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.

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

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.

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

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?

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

Work your way up to 3D Pythagoras and trigonometry…

The usual answer the questions then reveal the fish joke. These have always been popular in my classroom, as well as working well online. I know some people have used these as homework tasks too. The benefit of these types of resources is that students will see that it is spelling out words and therefore know they are fine allowing the teacher to help those who need it.

Shade the appropriate areas of the Venn diagrams given the sets listed to reveal the punchline to a joke.

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.

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.

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.

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.

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

Erica has recently had a homework on exponentials and logarithms (including natural logarithms) and is really srtuggling. Can you help her by correcting her answers and explaining her mistakes? Designed to encourage discussion and the ability to check work carefully, as the new A level course seems to like.

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!).

Three of the characters are flying around Europe and need your help with the equations of the lines for their route. There are three (all on the same sheet) that get increasingly difficult. Depending on the confidence in this topic topic, start them where you see fit.

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

Erica is tackling equations of circles but is, as usual, making errors. Can you help Erica correct the errors and explain what she has done incorrectly. designed to get students to check work carefully and discuss what has gone wrong.