Practice using the log rules to add and subtract logarithms

Dealing with adding, subtracting, multiplying, dividing, and taking powers of negative numbers.

Face, Place and actual value, adding, subtracting, multiplying, dividing and rounding decimals.

Adding, subtracting and multiplying two and three digit numbers. Now with worked solutions.

Fractions already have a common denominator. Addition and subtraction 50:50 split, when subtracting, the answer is negative half the time. Students shouldn't have to worry about reducing fractions by design.

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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.

Multlipying and subtracting mixed numbers. It is expected that a calculator is used to perform this question.

Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.

Fractions already have a common denominator. Addition and subtraction 50:50 split. Students shouldn't have to worry about reducing fractions by design.

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Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.

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Practice with adding, subtracting and dividing basic algebraic fractions

Fractions already have a common denominator. Addition and subtraction 50:50 split, when subtracting, the answer is negative half the time. Students shouldn't have to worry about reducing fractions by design.

Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.

Subtracting a decimal with 3 decimal places from a decimal with 2 or 3 decimal places. borrowing is necessary. This was modified from a subtraction question using integers with each number divided by 1000 so the variables have names referring to ones, tens, hundreds etc.

Adding and subtracting two 3x3 matrices.

Subtract indices. Part of HELM Book 1.2

This is a set of questions designed to help you practice adding, subtracting, multiplying and dividing fractions.

All of these can be done without a calculator.

This is a set of questions designed to help you practice adding, subtracting, multiplying and dividing fractions.

All of these can be done without a calculator.

Subtracting a decimal with 3 decimal places from a decimal with 2 or 3 decimal places. borrowing is necessary. This was modified from a subtraction question using integers with each number divided by 1000 so the variables have names referring to ones, tens, hundreds etc.

Equivalent fractions, simplifying, adding, subtracting, multiplying and dividing fractions. Converting between mixed numbers and improper fractions.

Students are given a diagram with 2 triangles. They are given 2 randomised lengths, and a randomised angle of depression.

They need to compute an angle by subtracting the angle of depression from 90°. Then they need to use the sine rule to calculate a second angle. Then they need to use the alternate angles on parallel lines theorem to work out a third angle. They use these to calculate a third angle, which they use in the right-angle triangle with the sine ratio to compute the third side. They then use the cos ratio to compute the length of the third side.

This question provides practice at adding, subtracting, dividing and multiplying complex numbers in rectangular form.

This is a set of questions designed to help you practice adding, subtracting, multiplying and dividing fractions.

All of these can be done without a calculator.

Face, Place and actual value, adding, subtracting, multiplying, dividing and rounding decimals.

This question provides practice at adding, subtracting, dividing and multiplying complex numbers in rectangular form.

Practice with adding, subtracting and dividing basic algebraic fractions