Some basic tasks involving vectors, including converting to/from component form, scalar product, resultant vectors.

This question contains information on how Numbas works, from the beginning of an exam to the end.

Note: it was written for students who access Numbas exams through the Numbas LTI provider. Some of the information does not apply to standalone exams, or those delivered through a generic SCORM player.

Issues: alignment in columns in the working - not sure what to do about it

Decimal divided by a decimal. Multiply by a power of ten to get an integer divisor. Long and short division process. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to some number of decimal places.

This creates a 4x4 times table grid using numbers from 2 to 9. The step gives some advice on how to work out times tables (products, multiplications) if you can't remember them.

Used for LANTITE preparation (Australia). NA = Number & Algebra strand. Students calculate the cost of the halogen globes given electricity cost, number of globes, number of years, replacement cost and lifespan of globes. Some of these variables are randomly selected. There are more than 10 different versions of this question.

Some questions which use JSXGraph to create interactive graphics.

Generates two sets of matrices that can be added and asks the student to add them. Will ensure that the dimensions in part a) are different to the dimensions in part b) to offer some variety.

Generates two sets of matrices that can be added and asks the student to add them. Will ensure that the dimensions in part a) are different to the dimensions in part b) to offer some variety.

Multiple choice. Students need to select the correct simplification for a given expression. 

This question has four versions. Skills required are: using Pythagorean identities, converting to sine or cosine. Some also require fraction division.

The student is asked to find the square root of an integer of the form $\pm n^2$. If the root is not real, they should enter "nan".

A custom marking algorithm extends the built-in one to deal with "nan".

There's some custom javascript to set the expected answer correctly. In the future this will be possible in the marking algorithm - see https://github.com/numbas/Numbas/issues/856

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Identifying some of the basic properties (intercepts, asymptotes, quadrants) of a rational function (quadratic over linear)

Identifying some of the basic properties (intercepts, asymptotes, quadrants) of a right hyperbola except this time the equation will be written like y=(ax+b)/(cx+d)

Identifying some of the basic properties (intercepts, asymptotes, quadrants) of a right hyperbola.

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

Contains some questions from mini-tests which should be changed.

Extra practice on some basic algebra skills, including solving linear equations. You can try as many times as you like and also generate new versions of the questions for extra practice.

Decide whether statements about square and cube numbers are always true, sometimes true or never true.

German translation of https://numbas.mathcentre.ac.uk/question/22768/always-sometimes-or-never-square-and-cube-numbers/ von Stanislav Duris.

Some questions for our open day, to give students a first taste of Numbas.

Sometimes randomisation creates error with variable: c4

Split $\displaystyle \frac{ax+b}{(cx + d)(px+q)}$ into partial fractions.

Split $\displaystyle \frac{ax+b}{(cx + d)(px+q)}$ into partial fractions.

No description given

Some questions demonstrating how explore mode can be used.

Some questions to show off features of Numbas, linked from the Numbas homepage.

This question models an experiment: the student must collect some data and enter it at the start of the question, and the expected answers to subsequent parts are marked based on that data.

The student's values of the variables width, depth and height are stored once they move on from the first part.

This question models an experiment: the student must collect some data and enter it at the start of the question, and the expected answers to subsequent parts are marked based on that data.

A downside of working this way is that you have to set up the variable replacements on each part of the question. You could avoid this by using explore mode.

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

Some examples of interactive plots illustrating mathematical concepts, supported by Python exercises.

Partial differentiation question with customised feedback to catch some common errors.