This is a worksheet with some questions on solving simultaneous equation in three sections. Section 1 is two linear equations; section 2 is a quadratic and y=n; section 3 is a quadratic and y=mx+c. The first two sections fit onto two sides of A4 and part 3 is the extension ultimately. There is a RAG table for students to mark their progress and this can be amended depending on how far you want to go. Students will need to plot graphs and estimate solutions as not all are integers. Typos corrected!

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.

Four different sheets to practise solving linear equations rnaging from simple one step to two step to brackets (including variables on both sides of the "equals") to fractional parts. Designed as a quick starter, plenary or homework.

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.

This is a revision aid where students must read the 'notes' carefully and find the deliberate errors (and possibly undeliberate ones!). I have split (with some overlap) it up into three parts going from 'what is an expression/identity/equation?', through simplifying, expanding brackets, factorising into a bracket, solving equations, multiplying out 2 brackets, factorising quadratics and solving quadratics (factorising, completing the square and the formula). The aim is to get them active in their revision!

Four spiders to complete: two involving two linear equations and two involving a linear and a quadratic. This is designed to create discussion and gives students options on how to solve, either by elimination or substitution. If you are feeling adventurous you could even draw the graphs...

Another one of these, taking students through the skills required for linear graphs up to and including perpendicular line.

There are 8 sets of five questions that have been answered either correctly or incorrectly, the students have to decide which. These are designed to create discussion in classrooms and include one-step, two-step, brackets, variables on both sides, equations involving fractions, simultaneous equations (linear only) and quadratic equations (both factorised and non-factorised). Hopefully there should be something for all levels up to GCSE.

Your mission is to diffuse a bomb, but as the video explains Ludwig has left clues to the code required. Answer the questions, find the average of your answers in each section to decipher the code. In all honesty you don't need to show the 30 second video, but my classes like confirmation of my stupidity every now and then, so the video exists as a result. It is designed for lower ability students.

A PowerPoint with three graphs drawn on each of 8 slides of increasing challenge, moving from linear through to quadratics, cubics, reciprocals and exponential graphs. On each slide there are equations to match to each graph plus extra equations so that it adds more challenge; there is a blank grid so that the equations that don’t match can be sketched.

Dealing with inequalities from representing on a number line to solving to shading regions.

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.

Three of the characters are flying around Europe and need your help with the equations of the lines for their route. There are three (all on the same sheet) that get increasingly difficult. Depending on the confidence in this topic topic, start them where you see fit.

Save Our Satellite - Simultaneous Equations: Trying to find a real life example of where we might solve simultaneous equations graphically I came up with this. Students have to plot to linear graphs and find the point of impact. You could bring in Pythagoras and find out if the two bodies were travelling at the same speed would they actually collide, but I wanted to keep the worksheet to one side of A4.

A series of lessons taking students through 'I think of a number' problems to simple equations, equations with brackets to letters on both sides to equations with fractional parts.

This is a set of 6 sheets of increasingly difficult simultaneous equations designed to make students think and discuss how to work through their solutions by giving them different parts of the process. They include simultaneous equations that involve a linear and a non-linear equation. This is also designed to stretch at GCSE or could be used at the start of A level.

A student gave me the title (pun on 'The Hunger Games' - original was 'The Number Games'), I did the rest. Five different sets of questions in a functional style for students to work through either individually or in pairs/teams.

This is designed to test all aspects of y=mx+c. There are 4 different "explosions" of increasing difficulty that should encourage discussion in class and hopefully develop deeper understanding of the concept of equations of lines.

Another in the series taking students through the skills required to solve equations, including simplifying expressions, expanding brackets and reading the question carefully!

This takes students through all the skills required to solve simultaneous equations graphically (only linear graphs), by elimination and by substitution including one linear and one non-linear up to GCSE level. Work from the bottom building the skills up to the most complex style of question.

This allows students to use their knowledge of y=mx+c. There are five different spiders of increasing difficulty ranging from being given the gradient and y-int then forming the equation, to being given one of those pieces of information and a point on the line to being given two points on the line. Discussion could arise over how to write the equations.