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Lauren Richards 2 years, 4 months ago
- The multiplication questions I got in part a) were enormous and I doubt that someone would even try to do that in their head, opting instead for a calculator. If they do use a calculator, I don't think they will gain the understanding from this question that it is designed to instil.
- I see you have set the marks for each question in a) as 0.25/question. I think this might be a little low and it looks a little strange when you get all the questions correct to only get 1.75 marks for doing 7 questions, regardless of the difficulty of the actual questions.
- Part b statement does not require a colon. I think it should be a full stop instead.
- I think the tables in the advice are excellent, and a really good idea.
- In the advice, you do not need the 4th word.
- In part b) of the advice, I think I would capitalise the second "Symbol", even though it might not be correct, it will look better. Maybe full stop each of the Symbol lines to make it correct.
- Just a suggestion, but you could create some sort of number line to show your answer in part b)ii).
- Make sure to full stop after i), ii) and iii) in part b) advice.
Chris Graham 2 years, 5 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.
|Basic arithmetic operations: addition and subtraction||Ready to use||Stanislav Duris||01/08/2017 14:52|
|Stanislav's copy of Calculate basic operations needs to be tested||Should not be used||Stanislav Duris||22/06/2017 14:27|
|Determining the resulting sign of an arithmetic operation||Ready to use||Stanislav Duris||01/08/2017 15:07|
|Perform basic arithmetic operations all together||Should not be used||Stanislav Duris||07/07/2017 18:00|
|Arithmetic operations: Inequalities||Ready to use||Stanislav Duris||01/08/2017 14:45|
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