Loading...

There was an error loading the page.


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?

Metadata

Taxonomy:

Feedback

From users who are members of Transition to university :

History

Comment

Checkpoint description

Describe what's changed since the last checkpoint.

Elliott Fletcher 3 years ago

Published this.
Picture of Christian Lawson-Perfect

Christian Lawson-Perfect 3 years, 1 month ago

Gave some feedback: Ready to use

Picture of Christian Lawson-Perfect

Christian Lawson-Perfect 3 years, 1 month ago

Saved a checkpoint:

Looks good!

Restore this checkpoint

Lauren Richards 3 years, 1 month ago

Gave some feedback: Needs to be tested

Lauren Richards 3 years, 1 month ago

I have deleted the part d) from this question and added in a much simpler question on squaring fractions. 

Picture of Christian Lawson-Perfect

Christian Lawson-Perfect 3 years, 1 month ago

Gave some feedback: Has some problems

Picture of Christian Lawson-Perfect

Christian Lawson-Perfect 3 years, 1 month ago

This looks good, but part d seems vindictively hard! What's it assessing?

From the advice, it looks like:

  • BODMAS - this isn't what the question's about
  • Squaring fractions - have a smaller question on this earlier, e.g. "calculate $\left(\frac{a}{b}\right)^2$".
  • Division of fractions - again, not what the question's about.

I reckon you could just delete part d, or spin it into a separate question.

Lauren Richards 3 years, 1 month ago

Gave some feedback: Needs to be tested

Lauren Richards 3 years, 1 month ago

Gave some feedback: Has some problems

Elliott Fletcher 3 years, 1 month ago

Hi Lauren, 

It seems that the answer to part c is rewarded 0 marks, i would maybe just reward 2 marks to this part as you have with the other parts.

Also, for part c, i would write "days" next to the answer box, just so it's a bit clearer what the units of the answer are.

I think there is also a slight issue in the advice section for part b, as sometimes the first fraction \displaystyle\simplify{{k}/{j}}, simplifies too much, for example i saw that number as 5 but i think the intended number was 15/3 because then later in the code when you are multiplying the numerators and denominators of both fractions this shows 15 x \var{numif} and 3 x \var{h}, so because the question shows the first fraction in it's simplified form, it's not immediately clear where the other two numbers come from. To fix this, i would maybe set the gcd of k and j to be equal to 1. 

Let me know if you have any questions, otherwise i think it looks good!

Lauren Richards 3 years, 1 month ago

Thank you for the feedback. I have enacted your suggestions and corrected the mistakes. 

Lauren Richards 3 years, 1 month ago

Gave some feedback: Needs to be tested

Vicky Hall 3 years, 1 month ago

I would change the staement to say something like 'evaluate the following multiplications, giving each fraction in its simplest form'.

In part b), the expected answer is incorrect. When I tried it, the fraction in its lowest terms was $\displaystyle\frac{81}{104}$ but the expected answer said $\displaystyle\frac{162}{208}$. The correct answer appears in the advice though.

In part c) the fractions $\displaystyle\frac{3}{7}$ and $\displaystyle\frac{1}{3}$ should be variables. I know you've picked these numbers so that the answer always comes out as a whole number of days, which of course it must, but it would be much better to get Numbas to produce the variables so that the sum will always work out nicely, otherwise students can only do the question once. Also, display these fractions using \frac.

In the advice, you tend to use colons before stating a result. For example, '...final answer is: $\displaystyle\frac{81}{104}$'. You don't need the colon here, just give the number.

Vicky Hall 3 years, 1 month ago

Gave some feedback: Has some problems

Lauren Richards 3 years, 1 month ago

Gave some feedback: Needs to be tested

Lauren Richards 3 years, 1 month ago

Created this.
Name Status Author Last Modified
Fraction multiplication Ready to use Lauren Richards 20/11/2019 14:39
Harder questions involving fractions Should not be used Lauren Richards 20/11/2019 14:40
Jo-Ann's copy of Fraction multiplication draft Jo-Ann Lyons 08/10/2018 13:57
ARIT Producto de Fracciones draft David Vanegas 05/06/2020 02:54
Jose's copy of Fraction multiplication draft Jose Camarena Brenes 16/06/2020 19:14
Fraction multiplication Ready to use John Ian Keng 27/06/2020 07:00
Padraig's copy of Fraction multiplication draft Padraig Kirwan 24/06/2020 10:51

Give any introductory information the student needs.

No variables have been defined in this question.

(a number)

Numbers between and (inclusive) with step size
A random number between and (inclusive) with step size

(text string)

(numbers)

(text strings)

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.

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 ...

Help with explore mode


Objectives

Name Limit

Penalties

Name Limit

No parts have been defined in this question.

Select a part to edit.

Ask the student a question, and give any hints about how they should answer this part.

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


Advanced settings


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.

Pattern restriction


Variables


String restrictions


Advanced settings




Advanced settings



Advanced settings




Advanced settings




Advanced settings



Answers
Choices
Both choices and answers must be defined for this part.

Advanced settings




Help with this part type



Base marking algorithm

                
Custom marking algorithm


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:


            
Gap Expected answer Student's answer
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

Note Value Feedback
This note produces the expected output Current:
Expected:

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.

Variable Answer to use Must be answered?

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.

More information about this problem

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.

to

Parts

Alternative answers

Gaps

Alternative answers

Steps

Alternative answers

Give a worked solution to the whole question.

Extensions

  • There was an error loading this extension.

Rulesets

Functions

Preamble

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: