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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?

### History and Feedback

#### Checkpoint description

Describe what's changed since the last checkpoint.

Published this.

#### Christian Lawson-Perfect2 years, 2 months ago

Gave some feedback: Ready to use

#### Christian Lawson-Perfect2 years, 2 months ago

Saved a checkpoint:

Looks good!

#### Lauren Richards2 years, 3 months ago

Gave some feedback: Needs to be tested

#### Lauren Richards2 years, 3 months ago

I have scrapped part e) as it didn't really fit with the question and it should now be fine.

#### Lauren Richards2 years, 3 months ago

Vicky, I have tried to change part e to be variables but struggled and it needs a bit of work still.

It is coming out as a whole integer at the end which is correct, but some of the numbers earlier in the question are unrealistic and in some cases at the start I am also getting mixed numbers with a 0 on the numerator and can't work out how to stop that at the moment.

I worked backwards, so created mixed numbers from improper fractions but the user will start with the mixed numbers.

#### Vicky Hall2 years, 3 months ago

Gave some feedback: Has some problems

#### Vicky Hall2 years, 3 months ago

I'm not sure if this is a problem across all parts but when I tried the question, the fraction $\displaystyle\frac{2}{30}$ appeared in part b). All fractions should be in their simplest form so make sure the numbers you use are coprime.

In part c), the answer I got was $\displaystyle\frac{525}{352}$ which is huge! The reason for this is that the denominators in the fractions in the question are large, so make them smaller. Otherwise, the student will just do the sum with a calculator to avoid the multiplication being too tedious. Remember, this is to test division of fractions rather than multiplication.

Make the numbers in part e) variables.

In the advice, remove any colons that appear before your solutions.

#### Lauren Richards2 years, 3 months ago

Gave some feedback: Needs to be tested

#### Lauren Richards2 years, 3 months ago

Created this.
Division of fractions Ready to use Lauren Richards 01/08/2017 15:15
Jo-Ann's copy of Division of fractions Ready to use Jo-Ann Lyons 08/10/2018 14:46

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.

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 ...

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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.

#### 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

Both choices and answers must be defined for this part.

Help with this part type

##### Base 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:

Name Value

Note
Value Feedback

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#### Unit tests

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

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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.

### Parts

Give a worked solution to the whole question.

### 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: