To begin with, here are 4 generic starters:

All in a handy PowerPoint (with answers) here Starters W2

Data questions inspired by http://matharguments180.blogspot.co.uk/

**Lesson 1:** Simultaneous Equations

Don Steward

NCETM Resource

Simultaneous Equation Sudoku

A worksheet I made:

Simultaneous Equations_graphs

Post from Resourceaholic

Cooperative Simultaneous Equations Activity

**Lesson 2:** Traveling Salesman Problem

Mr Barton Maths (PPoint)

NRICH

General Graph Theory Teaching Activities

**Lesson 3:** Post Test Lesson Ideas

QR Code Revision

NCETM Ideas

**Lesson 4:** Circle Theorems

Post from Resourceahloic

Don Steward Resources

**Lesson 5:** C4 Integration

MathCentre

Consequences game (blog post)

**Lesson 6:** SOHCAHTOA

Blog post from Resourceaholic

Don Steward Resources

Explanations of what Sine, Cosine

and Tan actually are

**Lesson 7:** Plotting Quadratic Graphs

Basic worksheet

quad silhouettes

Match My Parabola (Desmos)

Tough Question from Five Triangles:

**Lesson 8:** Equations of Parallel and Perpendicular Lines

National Stem Centre

Mr Barton Maths

Desmos Graph Challenge

Idea from James Pearce:

**Generic A Level help and websites**:

MathCentre Resources

General A Level Resources (RISP)

General A Level teaching hints (blog post)

Integral Maths site

PlusMaths

MathsCareers

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Never mind the distortion. It’s a pity that the percentages do’t add up to 100

Gotta love Fox News

The NCETM resource, Simultaneous Equations, is highly problematic (see below).

First, the letters x and y are at best being used as specific unknowns rather than variables – which provides a very restricted view of algebra. Second, it’s arguable whether the letters are being seen as numbers at all, rather than simply as names or labels for the two shapes. We are very close here to ‘a stands for apple, b for banana’, ie to fruit salad algebra.

Of course, it is important to confront these ideas, because they arise so easily, but we doubt whether that was the authors’ intention. The resource is a sobering example of the dangers of trying to make maths ‘easy’ for students – the maths gets filtered out and replaced by a dubious pseudo-maths.

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