There are 10 fairly straightforward questions and four possible answers for each; students are expected to work the correct answer then explain how the other three answers are generated. Whilst the correct answer is shown in the presentation I have purposely not suggested how the incorrect answers were generated in order to encourage discussion and experimentation. I intend to use these as starters/plenaries but obviously you can use them (or not, as the case may be) however you like.

This gives students a question and four potential answers; they must choose the correct answer and then explain what the three wrong answers have done incorrectly. Topics include simplifying expressions, expanding brackets, factorising expressions and solving equations with the variable on one side. I have purposely only highlighted the correct answer and not suggested what has been done incorrectly with the other solutions so students (and staff) aren’t tainted by my personal thinking and develop their own. I am hoping this will lead to some great mathematical discussions in the classroom.

The usual stuff; cheesy joke revealed upon answering some questions.

Three cumulative frequency graphs, three questions to answer, one joke to find the punchline of.

Two codebreakers (the first one is slightly easier than the second) where students must identify the equation of a trigonometric function from the graph, resulting in the punchline to a cheesy joke. The scale is as large as I can make it I’m afraid so I apologise that it is small. I used Desmos to draw the functions.

Worded pie chart questions with a terrible joke to unravel; my Year 7s enjoyed it as a starter…

Doing what it says on the tin; terrible joke mandatory. It includes factorising as well as adding and subtracting algebraic fractions.

These are supposed to prevent students using their calculators to do these entirely as they ask for the solution to be in a form that the calculator won’t give exactly. The jokes are predictably cheesy and they get increasingly difficult as you go through them.

This involves negative and fractional indices meaning that calculators are pretty much redundant. The joke made my class groan…

Three codebreakers on relatively straightforward statistical graphs/charts. The jokes are the usual lame stuff but might raise a smirk, you never know. Two are on bar charts and one on pie charts and none will take long but I am planning to use them as starters/plenaries. Errors corrected on the “Bar Charts and Averages” one.

Wordy proportion problems - read carefully!

I needed something for a bar chart and pie chart consolidation lesson and thought of this in the car; Barbara likes bar charts, Piers likes pie charts (the puns are clearly intended). There are two bar charts to convert to pie charts and two pie charts to convert to bars.

I just wanted something that covers bar graph; this covers “normal”, comparative and composite bar graphs and is designed, in two cases at least, to create discussion.

This set of two worksheets is designed to force students to show their workings and not use a calculator when simplifying surds. There are straightforward simplifying, expanding brackets and rationalising the denominator with space to write working etc.

This leads students through graphing trigonometric functions, transforming f(x) and transforming a trigonometric function. The graphs are as big as I can make them in the format given so sorry if they are a bit small. I used Desmos for the graphs if you are interested (it’s brilliant!).

Taking students all the way from pictograms, through bar charts, pie charts, stem-and-leaf, scatter graphs, frequency diagrams, cumulative frequency, box plots and histograms. The graphs are as large as I can make them and should be ok if copied on to A4.

Working its way up from symmetry to negative and fractional scale factor enlargements; the diagrams are as big as I can make them in the format so sorry if they are a bit small.

This takes students through the basics of rounding (hundreds, units, dp, sf etc)through to estimation and bounds, including bounds calculations.

This takes students from simplifying expression, through factorising and up to algebraic fractions.

I was doing some revision with a class and realised that I was yet to do a sheet involving HCF and LCM and everything along those lines. That is now remedied.