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.

Find where the coordinates would be after the given transformations and reveal the joke (with a mathematical theme!).

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.

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).

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.

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”.

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.

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 does what it says on the tin: nets of 3D shapes, choose the right one. Answer the questions, reveal the punchline.

I needed something for a class just being introduced to manipulating formulae/algebra so I produced this… The usual: do the maths, reveal the punchline.