Transition to university

Hannah Aldous on Find and use the formula for a geometric sequence 8 years, 5 months ago

Gave some feedback: Needs to be tested

Christian Lawson-Perfect on Converting between Mixed Numbers and Improper Fractions 8 years, 5 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect on Converting between Mixed Numbers and Improper Fractions 8 years, 5 months ago

Saved a checkpoint:

In the advice, I don't find the justifications for parts a and b very clear at all. I'd say, for example, "$\frac{3}{18}  = \frac{3}{3} \times \frac{1}{6}$", not "$1 \times 3 = 3$ and $6 \times 3 = 18$ to give $\frac{3}{18}$". The latter looks like it's working backwards. Your worked solution should reproduce the steps a student could take to get to the right answer.

The formatting in the advice for part c has gone awry, with some lines centred that shouldn't be.

Lauren Richards commented on Find and use the formula for a geometric sequence 8 years, 5 months ago

• Make sure i) and ii) etc are in italics both in the parts and the advice. 
• I think I would capitalise "Common ratio" in part a). 
• Advice content for a) is fine. 
• Where you have stated what the formula for the geometric sequence is in part b) of the advice, I think you should explain that a is the first term and r is the common ratio. 
• Make sure you use displaystyle to make the formula large. 
• Think there might be a slight glitch in the advice of c) where you are trying to figure out the common ratio, it says a[3]*a[4]^3 instead of 375 as it was supposed to be in this case. 
• Typo in the last sentence of the advice - it says "we can write substitute them into the formula..." - "We" should be capitalised and just scrap write. 

Chris Graham commented on Decimals to fractions 8 years, 5 months ago

The student will want to submit each part individually, and for this reason I would split this into two questions.

I have removed the full stops after the fractions. They were not really necessary and their vertical alignment, next to the fraction bar, was awkward.

In (a), clearly (iii) is the toughest. I think I'd swap it for (iv) to give a more logical progression in difficulty.

Where you have \$\displaystyle... you can enclose maths in \[ \] with the same effect.

You also have some centred text in the advice. Note that using\[ \] will centre the maths without the need to centre using the formatting tools.

Lauren Richards on Find and use the formula for a geometric sequence 8 years, 5 months ago

Gave some feedback: Has some problems

Hannah Aldous on Using Laws for Addition and Subtraction of Logarithms 8 years, 5 months ago

Gave some feedback: Needs to be tested

Christian Lawson-Perfect on Using Laws for Addition and Subtraction of Logarithms 8 years, 5 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect on Using Laws for Addition and Subtraction of Logarithms 8 years, 5 months ago

Saved a checkpoint:

The gaps should be number entry parts, not mathematical expressions.

Hannah Aldous on Completing the square 8 years, 5 months ago

Gave some feedback: Needs to be tested

Lauren Richards commented on Use the factor theorem to identify factors of a polynomial 8 years, 5 months ago

• Remember a full stop at the end of the question in part a). 
• I think it is a really good question, and I can't really find anything wrong with it! 
• Would maybe be quite good if you could add a second part, increasing in difficulty, but it is up to you! It really is fine as it is. 

Chris Graham on Decimals to fractions 8 years, 5 months ago

Gave some feedback: Has some problems

Lauren Richards commented on Completing the square 8 years, 5 months ago

• Great question but some minor changes: 
• Remember to full stop the end of your maths in each section of the advice. 
• Your advice doesn't match the parts. The advice has writing for a)i), ii) and iii) but there are only questions i) and ii). There is also advice for b)i), ii) and iii) and yet only one question for b). 
  a)ii) shouldn't be in the advice - that does not correspond to any question. b)ii) and b)iii) shouldn't be there either. 
• In d), the answer for x1 and x2 were switched around in the advice. The advice is the incorrect version. 
• Check the working for c)i), I am not sure that it is correct but it does end up with the right answer. Where does the last term from the original expression go and where do the two numbers in the penultimate line appear from? Same for c)ii). 
• part d) - is the square of the integer in the bracket supposed to be in the form 2^2 rather than 4? Everywhere else in the question it has been in the form 4. 

Lauren Richards on Completing the square 8 years, 5 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect on Percentages and ratios - box of chocolates 8 years, 5 months ago

Gave some feedback: Ready to use

Christian Lawson-Perfect on Percentages and ratios - box of chocolates 8 years, 5 months ago

Saved a checkpoint:

Good question!

Christian Lawson-Perfect on Algebra vocabulary 8 years, 5 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect on Algebra vocabulary 8 years, 5 months ago

Saved a checkpoint:

I agree with Lauren - only offer a few choices for each part.

I think we talked about this question a while ago. You could have the statements and their associated words in a list, and only pick three or four each time the question runs. It looks very forbidding at the moment.

The sentences might work better as fill-in-the-blanks.

I don't like how the choices are in a different order for each part: it makes it harder to see what the options are, and to find the word I have in mind.

In some of your "for example" sentences, you use the word in question!

Christian Lawson-Perfect on Completing the square 8 years, 5 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect on Completing the square 8 years, 5 months ago

Saved a checkpoint:

Why are there three of each type of equation? Unless there's some kind of development, you should have one of each instance; the student can retry the question to get more examples.

The marking doesn't check that the student has put the expressions in the desired form. Ask Elliott about pattern-matching.

You could scale things so that only integers are used in the answer to part d. (I got $0.5 \pm \sqrt{50.25}$)