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Bradley Bush 2 years, 2 months ago
I really like this question, especially the gap fills! I would just suggest a few small improvements.
In each part you have the question then the gap fills and then you say "Therefore, x*y=z", I think this would be better if it said "Therefore, your estimate for: x*y=z." because that way you are making clear to the student that this is an estimate, not the real answer.
In the first part of the advice, you write "we look at the first non-zero digit, increasing this digit by one if the following digit is 5 or more", I think it might be better to write what happens if the following digit is bellow 5 as well as this. I know it seems obvious, but there might be a student decreasing the figure by one if it's bellow 5.
Finally, it also might be nice to restate the original equation in the advice so the student doesn't have to scroll back to the question.
Lauren Richards 2 years, 2 months ago
I think for part c) and d) you could rearrange the format for inputting answers into an actual fraction with gap fills included. Then it will match the form of the question when it is asked and might make it easier to understand. I have included this in some of my questions so if you are not sure how to do this, I can show you.
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This question is used in the following exams:
- Rounding and estimating by Christian Lawson-Perfect in Transition to university.
- trial run by Lesley Davis in Lesley's workspace.
- maths practice-revision by David Martin in David's workspace.
- QTS by Lyn Gardner in Lyn's workspace.
- Significant Figures by Jim Kelly in Jim's workspace.
- Level 1 Biol by Mary McVey in Mary's workspace.
- Huuuuuge test by Angus Rosenburgh in Angus's workspace.
- Nick's copy of Rounding and estimating by Nick Walker in Nick's workspace.
- Possible applicable questions from previous year by Tom Bold in Transition to university maths.