depth of their understanding. This does get on to expanding brackets and simplifying.

This is designed as a starter/plenary and should encourage discussion in the room. It works through from basic simplifying to add/subtracting to simplifying with quadratics as the numerator and denominator. There are 8 in total.

I needed something for students to plot quadratic, cubic and reciprocal functions on that wouldn't mean that half the lesson is taken up with drawing axes. I added exponential functions at the end as an extension. It literally does what it says on the tin stopping short of circles, and hopefully some might be able to draw conclusions from the positions of the functions.