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• Question

Previous throws don't affect the probability distribution of subsequent throws. Believing otherwise is the gambler's fallacy.

• Surds simplification
Question

This question tests the student's understanding of what is and is not a surd, and on their simplification of surds.

• Question

Substitute given values into formulas.

• Question

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.

• Question

Find the squares, and cubes, of some numbers.

Finally, find a square number between two given limits.

• Question

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.

• Question

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.

• Question

This question tests the student's ability to solve simple linear equations by elimination. Part a) involves only having to manipulate one equation in order to solve, and part b) involves having to manipulate both equations in order to solve.

• Question

Solve a linear equation of the form $ax+b = c$, where $a$, $b$ and $c$ are integers.

The answer is always an integer.

• Question

This question tests the students ability to factorise simple quadratic equations (where the coefficient of the x^2 term is 1) and use the factorised equation to solve the equation when it is equal to 0.

• Question

Solve a simple linear equation algebraically. The unknown appears on both sides of the equation.

• Simple interest
Question

Calculate the interest accrued in a savings account, given the initial balance and annual interest rate.

• Question

Given five fractions, identify the one which is not equivalent to the others by reducing to lowest terms.

• Question

Given five fractions, identify the odd fraction out. The denominators are mainly two or three digits long.

• Question

Work with lower and upper bounds for estimates of weight.

• Question

Multiplication and division of upper and lower bounds.

• Question

Round numbers to a given number of significant figures.

• Question

Estimate the result of an arithmetic operation by first rounding numbers to given significant figures

• Question

Students are asked to estimate values in possible real-life scenarios.

• Question

Round numbers to a given number of decimal places.

• Question

Round some large integers to the a given power of ten.

• Question

Estimate whether you can afford an extra item in a shop by rounding prices to the nearest 10p.

• Question

Estimate the number of buckets of paint to buy, by rounding measurements of a room up to the nearest metre and estimating the total area.

• Relative Frequency
Question

Calculate relative frequencies in a variety of scenarios.

• Question

Rationalise the denominator with increasingly difficult examples involving compound denominators.

• Question

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

• Question

Represent a given probability to a decimal, fraction or percentage.

• Question

Given results from a survey about what people eat for breakfast, where some people eat one or both of cereal and toast. Student is asked to pick the probability of eating either one or the other from a list. Distractors pick out common errors.

• Question

Choose the probability of getting a tails, from four options.

• Question

A bag contains balls of three different colours. You're told how many there are of each, and asked the probability of picking a ball of a particular colour.