I was teaching Year 10 and realised that something like this would have been useful… so it’s the usual thing: answer the questions, reveal the cheesy joke.

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).

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

I now teach enlargements using the vector method and decided to produce a worksheet to encourage this method, which involves fractional and negative scale factors.

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.

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

I was asked to come up with some Olympic themed lessons so came up with four, each getting increasingly difficult. One was on drawing statistical graphs based upon medals tables, one on a race track (basically area and perimeter), one on speed and one on parabolas. Tuck in if you think they will be of any use.

Find where the images of the coordinates are following a transformation, reveal the joke and then (possibly) laugh.

Either sketch, figure out the equation, state intersections with axes or state maxima/minima of these trigonometric functions or a combination. There are 10 of increasing difficulty and hopefully discussions in class will be forthcoming…

The usual thing involving grouped frequency tables as well as frequency tables, working forwards and backwards.

Two sets of questions, one on calculating sides, one on calculating angles, where parts have been missed out. This encourages students to work forwards and backwards and not get into “algorithm mode” and hopefully helps deepen understanding (that’s the plan anyway).

Find which letter is positioned at the midpoint of the two coordinates given, unjumble the letters and reveal the punchline to a joke.

The title rather give the game away here; answer he questions, reveal the punchline to the joke. I like this joke!

Find the missing values, and the missing words in the comparisons regarding median and interquartile range.

Answer the questions, reveal the punchline to a joke. The graphs are both linear and non-linear.

Working forwards, backwards, repeated percentage change etc using multipliers. It does what it says on the tin.

Pick a letter that forms the shape described and find the punchline.

This is designed to help students through the thought process of where a graph will be given its equation. I have given options as to shape and asked where the graph will intersect with the axes. It involves linear, quadratic, cubic, reciprocal and exponential graphs as well as a couple of challenge ones at the end.

This was designed to revise plotting linear graphs from an equation before moving on to non-linear (quadratic, cubic, reciprocal and exponential). I have deliberately changed scales to suit each graph/equation so that they aren’t just -5 to 5 on x and y axes, going up in 1s; hopefully this makes the students concentrate and think a bit more!

This was born out of a conversation in our department; it revises products of prime factors and then uses them to simplify surds. There is a challenge side of this two-sided sheet where the surds are only partially simplified. Typo in answers corrected.