Lionel loses marks because he doesn’t write full solutions. The students in your class need to show Lionel how he could get full marks. This is designed to get students talking about solutions and contains solving equations, equations of lines, indices and factorising (difference of two squares).

Named after the Level 42 hit from 1985 (I bought it at the time). This (hopefully) asks questions using algebraic expressions in different contexts. There are four slides, each with four problems of increasing difficulty; one involving number, two involving geometry and one on data. I intend to use these as starters but that choice is obviously yours for your classroom.

Just two questions on correlation and a bonus question on measures of location involving bounds, but Erica is still having a bit of a nightmare! Can your students explain where Erica has gone wrong so that she doesn’t make the same mistake again?

State which points (lettered) are invariant in each transformation and reorder the letters to find the punchline to a cheesy joke.

Eight trees that students can climb based on their knowledge of indices. The idea is to continually ramp up the difficulty and allow students to choose their start point. They start from the most basic writing using powers, laws of indices up to simplifying using fractional and negative indices.

This is purely aimed at Further Maths Level 2 where functions have three distinct parts. The joke is not my best to be honest, but I had to get one that was the right length!

Find an expression in terms of x for y using circle theorems and discover the punchline to a cheesy joke. Designed for AQA Further Maths Level 2 Certificate but could be used as an extension at GCSE. Typo corrected!

Fractions n different contexts including angles, formulae, equations, averages, sets/Venn diagrams and more. Three slides each with four questions of increasing difficulty…

Casey’s tackling quadratic sequences, quadratic inequalities, factorising cubics using the factor theorem and solving quadratics “in disguise” but making errors again and need your class’ help. Ideal for discussion in class… Designed for use in the AQA Further Maths Level 2 Certificate course.

We are about to teach coordinates alongside sequences so thought that this might work nicely. It’s the usual “work out the answers and reveal the punchline” caper, something that works well in class, online and as a homework. The students seem to enjoy the competitive nature of these even if they do groan at the jokes.

Students are required to decide whether the 10 statements based upon a cumulative frequency graph are true or false. This is designed to create discussion but also with online lessons in mind.

Six questions where students are given the question and the answer, their task being to add in the workings. The “possible workings” sheet are just there as an example, not as a concrete “it must be done like this”. These are designed to encourage working and method.

This is designed to encourage workings; students are given a correct addition or subtraction of fractions and have to fill in the blanks in th workings. I have included a “possible workings” files as well, but I don’t really want to force students down any specific road, only encourage them to get each stage down on paper.

Six questions all involving the sine rule; the answers appear on the sheet giving the students confidence to continue and allowing any students that require help to get it.

Two sheets with ten statements on each where the students in your class have to figure out whether they are true or false. One sheet involves a frequency table and the other a grouped frequency. These are designed to encourage discussion in lessons.

Ten statements about functions that students need to decide whether they are true or false. This involves substituting, inverse, composite and domains so covers most the what they could be faced with in an exam. These have created nice discussions in class for me and I always get them to correct the false statements.

The famous advert from the 80s and some maths questions involving capacity amongst other things.

Ten questions of increasing difficulty (you can choose which you tackle) where four potential answers are given; one answer is correct (your class can find this) and three answers are incorrect and your class needs to work out how they got it incorrect. Ideal for mathematical discussions. This involves simplifying, rationalising and expanding brackets.

Ten questions, each answered by four people. One of them has got the answer correct, the other three have got it wrong. Students find who got the answer correct then try to figure out what the others did wrong. This should lead to some nice discussion as either a starter or plenary, but you can clearly use it however you like.

Four slides of four questions where you are given the answer but the question is missing some important information. Students must work out what information would work there; some have just one answer, some have many answers. This is designed for students to demonstrate their understanding and to create discussion.