Given some random finite subsets of the natural numbers, perform set operations $\cap,\;\cup$ and complement.

Understanding of intersection and union symbols.

This is a set of questions for students to practice identifying parabolas, hyperbolas and exponentials.

There are also a few questions asking students to draw graphs, and to evaluate the curves at specific points.

10 questions are selected from a larger pool. 

In the first question students are asked to identify the type of a graph.

In the second question students are asked to identify the type of an equation.

Then next 6 questions are basic questions about evaluating points on a curve or matching curves and equations.

The last 2 questions are applications - e.g. compound interest, displayed as an equation, a table or a graph.

Converting between metres (m) and centimetres (cm). 

An applied example of the use of two points on a graph to develop a straight line function, then use the t estimate and predict. MCQ's are also used to develop student understanding of the uses of gradient and intercepts as well as the limitations of prediction.

Round random numbers to the closest whole number, 1 to 3 decimals places. Also rounding that could show common misunderstandings.

A simple situational question about a box of chocolates, asking how many of each type there are, what percentage of the box they represent, the probability of picking one and ratios of different types.

This question provides a list of data to the student. They are asked to find the mean, median, mode and range.

This quiz contains questions on algebraic fractions, logarithmic equations, exponential equations, quadratic equations and simultaneous equations.

This question is a simple example to show how to input value from numbas to geogebra applet, and get a value back from geogebra to numbas for marking.

This questions gives a bipartite graph and asks students to identify a full matching of the graph, if it exists.

Students are asked to find either the initial production cost, or a gradient, or the break even point from a graph.
They are then asked to determine the profit or loss from the graph for the production of a particular number of units. This number is randomised.

Studnents are asked to write down equations for cost and income for a business.

They are then asked to graph the two lines.

Students are shown a graph that simultaneously plots cost and revenue lines. They are asked to identify the break-even point.

They are asked to give the x- and y- coordinate values.

The graph is randomised, but it is set up so that the point of intersection lies on gridlines.

Students are asked to draw a hyperbola from an equation by drawing a table of graphs and plotting them.

Students are asked to draw an exponential from an equation by drawing a table of graphs and plotting them.

Students are asked to draw a parabola from an equation by drawing a table of graphs and plotting them.

This is a very simple question with no randomisation.

Students are asked to identify an inverse relationship equation.

Students are given a formula and asked to evaluate it for a given input value, which is randomised.

Students are given a parabola equation and 4 points. They need to determine which point lies on the parabola.

Students are given an exponential equation and asked to identify the y-intercept from a list of choices.

The constants in the exponential equation have been randomised.

A graph is drawn. A student is to identify the derivative of this graph from four other graphs.

This question asks students to identify trees.

This question asks students to find a spanning tree for simple undirected graphs.

A set of Numbas exercises for students transitioning from school to University. Designed to help students gain familiarity with using Numbas to enter mathematics, and as revision for algebra, geometry and calculus. 

Students are shown an exponential graph and asked to identify the equation from a selection of 4.

Use two points on a line graph to calculate the gradient and $y$-intercept and hence the equation of the straight line running through both points.

The answer box for the third part plots the function which allows the student to check their answer against the graph before submitting.

This particular example has a positive gradient.

This question demonstrates how to use GeoGebra applets in explore mode.

The student must construct a polygon by adding points one at a time. At any point, they can answer the question, "Is the centroid inside the polygon?"

GeoGebra's IsInRegion command is used to decide if the centroid is inside the polygon.

A few questions which use the GeoGebra extension.