I had and could find loads of surface area resources but they weren’t just on cubes and cuboids so I remedied that. The usual terrible joke discovered after doing some maths…

Six spiders on surface area and volume (3 of each) and a final "problems" spider. They are of increasing difficulty, moving from cubes and cuboids to prisms to cones, spheres and pyramids. These are designed to avoid students getting into a rut of performing a mathematical recipe by asking a mixture of finding surface area/volume to working backwards. These usually encourage discussion in class.

Four spiders to complete: two involving two linear equations and two involving a linear and a quadratic. This is designed to create discussion and gives students options on how to solve, either by elimination or substitution. If you are feeling adventurous you could even draw the graphs...

Clive has three homework tasks on perimeter, area and volume, each getting increasingly difficult. As usual his answers are riddled with mistakes and it’s down to you to correct them, explaining where he’s gone wrong. These are intended to encourage discussion between students. I have corrected the error on sheet 2 mentioned in the comments - thank you!

Clive has struggled on his inequalities homework. You need to go through the questions including inequalities on a number line, solving inequalities, listing integers and shading regions and explain to him what he's done wrong. Designed to create discussion.

All triangles and quarilaterals plus a regular polygon slide with 8 statements that students must decide whether they are always, sometimes or never true. This should create discussion. I have said that squares are a type of rectangle, and a rhombus is a type of parallelogram.

Four spiders on sets and two on shading Venn diagrams. Hopefully these will create a little discussion and make students think. A couple of the diagrams now improved.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers fractions, decimals, percentages, sequences, probability, expressions (algebra), quadratics, standard form, indices and other topics. I will be using these as starters to get students thinking.

Another one of these, taking students through the skills required for linear graphs up to and including perpendicular line.

This (hopefully) covers circle theorems from basic up to one proof questions using circle theorems. There should be enough variety to cover all bases.

I was doing some revision with a class and realised that I was yet to do a sheet involving HCF and LCM and everything along those lines. That is now remedied.

This leads students through basic angle facts through parallel lines, polygons and then onto forming and solving equations or writing angles using algebra.

This does what it says on the tin really - find the area and perimeter of the sectors of circles.

From a link on Twitter (thank you @beetlebug1) I put together this as an activity to describe the trends in sales in the music industry. This involves predictions too and should get students to read the pie charts carefully, seeing how statistics are used in a context they are familiar with.

Calculate the upper and lower bounds of the amount of spinach in a can, what each gram of spinach will allow Popeye to lift and various other stuff.

There are two codebreakers, each furnished with a terrible joke. The first deals with positive powers only, the second deals with fractional and negative powers. Designed for a quick homework or plenary.

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.

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 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.

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.