Two codebreakers on simplifying surds, including adding and subtracting on number 2. The usual lame jokes to discover both involving toast and both conceived on the drive home.

The usual lame joke (quite guess-able hence the anagram version) but sets and Venn diagrams covered in this one. This could lead to discussions and students inventing their own jokes.

I was looking for something that had its own grids as I didn’t want the mis-drawing of axes to take over a lesson but there wasn’t a lot (maybe I wasn’t looking in the right place), so I wrote this. There are three sections: y=mx+c, rearranging to y=mx+c, mixed questions. There is also a RAG sheet for students to fill in as they go to demonstrate progress.

Clive has two homeworks to tackle but is making mistakes once again. The first homework involves right-angled triangles, the second a question in 3D and non-right-angled triangles. Spot the mistakes, correct them and then explain what Clive needs to do in the future.

I've been itching to do a maths 'Games of Thrones' thing for a while and then this popped into my head. Fraction of a number, comparing fractions and adding and subtracting all in the name of an ice cream war!

Discover the punchline to the joke whilst testing your knowledge of polygons, mainly angle properties including interior and exterior angles.

Solve the equations correctly to find the quickest path to the exit for our Greek warrior! KS3 / GCSE maths activity with answers.

Go through the circle theorems with your class then get them to use their newly found knowledge when calculating the missing angles on these logos for the embroidery machine.

Eight matching activities, getting increasingly difficult, on various different formulae to rearrange. These are designed as plenaries or starters and should encourage discussion.

The mandatory joke (courtesy of Tim Vine) and various probability questions including simple calculation, expected number of outcomes, the probability of x and y, the probability of "not x".

This was born out of an exam question that asked students to work the quadratic formula backwards (ie. from simplified quadratic formula to original equation). I have hopefully scaffolded this appropriately. The second page, a matching activity, asks students to link a quadratic function to it’s roots/solutions. I’m rather hoping that the link will become obvious to the students, but who knows?! Either way it should lead to some discussion about quadratics. Typo corrected!

This is an attempt to relate algebraic questions that children struggle with to worded questions they can all do. It is designed to start you off, building up from 'I think of a number' to a full blown linear equation.

Match the three scatter graphs with the correlation and subject matter. Designed to be a starter or plenary on basic scatter graphs.

This was an idea I had in on the way to work one morning - Clive makes mistakes on his homework and you need to correct them, explaining the mistake he’s made in each case. I intend to use this as a plenary or starter to check learning etc. They should create discussion too. There are 5 different mistakes to correct on two separate sheets; number 2 cover negative and fractional indices.

Five more questions that Clive seems a bit confused on. These questions involve median and mean from sets of data, plus calculatiing the mean from a frequency table and estimating the mean from grouped data. I will probably throw a couple more questions in verbally (find the modal group etc) whilst discussing the answers and reasons why as a class.

All super heroes have decided to survey people in order to make their operation more efficient, but they need help with stratified sampling. That’s where you come in…

I just wanted a reasonably simple reflection worksheet for some lower ability students so came up with this and it seemed to challenge them.

A particularly lame joke this time but various proportion questions at a GCSE level, including direct, inverse and generating proportion formulae given enough information in order to do so.

A short activity with a really lame joke (when aren't they?) naming the place value in which the 5 is positioned in each number. Designed for a quick homework, plenary or starter and involves tenths etc as well as the large place values (up to 10 million).

This covers basic differentiation, finding gradients at given x values but could be used to introduce integration plus moves on to negative and fractional powers of x. Could be used at Core 1 (or whatever they are going to call it when it changes) and with the new GCSE.