Three “Crack The Safe” activities on formulae: substituting and two one rearranging (the second one is harder than the first, involving the subject appearing twice). These contain six questions but three possible answers for each question on the rearranging with there being ten possible answers for the six questions on the substitution; this means that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you with the wrong answers offering an opportunity for discussion about what I have done in order to get that solution.

Six "spiders" on probability. The first two are basic, the middle two are two events (independent) and the final two are two events (dependent). Some "legs" answer questions, some legs give the answer and ask for the question. They have been split this way so that you can use different "spiders" with different classes. These should encourage discussion and questions such as "Is that the only answer?" which should demonstrate understanding. Typos corrected.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, gradient, indices and other topics. I will be using these as starters to get students thinking.

Cut out and match shapes with names and their volume formulae.

Super Hero Stores are having a midseason sale but their price label printer is broken. Can you calculate how much each of these items costs?

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.

Erica is struggling with algebraic division, the factor theorem and proof. She needs your help to correct her mistakes before explaining what she's done incorrectly. This is designed to create discussion and embrace the new curriculum that likes getting students to spot mistakes.

Choose the numbers that are either multiples or factors of the number in italics and unjumble the letters to find a football team.

Test your polygon knowledge by completing the QR code then scan it to take you to Jack Black and Elmo discussing octagons on Sesame Street.

Work your way up to 3D Pythagoras and trigonometry…

This (hopefully) covers circle theorems from basic up to one proof questions using circle theorems. There should be enough variety to cover all bases.

Find the lengths of the tunnels using the Sine and Cosine Rules. The students have to decide which to use with the information that they have. An attempt to show a use for the mathematics in a real life sense.

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.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers fractions, decimals, percentages, sequences, probability, expressions (algebra), quadratics, standard form, indices and other topics. I will be using these as starters to get students thinking.

I wrote this for students who aren't that keen on algebra, so have interspersed some relatively easy numerical problems with similar algebraic problems, getting them to write down their thought process to solve them. The ultimate aim is to show the students that the equations are just like the numerical problems.

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.

I was trying to make fairly simple angles problems a little more interesting through the medium of Star Wars for a lower ability class and this is what I came up with. Angles on a line, angles around a point and parallel lines. For those who are Star Wars experts, I've been liberal with a few facts but for a reason.

Six “Crack The Safe” activities where there are more possible answers than questions thus avoiding students guessing or answering by process of elimination. These are designed to be starters or plenaries but obviously the choices is yours. There is a symmetry (both reflective and rotational) activity, plus one each on reflection, rotation, translation and enlargement before a final sheet on mixed transformations (not including enlargement however as this proved problematic in the format!).

This leads students through basic angle facts through parallel lines, polygons and then onto forming and solving equations or writing angles using algebra.

Prevent Hulk from going on the rampage by simplifying the following surds!