Try to answer the following questions here:

• What is this question used for?
• What does this question assess?
• What does the student have to do?
• How is the question randomised?
• Are there any implementation details that editors should be aware of?

### Feedback

From users who are members of Transition to university :

From users who are not members of Transition to university :

### History

#### Checkpoint description

Describe what's changed since the last checkpoint.

#### Chanselvie Dimuene3 years, 9 months ago

Gave some feedback: Ready to use

Published this.

#### Christian Lawson-Perfect3 years, 11 months ago

Gave some feedback: Ready to use

#### Christian Lawson-Perfect3 years, 11 months ago

Saved a checkpoint:

Good question!

#### Lauren Richards3 years, 12 months ago

I have made sure it will say the correct thing now!

#### Lauren Richards3 years, 12 months ago

Gave some feedback: Needs to be tested

#### Christian Lawson-Perfect3 years, 12 months ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect3 years, 12 months ago

When ratio_dark is 1, the advice says "there are 1 dark chocolates". You could either write two versions for the singular and plural cases, or make sure ratio_dark is always greater than 1.

#### Lauren Richards3 years, 12 months ago

Gave some feedback: Needs to be tested

#### Hannah Aldous3 years, 12 months ago

part a you are missing a full stop after box
when I did the question part b calculated there were 14 of every kind then part d said there was 15 coconut, not that important it just didn't flow between questions
in the advice, part b I think it would look better if you aligned method 1 and method 2?
part c I don't think the first few lines of working are useful as they don't contribute to the answer and I don't kniw whether the just add confusion
part d in the question only accepts simplified answer but you haven't explained or stated in the advice what the simplified version is or how to get to it.

other than that great question!

#### Hannah Aldous3 years, 12 months ago

Gave some feedback: Has some problems

#### Lauren Richards4 years ago

I have acted on the feedback and made the changes you requested.

#### Lauren Richards4 years ago

Gave some feedback: Needs to be tested

#### Chris Graham4 years ago

Gave some feedback: Has some problems

#### Chris Graham4 years ago

Nearly there...

In your advice, where you are simply inputting numbers into sentences, you can use "there were {} nutty", rather than "there were $\var{n}$ nutty". Inserting the number in LaTeX changes the font typeface, which is not necessary here.

I would drop part (e) altogether on this one (probability) as it is a step beyond the core topics that you are assessing (ratios and percentages).

#### Lauren Richards4 years ago

I have acted on the feedback and made the changes you requested.

#### Lauren Richards4 years ago

Gave some feedback: Needs to be tested

#### Christian Lawson-Perfect4 years ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect4 years ago

Statement

"There is an equal distribution of chocolates throughout the box." seems either clunky or ambiguous to me. Maybe "The box contains equal numbers of each kind of chocolate."

Parts

In part c, you want each kind as a proportion of the remaining chocolates. You could say "what percentage of the remaining chocolates are plain?"

In part d, put the i) and ii) in italic or bold to make them stand out.

In part e, I would prefer "$\Pr(\text{Nutty chocolate picked}) =$" to "Probability = ". Set precision restrictions on the gaps - 2 decimal places for the first one, and 0 decimal places for the second one.

"Whole complete" is a tautology. You could say "100% represents the whole box of chocolates".

In the advice for part b, rather than "You know that each type of chocolate is represented equally in the box, so you need to find 20% of the original number of chocolates." you could say "We worked out above that each type of chocolate makes up 20% of the box, so we need to work out 20% of {chocs}".

In part c, I'd replace the first sentence with "There are now {type} fewer chocolates in the box, leaving {chocs}-{type} = {minusc}."

Part d: NEVER use the word "simply"! No matter what you're talking about, there will always be a student for whom it isn't simple, and saying so won't make them feel great. Cutting out the word "simply" leaves a perfectly acceptable sentence. And again you've got "amount" where it should be "number". "Amount" is used for continuous measurements, while "number" is used for discrete numbers of objects.

Part e: "The amount of chocolates in the box is equal to {a}" is a clunky way of saying "There are {a} chocolates left in the box". You might want to put "(to 2 decimal places)" after the calculation.

#### Lauren Richards4 years ago

Gave some feedback: Needs to be tested

#### Lauren Richards4 years ago

Created this.
Percentages and ratios - box of chocolates Ready to use Lauren Richards 20/11/2019 14:41
Percentages and ratios - box of chocolates draft Breanne Chryst 23/08/2017 14:22
Lyn's copy of Percentages and ratios - box of chocolates draft Lyn Gardner 25/09/2017 16:09
Marte's copy of Percentages and ratios - box of chocolates draft Marte Bråtalien 12/04/2018 11:01
Maria's copy of Percentages and ratios - box of chocolates draft Maria Aneiros 29/05/2019 05:48
Percentages and ratios - box of chocolates draft Adelle Colbourn 13/08/2020 00:49
ibrahim's copy of Adelle's copy of Percentages and ratios - box of chocolates draft ibrahim khatib 16/08/2020 06:44
Percentages and ratios - box of chocolates draft Irene Paniccia 21/05/2020 14:14
Ratios & Percentages draft Kevin Bohan 11/02/2021 09:18
Edina's copy of Percentages and ratios - box of chocolates draft Edina Kurdi 18/03/2021 13:56

Give any introductory information the student needs.

