These are an attempt to break from the monotony of past papers in the run up to exam season. I have taken 2 questions from past papers and put them on one sheet; I will photocopy onto A3 for students to have a go in groups and discuss. The aims/rules etc are all listed if you wish to follow them and hopefully they all make sense. I have also provided answers.

The aim of this is as a starter or plenary but could be used as a class activity. This activity is designed to get students thinking and discussing properties of number. The aim is to allow students to show what they do/don't know and understand. I have two versions: one where students find the number given the properties and vice versa which I suspect will create more discussion. There will be extra properties I've left out on purpose. There is a blank to make up your own too.

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 takes students through six matching activities, three on finding sides and three on finding angles. Designed to create discussion and to be used as a starter/plenary but use how you wish if you choose to download it.

Six matchings involving set notation and shading Venn diagrams. Hopefully these will encourage discussion in the classroom and they are designed as starters or plenaries where students, since most of the answers are there, are encouraged to try harder problems than they might normally do.

One of my Year 10s suggested doing something to do with ice cream cones, so here it is. A functional/real life question involving sectors of circles in a logo design and whether the design is affordable. Involves perimeter and area of sectors.

Charles Xavier has asked Wolverine to run an angles course this term but Wolverine's angle knowledge is a little rusty. Can you answer the questions and explain to Wolverine which angle property you've used? Contains the following: on a line, around a point, in a triangle, in a quadrilateral, parallel lines

The 1D boys are describing what it's like to be a pop star but using all the wrong units of measurement; the measurements are correct, but the units need converting. This is an attempt to make metric conversions a bit of fun. I have produced two powerpoints depending on the ability of your class: 1. highlighted to make the units stand out; 2. not highlighted.

Calculate the distance the beams of light must travel in my warehouyse and the angle they make with the ground. This was just an activity to finish off this topic. There is an extension too.

Describe and complete the transformations for the following potraits from the cast of Toy Story.

Colour in question number if it's even, leave blank if it&'s odd - the usual caper. It covers rectangles up to circles with parallelograms and trapeziums in between. Links to Then Jericho&';s timeless classic 'Big Area' on YouTube.

Match the questions with the correct answers regarding simplifying indices.

I came up with the title on the sheet first and then built some maths problems around them. The grades for each are only to give an idea to the students, but hopefully it will get them thinking functionally.

Designed to help students become comfortable with algebra, this also covers inequalities including one "explosion" involving two inequality signs. Discussions could be had over simplifying and different ways to write them.

I've decided to do some maths stuff based upon US crime drama shows and this is the first based on differentiation, covering differentiation (including negative indices), gradients at certain points, turning points (maximum and minimum) and finally increasing/decreasing functions at certain points. The worksheets aren't massively necessary as it's been designed to work from the powerpoint but they are there to give you the option.

The usual stuff, solve the problems to discover the punchline to the joke. I use for a starter or plenary or occasionally a homework.

This goes from basic multiplying and dividing by 10,100,1000 to powers to decimals. The now expected lame joke to discover. Designed to use for starter, plenary, discussion or quick homework.

This uses term-to-term rules to get students to generate sequences then moves onto finding position-to-term rules and possibly nth terms if appropriate (with the sequences paired to an extent).

This is designed as a lead into equations of lines and links to previous work on function machines/sequences. Five sets of co-ordinates to find the relationship between x and y plus to fill in some blanks.

Three “Crack The Safe” activities on inequalities: on each on using a number line/integers that satisfy, solving and regions. These are designed for students to be able to self-check what they are doing as there are answer options available to them meaning that if their answer isn’t an option they have to go back and check. They also lead to nice discussions about how the incorrect answers were achieved, but ultimately these allow the teacher help those who require it whilst the others get on with some practice. I tend to use these as starters or plenaries but do use them as part of a main task.