Loading...
Error
There was an error loading the page.
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Chris Graham
|
said | Ready to use | 3 years ago |
| Lauren Richards | said | Needs to be tested | 3 years ago |
| Hannah Aldous | said | Has some problems | 3 years ago |
| Vicky Hall | said | Has some problems | 3 years ago |
| Elliott Fletcher | said | Has some problems | 3 years ago |
History
Elliott Fletcher 2 years, 11 months ago
Published this.
Chris Graham 3 years ago
Gave some feedback: Ready to use
Chris Graham 3 years ago
I fixed the spacing around the = in b)(ii). Otherwise I think this is good.
Lauren Richards 3 years ago
Gave some feedback: Needs to be tested
Hannah Aldous 3 years ago
question looks good, just a few little things
- question b only has one part so i is unnecessary (same in advice)
- advice for parts a, c and d when you do your subtraction make sure it is clear that you are subtracting the whole equation as it looks like you are just making your left hand side negative at the moment
- text on advice for a iv is centred whereas the rest of the advice isn't
- text for the advice of part c is centred too
- part c advice needs a full stop after x= recurring number, before 'By multiplying...'
- for your advice for part c maybe include the fact that you are doing the subtraction to remove the recurring numbers
- the line beginning 'From this...' continues off the page so can not be read, perhaps because it is in LaTeX
- I'd put a space between your final fraction and 'in it's fractional form
Hannah Aldous 3 years ago
Gave some feedback: Has some problems
Lauren Richards 3 years ago
Gave some feedback: Needs to be tested
Chris Graham 3 years ago
The student will want to submit each part individually, and for this reason I would split this into two questions.
I have removed the full stops after the fractions. They were not really necessary and their vertical alignment, next to the fraction bar, was awkward.
In (a), clearly (iii) is the toughest. I think I'd swap it for (iv) to give a more logical progression in difficulty.
Where you have \
$\displaystyle...you can enclose maths in\[ \]with the same effect.You also have some centred text in the advice. Note that using
\[ \]will centre the maths without the need to centre using the formatting tools.
Chris Graham 3 years ago
Gave some feedback: Has some problems
Lauren Richards 3 years ago
Gave some feedback: Needs to be tested
Chris Graham 3 years ago
Hi Lauren, I guess this was after we sorted the other bits on Friday. It appears as though this could be due to floating point precision, such that f2 is not considered a precise integer for the purpose of obtaining the gcd. I have added
precround(...,0)to the definition of f2 and I think that this has solved it.
Lauren Richards 3 years ago
Everything is fixed now EXCEPT part b)i) STILL does not simplify properly for some unknown reason. It gave 342/1000 as that instead of 171/500 and another time 302/1000 instead of 151/500 and again another time 416/1000 instead of 52/125.
Lauren Richards 3 years ago
Gave some feedback: Has some problems
Chris Graham 3 years ago
Hi Lauren, you currently have amissing answer(s) for your gaps. If you can sort that and I'll also come and see you.
Lauren Richards 3 years ago
Explanation for "Doesn't work":
The problems with this question are in part b) - part a) is mostly fine.
- In part a), I am slightly unhappy about it the apparent impossibility of aligning whilst having an underline. I have a subtraction in part a) and wanted the answer to the subtraction directly underneath the subtraction with an underline separating it but I couldn't get it to work so I now have it not underlined and separated but still aligned.
- The big problems are in both sections of part b).
- b)i) - The unsimplified fraction does not simplify properly using either gcd or the \simplify command and I cannot for the life of me work out why not. Vicky previously thought the problem was that the numerator and denominator of the fraction were not variables but I have made them so and it still will not 1) identify the correct gcd nor 2) simplify properly. For instance, on the last run it said that with a fraction of 700/1000, 700 and 1000 had a gcd of 1 and therefore the fraction could not be simplified. It's very strange though, sometimes it works and sometimes it doesn't. It is therefore difficult to set the correct answer as there is no predicting which answer itself has calculated.
- b)ii) - I have had to create a number using individual variables which is causing problems, e.g. variable a = 1, variable b = 2, variable c = 3 and the full number = 123. Everything is fine up until the end where there is a fraction that needs to be simplified where 123 is the numerator. Numbas obviously won't recognise (1)(2)(3) as 123 so I don't know how to get around this. I could ask the students to just not simplify their answer which gets rid of the problem but Vicky and I both agree that is not best practice.