No variables have been defined in this question.

#### Warning

• When applying the function,
##### Suggestions
• Change the signature of parameter from to .

This variable is an HTML node. HTML nodes can not be relied upon to work correctly when resuming a session - for example, attached event callbacks will be lost, and mathematical notation will likely also break.

If this causes problems, try to create HTML nodes where you use them in content areas, instead of storing them in variables.

Describe what this variable represents, and list any assumptions made about its value.

← Depends on:
→ Used by:

This variable doesn't seem to be used anywhere.

Name Type Generated Value

#### Error in variable testing condition

There's an error in the condition you specified in the Variable testing tab. Variable values can't be generated until it's fixed.

Error:

for seconds

Running for ...

Name Limit

### Penalties

Name Limit

No parts have been defined in this question.

Select a part to edit.

The correct answer is an equation. Use the accuracy tab to generate variable values satisfying this equation so it can be marked accurately.

#### Checking accuracy

Define the range of points over which the student's answer will be compared with the correct answer, and the method used to compare them.

#### Variable value generators

Give expressions which produce values for each of the variables in the expected answer. Leave blank to pick a random value from the range defined above, following the inferred type of the variable.

#### String restrictions

For each choice, specify the number of marks to add or subtract when the student picks it.

For each choice, write 1 if the student should tick it, or 0 if they should leave it unticked.

You must set a maximum number of marks in order to use this marking method.

You must set a maximum number of marks in order to use this marking method.

For each combination of answer and choice, specify the number of marks to add or subtract when the student picks it.

For each combination of answer and choice, write 1 if the student should tick it, or 0 if they should leave it unticked.

Both choices and answers must be defined for this part.

Help with this part type

#### Test that the marking algorithm works

Check that the marking algorithm works with different sets of variables and student answers using the interface below.

Create unit tests to save expected results and to document how the algorithm should work.

There's an error which means the marking algorithm can't run:

#### Question variables

These variables are available within the marking algorithm.

Name Value

#### Marking parameters

These values are available as extra variables in the marking algorithm.

Name Value

#### Part settings

These values are available as entries in the settings variable.

Name Value

Alternative used:

Note
Value Feedback

Click on a note's name to show or hide it. Only shown notes will be included when you create a unit test.

#### Unit tests

No unit tests have been defined. Enter an answer above, select one or more notes, and click the "Create a unit test" button.

The following tests check that the question is behaving as desired.

### This test has not been run yet This test produces the expected output This test does not produce the expected output

This test is not currently producing the expected result. Fix the marking algorithm to produce the expected results detailed below or, if this test is out of date, update the test to accept the current values.

One or more notes in this test are no longer defined. If these notes are no longer needed, you should delete this test.

Name Value

 This note produces the expected output

This test has not yet been run.

When you need to change the way this part works beyond the available options, you can write JavaScript code to be executed at the times described below.

Run this script the built-in script.

This script runs after the built-in script.

To account for errors made by the student in earlier calculations, replace question variables with answers to earlier parts.

In order to create a variable replacement, you must define at least one variable and one other part.

The variable replacements you've chosen will cause the following variables to be regenerated each time the student submits an answer to this part:

These variables have some random elements, which means they're not guaranteed to have the same value each time the student submits an answer. You should define new variables to store the random elements, so that they remain the same each time this part is marked.

This part can't be reached by the student.

Add a "next part" reference to this part from another part.

None of the parts which can lead to this part are reachable either.

### Next part options

Define the list of parts that the student can visit after this one.

• #### Variable replacements

No variable replacements have been defined for this next part option.
Variable Value

### Previous parts

This part can follow on from:

This part doesn't follow on from any others.

### Parts

#### Steps

Give a worked solution to the whole question.

Select extensions to use in this question.

Define rulesets for simplification and display of mathematical expressions.

Define functions to use in JME expressions.

• Parameters
• : of

## Built-in constants

Tick the built-in constants you wish to include in this question.

## Custom constants

You can define constants in terms of the built-in constants, even if they're disabled.
Names Value LaTeX

Add styling to the question's display and write a script to run when the question is created.

This script will run after the question's variable have been generated but before the HTML is attached.
Apply styling rules to the question's content.

This question is used in the following exams: