This is nothing fancy whatsoever, just 5 sets of data to calculate the mean, median, mode and range from. There are two context questions and finally one frequency table to calculate averages from.

Based on the format of the BBC game show “Impossible”, there are 12 questions with 3 potential answers: one is correct, one could be correct in another context and one is impossible. These are designed to create discussion and debate in class, possibly leading on to other mathematics. I have left a template slide at the end so you can write your own if you wish.

Use the graph showing 5 hours in the life of a shark to answer the questions and reveal a (pretty terrible) punchline to a joke. These work in class or online and essentially mark themselves as they spell out the answer so students can be reasonably independent with it.

Designed for AQA Further Maths Level 2 Certificate course (the style of questions in particular) but could be used at A level too. Answer the questions, reveal the (really rather good, even if I do say so myself) joke.

Answer the questions, reveal the punchline; this old chestnut once again! It includes ascending and descending sequences.

The usual thing: answer the questions, reveal the punchline. This gives inequalities and asks students to find the representation on the number lines. The letters are jumbled up to stop them guessing the answer.

Ten questions, each answers by four “students” but only one has got the answer correct; your class’ task is to work out where the other three went wrong. This is designed to be done as a starter or plenary and to create mathematical discussion but you can use them however you like obviously.

Find the areas of some parallelograms, trapeziums, compound shapes and circles as well as working backwards to calculate a dimension to discover a really lame fish pun/joke (a generous description in this case). Ideal for class task, online task or a homework.

Three diagrams and ten statements or angles that students need to state whether they are true or false. This could lead to nice discussions in class or in live online lessons.

Scrat is the sabre-toothed squirrel in the Ice Age films. Watch the video and answer the questions on areas of circles and units of measurement. This is designed as either a starter or plenary. Video (http://www.youtube.com/watch?v=etKCHLgW_o0) now on the powerpoint.

The usual: “do the thing, reveal the punchline to cheesy joke”. Students seem to like them (and some of my classes rate the jokes in their books).

This is designed to prevent students from being entirely reliant on their calculators, although there are some where a calculator can be used. It’s the usual stuff: answer the questions and reveal a fish/sea creature-related joke. Useful in class, online or as a homework.

This (hopefully) shows how your skills at factorising and solving quadratics can enable you to solve other non-linear equations. Initially students must solve three straightforward quadratic equations, then look at a number of other equations that are linked to them, using their initial answers to help solve the more complex equations. This moves on to solving more complex equations. This could be a bridging resource between GCSE and A Level as it involves trigonometric and exponential equations.

The usual: answer the questions to reveal the punchline to the joke. Can be used in starters, plenaries, main tasks and homeworks!

I was really struggling for a symmetry homework so I wrote this involving line and rotational symmetry, plus a QR code that links to a video that I found on YouTube in case the students get stuck. Nothing flashy just 3 questions.

This is an attempt to make rearranging equations accessible in real-life.

Find the equations of the asymptotes that the players hit ball along. As a freelance baseball mathematician you need to tell their opponents where not to place fielders.

Given one coordinate, can students come up with a second coordinate so that the line between the two meets certain criteria? This is an activity designed to create discussion, covering gradient and equations of lines. Extension should be pretty easy, allowing students to generate equations of lines etc. I have left a slide template so that you can create your own if you wish.

This is designed to get students thinking rather than getting in to a rut with this. There are columns for questions, factorising, a sketch of the curve and the solution; some are missing in each case.

This covers reflections, rotations, translations and enlargements (negative and fractional scale factors) and combinations. Some they have to describe, some they have to draw.