Lauren Richards 3 years ago
Gave some feedback: Doesn't work
Lauren Richards 3 years ago
Vicky had a look at this question but it is still problematic.
Lauren Richards 3 years ago
Having a few issues with this question and need a bit of help.
Vicky Hall 3 years ago
Gave some feedback: Has some problems
Vicky Hall 3 years ago
I think this should be called 'converting decimals to fractions'. Do you have or are you going to make another question on converting fractions to decimals?
The numbers are very large in part b) of the questions. My first fraction was $\displaystyle\frac{681}{10000}$ and my second was $\displaystyle\frac{4365}{999}$. I can see fairly easily that $\displaystyle\frac{681}{10000}$ has no common factor but I had to check with my calculator if $3$ was a factor of $4365$. To fix this, I would reduce the decimal places, so perhaps make the non-recurring decimal $2$ decimal places long, and have the recurring decimal repeat after either $1$ or $2$ decimal places.
Make sure all numbers in the advice are in Latex. In the working for the recurring decimals, it would look much neater to have the $=$ aligned in the subtraction.
I have fixed the notation issue for the recurring decimal in part a).
Lauren Richards 3 years ago
I totally agree with Elliott's feedback about notation of recurring decimals but I can't seem to make it work when the recurring decimal is a variable.
Also, in some instances, weirdly, simplify doesn't seem to be working for some of the final answers.
Lauren Richards 3 years ago
Gave some feedback: Needs to be tested
Elliott Fletcher 3 years ago
This all looks pretty good, i just have a few suggestions.
Main Parts
a) iii) For a recurring decimal, you could use a handy piece of notation to avoid writing something like 0.6666...
using 0.\dot{6}, you can write the 6 with a dot above it which is the common notation for a recurring decimal. If you do want to use this i would also put a note in the statement saying 0.\dot{6} means 0.666...
Advice
On the first line you say "to convert a fraction into a decimal" whereas this should be "to convert a decimal into a fraction". I also think in this opening paragraph that you should say that you are multiplying the numerator and the denominator of this fraction by 10 instead of just saying that you multiply the whole fraction by 10.
a) iii) I don't think this is really enough of an explanation for how you convert a recurring decimal to fraction. I think there is actually a different method for converting recurring decimals to fractions, see the following link: http://studymaths.co.uk/topics/convertingRecurringDecimalsToFractions.php
a) iv) you haven't entered the decimal that you are converting to a fraction underneath the iv) here as you have with the other questions.
Otherwise, i think this is a good question!
Elliott Fletcher 3 years ago
Gave some feedback: Has some problems
Lauren Richards 3 years ago
Gave some feedback: Needs to be tested
Lauren Richards 3 years ago
Created this.| Name | Status | Author | Last Modified | |
|---|---|---|---|---|
| Decimals to fractions | Ready to use | Lauren Richards | 20/11/2019 14:47 | |
| J. Richard's copy of Decimals to fractions | Ready to use | J. Richard Snape | 15/08/2019 17:06 | |
| Decimals to fractions | draft | Ahmed Al-Razaz | 22/05/2020 15:57 |
No variables have been defined in this question.
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.
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.
Pattern restriction
Variables
String restrictions
| Answers | |
|---|---|
| Choices |
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 | |
|---|---|---|
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.
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.
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.
Previous parts
This part can follow on from:
This part doesn't follow on from any others.
to
This question is used in the following exams:
- Fractions by Christian Lawson-Perfect in Transition to university.
- maths practice-revision by David Martin in David's workspace.
- Week 2 - Practice Exercises by Bobby Kahlon in Bobby's workspace.
- My first exam by betsi sanders in betsi's workspace.
- Fractions by Angus Rosenburgh in Angus's workspace.
- Edmund's copy of Fractions by Edmund Nevin in Edmund's workspace.
- Huuuuuge test by Angus Rosenburgh in Angus's workspace.
- Nick's copy of Fractions by Nick Walker in Nick's workspace.
- Blathnaid's copy of Nick's copy of Fractions by Blathnaid Sheridan in Blathnaid's workspace.
- NUMBAS - Numerical Fractions by Katy Dobson in Katy's workspace.
- Regning med brøk I by Andreas Holmstrom in Andreas's workspace.
- Possible applicable questions from previous year by Tom Bold in Transition to university maths.
- Fractions by AJAY OTTA in AJAY's workspace.
- Summer Bridge Course by AJAY OTTA in Koutilya.