Bradley Bush

Given a description in words of the costs of some items in terms of an unknown cost, write down an expression for the total cost of a selection of items. Then simplify the expression, and finally evaluate it at a given point.

The word problem is about the costs of sweets in a sweet shop.

An applied example of the use of two points on a graph to develop a straight line function, then use the t estimate and predict. MCQ's are also used to develop student understanding of the uses of gradient and intercepts as well as the limitations of prediction.

Use two points on a line graph to calculate the gradient and $y$-intercept and hence the equation of the straight line running through both points.

The answer box for the third part plots the function, which allows the student to check their answer against the graph before submitting.

This particular example has a 0 gradient.

Use two points on a line graph to calculate the gradient and $y$-intercept and hence the equation of the straight line running through both points.

The answer box for the third part plots the function which allows the student to check their answer against the graph before submitting.

This particular example has a negative gradient.

Use two points on a line graph to calculate the gradient and $y$-intercept and hence the equation of the straight line running through both points.

The answer box for the third part plots the function which allows the student to check their answer against the graph before submitting.

This particular example has a positive gradient.

Drag points on a graph to the given Cartesian coordinates. There are points in each of the four quadrants and on each axis.

This question is made up of 10 exercises to practice the multiplication of brackets by a single term.

A graph shows both the speed and acceleration of a car. Identify which line corresponds to which measurement, and calculate the acceleration during a portion of time.

This question takes the student through variety of examples of quadratic inequalities by asking them for the range(s) for which $x$ meets the inequality.

In the first three parts, rearrange linear inequalities to make $x$ the subject.

In the last four parts, correctly give the direction of the inequality sign after rearranging an inequality.

Given some coordinates, recognise which quadrant a point lies in, or which axis a point lies upon.

This question involves matching images of graphings to descriptions of the relationships between variables.

Find the inverse of a composite function by finding the inverses of two functions and then the composite of these; and by finding the composite of two functions then finding the inverse. The question then concludes by asking students to compare their two answers and verify they're equivalent.

Given a geometric sequence, find the common ratio (negative in this question), write down the formula for the nth term and use it to calculate a given term.

Factorise polynomials by identifying common factors. The first expression has a constant common factor; the rest have common factors involving variables.

Eight expressions, of increasing complexity. The student must simplify them by expanding brackets and collecting like terms.

Match up equations with the corresponding lines on a graph.

Some conceptual questions about parallel lines - fill in the gaps in some statements.

Identify the lines corresponding to given equations, and the lines parallel to lines with given equations.

Use a piecewise linear graph of speed against time to find the distance travelled by a car.

Finally, use the total distance travelled to find the average speed.

This question provides an example of an initial bank account investment with a fixed return and tests the student's understanding of an application of intercepts.