Eight quadratic functions to complete the square (including one where the coefficient of "x squared" is not 1) for students to do then plot the graphs. The aim is for them to spot how completing the square informs transformations of functions.

Erica got another homework to fine tune her differentiation skills regarding implicit functions, chain rule and second derivatives. Predictably it is not going entirely to plan. Can your students help Erica correct her mistakes and explain what she's done incorrectly. Designed for students to display understanding and cause discussion.

This is aimed to cover as many aspects of fractions as possible: equivalence, of an amount, adding/subtracting, multiplying dividing but in a fashion so that they have to think about it rather than just have hundreds of questions doing essentially the same thing.

Erica is struggling whilst differentiating trigonometric functions, using the product, chain and quotient rules and parametric equations. She is desperate - please help her! Designed for students to demonstrate understanding and to encourage discussion.

Erica's teacher thought she needed more practice on the binomial expansion with negative and fractional indices, including estimating a root using an expansion. She has, as ever, got it all wrong so needs your help. Designed to help students prove their understanding.

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 getting a bit lost on arithmetic and geometric sequences and series. Could you please help her sort out her homework? Her errors will need explaining so that they aren't made again. A task designed to encourage discussion.

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 tackles partial fractions, algebraic long division and simplifying algebraic fractions in this homework. This goes predicatably wrong and she requires your help to correct and explain what she’s done incorrectly. This should create discussion regarding different methods.

The usual story - these cover various topics under the "Number" umbrella. Students answer the questions to reveal the punchline to a joke. Ideal for starters and plenaries in my opinion, but use them as you wish.

Erica makes mistakes; lots of mistakes. You have her homework on every topic covered in the first year of her A level mathematics course where she consistently makes mistakes. Your job, or more accurately, the students in your classes’ job is to correct Erica’s errors and explain where she’s gone wrong so that she doesn’t make the same mistakes again. These have gone down well in my classes and really encourage discussion about the mathematics and should embed a deeper understanding.

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.

All sorts of calculus issues for Erica here! She really needs your (your class') help to correct her work and explain where she's gone wrong. There are common mistakes here for student to find and discuss in class.

Erica has started calculus but is struggling yet again. Please help correct her work and explain what she has done wrong in each case. Designed to promote discussion in the classroom.

Vector notation this time for Erica, and the usual issues have arisen. as with all the others, can you check Erica's homework for errors, correct and explain what she did wrong. Designed for discussion etc.

Erica's struggling again - please help her sort out her misunderstandings. This is, like all the others, design to create discussion and tap in to the new curriculum and question style.

Erica has a homework involving the sine and cosine rules as well as trigonometric functions. She thinks she's made mistakes; your students' task is to help Erica spot and correct the mistakes, explaining what she has mixed up. Designed to cover the new A level course and encourage discussion.

Erica is struggling with the binomial expansion; can you (and your class) help Erica correct the answers she has arrived at and explain to her what she has done incorrectly. This is designed to create discussion and help students become familiar with new style questions. Actual thing now linked - sorry!

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.

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.