Clive has made mistakes on his homework again. There are equations involving brackets, fractions, letters on "both sides" and different mistakers in each. This is to test students' understanding of solving linear equations and is designed to test typical mistakes and encourage discussion about these.

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.

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.

Four of Clive’s “homework” sheets to correct and explain where he’s gone wrong. There are four to complete: a “basic” one, one on parallel lines, one on polygons and finally one on circle theorems. The basic and parallel lines ones have 5 questions to correct; the other two have 4 questions to look at. These are designed to encourage discussion between students and then to share that discussion with the teacher as there’s not always one way to correct a question. I introduced these before the holidays and they went very well.

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.

Clive has made some silly mistakes on his standard form homework. Your students' task is to check, correct and explain where he's gone wrong. These are typical errors I've experienced in teaching and are designed to create discussion.

Clive's made mistakes on his homework again. This time it is on solving quadratics, including the quadratic formula and completing the square in the final two questions. Students need to find Clive's error in each question and involve common mistakes I've seen made in class and in tests/exams. These are designed to assess understanding and to generate discussion.

Clive is still struggling to get his homework right, this time rearranging formulae being the issue. Your task, or more likely, your students' task (should they choose to accept it) is to check, correct and explain where Clive has gone wrong. Designed to create discussion in class and to check understanding.

Clive is having a go at some homework regarding speed, density and population density. As usual with these it is a case of spotting Clive's mistakes, correcting then explaining what he has done wrong. They are designed to create discussion points in class.

Clive has two transformation homeworks (the second is more challenging than the first), but as usual he has made mistakes on each of the four questions. The students need to correct Clive's mistakes and explain what he has done wrong. This is designed to create discussion amongst students and with their teacher. The second involves negative and fractional scale factors of enlargements.

There are two of Clive's homeworks to check here: one with bar charts, pie charts and frequency diagrams, the second with scatter graphs, cumulative frequency graphs and a histogram. These are designed entirely around discussion both between students and between students and teachers.

Clive seems to have got a little confused on prime factors, HCF and LCM. His homework involves five questions, all of which he has got wrong. Can you help explain where he's gone wrong? This activity is designed to create mathematical discussion.

Dounble homework this week for Clive as he tackles algebraic fractions; he's having a complete nightmare to be honest. Can your class help him out and explain where he's gone wrong? These are designed for starters or plenaries and encourage discussion in class. The second sheet is at a higher level (quadratics etc) than the first.

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.

New on the GCSE syllabus, Clive is struggling with function notation icluding inverse and composite functions. Can your students check, correct and explain what Clive has done wrong in the four questions? This should encourage discussion.

These are all available for free individually but if you don’t have the time then this is for you. Clive makes common mistakes, mistakes you’ll have seen in class. Your students need to find the mistakes, correct them and explain where Clive has gone wrong so that he doesn’t do the same thing again. These activities are designed to create discussion in class and can be used to assess understanding.

Clive is making silly mistakes again and it is down to your class to spot, correct and explain where he's gone wrong. This is designed to create discussion between students and teacher. This could be used as a plenary or a revision task.

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.

Clive is getting confused with fractions, fraction of an amount, adding, subtracting, multiplying and dividing. This designed to get students to explain their reasoning and should encourage discussion.

Clive is attempting to get to grips with tree diagrams, but he is making mistakes again. Please check his work, correct it and explain what he’s done wrong. Designed to create mathematical discussion.