Error
There was an error loading the page.
In this question the student will be asked to manipulate surds and rationalise the denominator of a fraction when it is a surd.
Metadata
-
England schools
-
England university
-
Scotland schools
Taxonomy: mathcentre
Taxonomy: Kind of activity
Taxonomy: Context
Contributors
History
Katherine Tomlinson 7 years, 8 months ago
Created this as a copy of Using Surds, Rationalising the Denominator.Name | Status | Author | Last Modified | |
---|---|---|---|---|
Using Surds, Rationalising the Denominator | Ready to use | Elliott Fletcher | 27/09/2023 09:14 | |
Katherine's copy of Using Surds, Rationalising the Denominator | draft | Katherine Tomlinson | 31/07/2017 11:50 | |
Using Surds, Rationalising the Denominator | draft | Adrian Jannetta | 16/08/2023 14:56 | |
Surds Rationalisation | draft | Johnny Yi | 24/01/2019 04:29 | |
Surds Rationalisation (Diagnostic Test) | draft | Johnny Yi | 24/01/2019 04:30 | |
Simon's copy of Using Surds, Rationalising the Denominator | draft | Simon Thomas | 06/06/2019 09:40 | |
John's copy of Using Surds, Rationalising the Denominator | draft | John Wick | 17/06/2019 11:00 | |
John's copy of John's copy of John's copy of John's copy of John's copy of John's copy of John's copy of John's copy of John's copy of John's copy of John's Using Surds, Rationalising the Denominator | draft | John Wick | 10/07/2019 16:00 | |
Ausdrücke mit Quadratwurzeln vereinfachen | Ready to use | Ulrich Görtz | 26/11/2020 10:28 |
There are 34 other versions that do you not have access to.
Name | Type | Generated Value |
---|
p | integer |
3
|
||||
d | integer |
6
|
||||
n | integer |
8
|
||||
m | integer |
2
|
||||
b | integer |
2
|
||||
a | integer |
2
|
||||
v | integer |
3
|
||||
t | integer |
3
|
||||
c | rational |
1
|
||||
s | integer |
3
|
Generated value: integer
3
← Depends on:
- a
→ Used by:
- Advice
- "Part a)" - Answer text
- "Part b)" - prompt
- "Part h)" - prompt
- "Part h)" → "Gap 0." - Correct answer
- "Part h)" → "Gap 1." - Correct answer
Parts
Match choices with answers
Ask the student a question, and give any hints about how they should answer this part.
Which of the following can be simplified further?
-
Can be simplified further
-
Cannot be simplified further
-
√{p}
-
√{{a}{n}2}
-
√{a}
For each combination of answer and choice, specify the number of marks to add or subtract when the student picks it.
√{p} |
√{{a}{n}2} |
√{a} |
|
---|---|---|---|
Can be simplified further |
|||
Cannot be simplified further |
Use this tab to check that this question works as expected.
Part | Test | Passed? |
---|---|---|
Match choices with answers | ||
Hasn't run yet | ||
Gap-fill | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Information only | ||
Gap-fill | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Information only | ||
Gap-fill | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Gap-fill | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Gap-fill | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Information only | ||
Gap-fill | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Information only | ||
Gap-fill | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Mathematical expression | ||
Hasn't run yet | ||
Information only |