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.

I saw a discussion on Twitter (@McGuirea499 I’ve been reminded) with a diagram where students form equations from diagrams and I thought it looked interesting. I have produced three diagrams where students can do the same thing, getting progressively more challenging but allowing students with any degree of understanding of basic algebra the opportunity to contribute (I hope!).

This is just a lesson on scatter graphs that I wanted so that I could just hand out one booklet and then teach the class without the faff of them drawing axes etc. It goes from simple plotting to describing correlation to using a 'line of best fit'. Two sets of questions depending on which Key Stage you are teaching.

Looking at shapes like rectangles, squares, triangles, cuboids and cylinders, fill in the missing parts of the table. This is designed to get students thinking rather than going into algorithm mode. I plan to make a second one with more complex shapes eventually.

A quite basic sheet asking students to write formulae from given situations. For those who aren't overly keen on algebra!

I’ve noticed that standard form questions are being set where the powers are too large for calculator use so I did a codebreaker like it. The usual stuff: answer the questions, reveal the punchline.

Six questions with 10 possible answers; students who are confident can just get on whilst the teacher can help those who genuinely require it.

This does what it says on the tin, encouraging students to work forwards and backwards and therefore not get in a rut of just sticking numbers in a formula.

More questions are turning up with massive numbers given as a product of prime factors and students being asked to find the HCF or LCM, so therefore I did a codebreaker for it. The usual stuff: maths, punchline, hahaha.

These sheets allow students who are relatively confident just get on knowing that their answer should be on the sheet whilst the teacher helps those who need it. This is a style of question that is occurring more frequently, understanding how to use the prime factors.

Clive is tackling a simultaneous equations homework but as per usual is making errors. There are three sets of linear simultaneous equations to correct and a linear/quadratic to look at. I have tried to cover regular errors for students to spot, correct and discuss.

I wrote this for IGCSE Maths but it could be used at A Level as it involved summing arithmetic series as well as finding/using the nth term.

This was designed with a particular class in mind so covers calculating a gradient from a given line, drawing a line of a given gradient and then applying that to lines on coordinate grids using y=mx+c. There is an extension where the equations are not in the form y=mx+c.

Linking coordinates and equations of lines/gradients; this, I would say, is the next step on from the other “Gradients and Equations of Lines - Fill In The Blanks”.

Given two points, find the gradient of the line between them and reveal the punchline to a cheesy joke (that is cross-curricular as it involves the German language too).

The usual lame jokes and two codebreakers, number 1 not involving mixed numbers, number 2 involving them.

Find the coordinates described on each function, discover the cheesy joke (given to me by a Year 8 student I teach).

This was designed to lead students into working out how the equation of a line is found, but ultimately it is a fill in the blanks thing.

This is designed as part of an introduction to gradient, essentially involving counting squares, but with one question (at the end) where two coordinates are used.

Answer the currency conversion question reveal a joke; good for starters or plenaries as well as main tasks but also useful due to the fact that they are self-marking so students know that they understand what to do quite quickly.