Content
| Algebra | |
| Arithmetic | |
| Consumer mathematics | |
| Formulas | |
| Functions | |
| Geometry | |
| Logarithms | |
| Number notation | |
| Percentages | |
| Probability | |
| Rounding and estimating | |
| Sequences | |
| Statistics | |
| Units | |
| Vectors | |
| Visualising data | |
| 182 items | |
| Prime numbers | 17 Jun 2025, 7:56 a.m. |
| Rationalising the denominator - surds | 18 Jun 2024, 10:49 a.m. |
| Christian's copy of Arithmetic operations | 13 Jun 2024, 1:18 p.m. |
| … | |
Material created by students working with the School of Mathematics, Statistics & Physics E-Learning Unit at Newcastle University over the summer of 2017, to support students making the transition from school to university.
Project activity
Chris Graham on Basic arithmetic operations: addition and subtraction 8 years, 6 months ago
Gave some feedback: Has some problems
Chris Graham commented on Basic arithmetic operations: addition and subtraction 8 years, 6 months ago
Which part is it that only works for you sometimes?
In (b), on the final line, you have two equations in-line. I'm not sure why, as they could be merged but, as a result, \displaystyle not applied to the second.
In the advice in part (a), I think I would put the information and examples into a table, with columns for the sign of the first and second number, a column for the resulting sign, and an example. This would help the student to pick out patterns.
"press the symbol S⇔D" seems too specific, as my calculator certainly doesn't have that button.
When describing the mixed number, I think this needs to be broken down further. Start with e.g. 8 = 8 x 1 = 8 x 8/8 = 64/8 to explain where the first term comes from.
Rather than the horizontal lines in the advice it would be better to give the answers to each part and bring up the rules as they occur. For example in part (c) the rules that you describe are relevant for the second and third gap respectively. You could add sub-numbering i),ii),iii) to each expression to help with referencing.
Bradley Bush commented on Extract common factors of polynomials 8 years, 6 months ago
I've improved on the typos and changed the lettering for the questions and the advice as well as moving and prefacing the video. I have put the viedo on the Trello list of reasources to be made and changed the x and y variables in the last question to c and d. Thank you for the feedback!
Bradley Bush on Extract common factors of polynomials 8 years, 6 months ago
Gave some feedback: Needs to be tested
Stanislav Duris created Calculate a student discount 8 years, 6 months ago
Stanislav Duris on Working with standard index form 8 years, 6 months ago
Gave some feedback: Needs to be tested
Stanislav Duris copied Stanislav's copy of Standard form needs to be tested to Working with standard index form 8 years, 6 months ago
Elliott Fletcher on Using Surds, Rationalising the Denominator 8 years, 6 months ago
Gave some feedback: Needs to be tested
Elliott Fletcher created Using Surds, Rationalising the Denominator 8 years, 6 months ago
Aiden McCall on Substitute values into formulas 8 years, 6 months ago
Gave some feedback: Needs to be tested
Chris Graham on Extract common factors of polynomials 8 years, 6 months ago
Gave some feedback: Has some problems
Chris Graham commented on Extract common factors of polynomials 8 years, 6 months ago
In the statement, "common factors that go into", you really mean "common factors of". You could start by stating what a factor is, if this is not covered elsewhere, e.g. what the the factors are of, say, 12.
It would be consistent with the other numbering styles to use a parenthesis after i),ii) and also place these in italics for emphasis.
In a) iv) you move away from $x,y,z$, which is a good idea: you could do a bit more of this with the other expressions.
Typo "epressions" in part (a).
"when there are no further factorisation can be done" needs re-wording.
In the advice, the same adjustment to the numbering as above. If an equation is on its own line then use display style.
In the advice for (b), the video needs some context "In the following video...", and I would probably put it at the end of this part as students are likely going to be more interested in the specific solution in the first instance. A very valid alternative would be to add this as a step to part (b).
I think it would be nice to have a video for both parts, and if one does not exist for part (a) then you could create two new ones (or add to the list to be created).
Bradley Bush created Solving linear inequalities 8 years, 6 months ago
Bradley Bush commented on Extract common factors of polynomials 8 years, 6 months ago
I am not sure whether I am being pedantic but I am unhappy with the spacing of the equations and the video in the advice section.
Bradley Bush on Extract common factors of polynomials 8 years, 6 months ago
Gave some feedback: Needs to be tested
Hannah Aldous created Using the Logarithm Equivalence $\log_ba=c \Longleftrightarrow a=b^c$ 8 years, 6 months ago
Elliott Fletcher on Laws of Indices 8 years, 6 months ago
Gave some feedback: Needs to be tested
Aiden McCall on Substitute values into formulas 8 years, 6 months ago
Gave some feedback: Has some problems
Aiden McCall on Substitute values into formulas 8 years, 6 months ago
Gave some feedback: Needs to be tested
Aiden McCall on Substitute values into formulas 8 years, 6 months ago
Gave some feedback: Has some problems
Queues
Item status
| Ready to use | 151 |
| Should not be used | 12 |
| Has some problems | 3 |
| Doesn't work | 0 |
| Needs to be tested | 13 |
| Draft | 3 |