Merryn Horrocks

Several problems involving dividing fractions, with increasingly difficult examples, including mixed numbers and complex fractions. 

This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number. 

Add, subtract, multiply of divide two mixed numbers. This question has no advice at this stage.

Several problems involving dividing fractions, with increasingly difficult examples, including mixed numbers and complex fractions. 

Area and perimeter of rectangles

Area and circumference of circles

Area and perimeter of triangles.

Match prefixes with their abbreviations, from nano to giga. Match prefixes with equivalent scientific notation.

The subtraction algortihm using the borrow and pay back method with integers.

Recall of common units, along with understanding multiplication.

Converting between giga, mega, kilo, base, milli and micro, nano. Metres, grams and litres.

Simple questions on square numbers, square roots, cube number, cube roots and prime numbers.

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A single question which asks you to round to the nearest ten, hundred or thousand. 

Round random numbers to the closest whole number, 1, 2 or 3 decimals places.

Area and Perimeter of Rectangles

rebelmaths

Questions for calculating perimeters and areas of shapes.

 Basics, percentage of an amount, converting to fractions and decimals.

Students seem to miss the fact that division is actually multiplication by the reciprocal or the inverse of multiplication. This question attempts to address that.

Multiplication algorithm with integers

Multiplication algorithm with integers

Add, subtract, multiply and divide numerical fractions.

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Fractions already have a common denominator. Addition and subtraction 50:50 split, when subtracting, the answer is negative half the time. Students shouldn't have to worry about reducing fractions by design.

Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.

Students seem to not realise that $\frac{a}{b}\times c=c\times\frac{a}{b}=\frac{a\times c}{b}=\frac{c\times a}{b}=a\times c \div b=a\div b\times c=c\div b \times a \ne c \div (b\times a)\ldots $ etc. This question is my attempt to help rectify this.