Erica has straight line graphs homework but her answers don't agree with the answers given. Can you explain to her where she has gone wrong as well as correct her homework? This should lead to a discussion between students over common mistakes and misconceptions. My error (oh, the irony) is now corrected.

Erica has homework again but is getting a little confused. She needs your help to explain where she has got confused and to correct what she's done. These questions contain common mistakes and should lead to discussion in class between students.

Erica is struggling a little again and needs your help to correct what she's done and then tell her what she has done wrong. This allows students to discuss what they would do and check through solutions carefully.

Erica has made some silly mistakes on her quadratics homework, involving factorising, solving , completing the square, functions and the discriminant. Your students' task is to find the errors, correct them and explain what Erica has done incorrectly. This should generate discussion in class.

Erica is taking A level mathematics but is making silly errors in her homework. Can your students spot and correct the errors, explaining what Erica has done wrong. These are designed to create discussion and reinforce understanding of the topics. This is thefirst A level version of "Clumsy Clive" which covers the GCSE curriculum.

These are all available for free individually but if you want them without searching then this is for you. The activities are designed to create discussion in class and make the students think as well as getting them to set out a solution clearly and logically. Each file has numerous "explosions" to complete.

These are all available for free individually but if you want them without searching then this is for you. The activities are designed to create discussion in class and make the students think. Each file has a minimum of 4 spiders to complete.

These are all available for free individually but if you want them without searching then this is for you. The activities are designed to create discussion in class and make the students think. Each file has a minimum of 4 spiders to complete.

Surds practice from basic simplifying to expanding brackets to rationalising denominators. This encourages workings and the students to work backwards (what's the question given this answer?) so should also encourage discussion in class.

This covers adding and subtracting vectors and multiples of vectors before moving on to describing journeys using vectors. This is essentially a load of questions on vectors but they should encourage discussion in class. Typo corrected

Practice on the function notation (new to GCSE!) involving substituting into a function and finding the value of x given what f(x) equals. This also involves composite functions. This should hopefully encourage your class to talk about their answers and understanding of the topic. Now includes an extra "find the inverse" slide!

Another set of four "spiders" to encourage discussion regarding shapes. It starts with naming polygons, moves on to triangles, quarilaterals and finally 3D shapes.

Four "spiders" to practise bounds. Starting simple, moving on to rounding to the nearest centimetre then significant figures. This does nothing special but will hopefully make students think and encourage discussion about bounds.

This aims, through four separate, increasingly difficult sheets, to give students a chance to show that they can share in a given ratio as well as simplify ratios. I have used different units and specified units to be used in most cases meaning that students must convert. Hopefully this will allow students to demonstrate their understanding of the topic and will encourage discussion.

This activity is designed to be either a quick starter/plenary or a part of a lesson activity. It aims to encourage students to explain their geometric reasoning regarding angles properties including circle theorems. This should lead to discussion as there are some questions where the answer can be achieved in more than one way.

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.

This is designed as a starter, plenary or a discussion exercise. There are four "explosions" to work through and I have given you the choice of the students working out the shapes from the properties or finding the properties given the shape. This moves from triangles and quadrilaterals to polygons to 3D shapes. Some shapes have the same property so link to the same cloud. This has been designed to check understanding and to give some the opportunity to expand on properties. I have not included all properties of all shapes to naturally generate discussion and differentiation.

These are all available for free individually but if you don’t have the time then this is for you. Clive makes common mistakes, mistakes you’ll have seen in class. Your students need to find the mistakes, correct them and explain where Clive has gone wrong so that he doesn’t do the same thing again. These activities are designed to create discussion in class and can be used to assess understanding.

These are all available for free individually but if you don't have the time then this is for you. Clive makes common mistakes, mistakes you'll have seen in class. Your students need to find the mistakes, correct them and explain where Clive has gone wrong so that he doesn't do the same thing again. These activities are designed to create discussion in class and can be used to assess understanding.

These are terrible cheese jokes discovered by answering maths questions. There are 15 more if you like these. The students like the challenge of finding the punchline in my experience.