One fish pun on percentage multipliers and one on calculations (including percentage change). Useful for online learning or a classroom activity.

Two jokes to find by multiplying matrices and finding multiples of matrices. This is designed for AQA Further Maths GCSE. These should not cause too many problems for students but might be a good opportunity to do some…

Using the fact that Ant-Man shrinks and grows, I produced this calculus resource on rates of change. Two situations regarding Ant-Man's suit: surface area of the suit itself and the volume of the helmet.

Casey is doing the AQA Further Maths Level 2 Certificate course; this is the homework for Chapter 1 involving Pascal’s Triangle, product rule for counting, solving equations (involving fractions) and algebraic percentage relationships. These are designed for students to discuss how to solve the problems given and appraise “Casey” regarding their understanding; I find these to be good at deepening understanding.

Four sections of increasingly difficult circle theorem problems, some where students need to draw the question given some of the solution. Explanations are involved in every question too.

This came from observing a colleague and an idea of making students use their knowledge in a more general way. I have gone from basic angle facts up to circle theorems. I have also (acting on advice) given example reasoning for students to circle on some questions…

Lark Ices and Stannister Dairy differ over metric and imperial measures too. Activities range from converting metric measures to comparing imperial and metric in a battle for ice cream dominance of Easteros!

I had to design something for some visiting Year 6 students so came up with this for a lesson. It is basically how to convert from binary to decimal numbers and vice versa. There is a presentation, a matching activity and a codebreaker to do. Animations sorted (I hope).

Three headings: centre/radius or diagram, workings, equation. There are blanks in some parts of the table which students an fill on, working forwards and backwards.

Estimate where each fraction is given a “marker” fraction. This is designed to get students thinking about the relative sizes of fractions including multiples and “factors” of the fractions. A discussion about how they reached their answer is what I’m planning to do, but you may well have better ideas. Inspired by Professor Smudge (on Twitter: @ProfSmudge) and his blog (decimalicious.blogspot.com)

Clive is having a go at a couple of ratio and proportion tests but making mistakes as per usual; he desperately needs your help to set him straight. These are designed to create discussion in class using common mistakes. There are two tests, the second being more challenging than the first. The first concentrates on ratio whilst the second concentrates on proportion.

This asks students to estimate where a given fraction, decimal or percentage should be within a block; this uses students’ knowledge of the conversion between the three. Inspired by Professor Smudge (Twitter: @ProfSmudge).

Clive is tackling two tests on surds and indices; the second is more challenging than the first. As usual he is making mistakes and needs your students’ help to explain what he has done wrong and show him how he should have completed the questions correctly. These activities are designed to create discussion and develop understanding and model the new style “spot the error” questions that now appear in many exams.

Formula, values, workings and answer columns; stuff is left blank, students fill in the blanks. It does what it says on the tin.

Five columns: data (in order), mean, median, mode, range. Some are blank; work out what the blanks need to be.

Some of the first four terms, the nth term, the term-to-term rule, the 20th term and the 50th term are missing and you have to fill in the blanks (it does what it says on the tin). Should get them thinking…

This does what it says on the tin; some using coordinates, some using sketches, some working forwards, some backwards. Hopefully it will get students thinking carefully about transforming functions.

This looks at basic statistical diagrams: pictograms, bar charts and pie charts. There are four pages, one for each of the above and the final one being the same data represented by all three charts mentioned, but with bits missing on each. For each there are blanks to be filled, plus a question on the data. The idea is to get the students working forwards and backwards, not just getting stuck in a rut of doing the same thing repeatedly.

Ultimately you transform shapes to get the punchline to a lame joke. This involves reflection, rotation and translation. Correct answer sheet now attached.

Answer the questions (including algebraic ones) to reveal the punchline. Ideal for starters, plenaries or a main activity and the students seem to enjoy them.