835 results for "term".
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Exam (8 questions) in Workplace Math 11
No description given
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Question in HELM books
State the general form of the equation of a straight line explaining the role of each of the terms in your answer.
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Question in HELM books
Describe the effect of changing the value of a constant term in a linear function. Part of HELM Book 2.5.1.
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Question in HELM books
Given the period of a repeating function, determine the number of repeats in a given amount of time. Part of HELM Book 2.4.
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Question in HELM books
Given a piecewise function determine whether the limit exists at two points. Part of HELM Book 2.4.1.
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Question in Demos
The student is shown a plot of a mystery function. They can enter values of $x$ check, within the bounds of the plot.
They're asked to give the formula for the function, and then asked for its value at a very large value of $x$.
A plot of the student's function updates automatically as they type. Adaptive marking is used for the final part to award credit if the student gives the right value for their incorrect function.
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Question in HELM books
Determine whether three graphs are functions or not. Part of HELM Book 2.3.
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Question in HELM books
Asked to define a function term, e.g. domain, or x(t). Part of HELM book 2.2.1.
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Question in MfEP Progress Quizzes
Simultaneous equation problem as circuit analysis to find unknown currents. Students need to solve the equations and type in the solutions for each variable. Advice is given in terms of solution by elimination.
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Question in MfEP Progress Quizzes
Simultaneous equation problem as circuit analysis to find unknown voltages. Students need to solve the equations and type in the solutions for each variable. Advice is given in terms of solution by elimination.
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Question in MfEP Progress Quizzes
Question requires students to determine if the smallest angle of a triangle is smaller than a given value. Answer is Yes/No but students need to use cosine rule to find the smallest angle and to know that smallest angle is oppositeshortest side (otherwise they will need to find all angles of the triangle). Designed for a test where students upload handwritten working for each question as a check against guessing. Also designed to make it difficult for students to google or use AI to find the answer.
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Question in MfEP Progress Quizzes
Question requires students to determine if the largest angle of a triangle is smaller than a given value. Answer is Yes/No but students need to use cosine rule to find the largest angle and to know that largest angle is opposite longest side (otherwise they will need to find all angles of the triangle). Designed for a test where students upload handwritten working for each question as a check against guessing. Also designed to make it difficult for students to google or use AI to find the answer.
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Question in MfEP Progress Quizzes
This question is an application of a quadratic equation. Student is given dimensions of a rectangular area, and an area of pavers that are available. They are asked to calculate the width of a border that can be paved around the given rectangle (assuming border is the same width on all 4 sides). The equation for the area of the border is given in terms of the unknown border width. Students need to recognise that only one solution of the quadratic gives a physically possible solution.
The dimensions of the rectangle, available area of tiles and type of space are randomised. Numeric variables are constructed so that resulting quadratic equation has one positive and one negative root.
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Question in Skills Audits for Maths and Stats
Finding the stationary points of a cubic equation and determining their nature.
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Question in Skills Audits for Maths and Stats
Determining the range of a function of the form $f = m|x| + a$.
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Question in Skills Audits for Maths and Stats
Simplifying first is essential in terms of managing expressions that might need factorising.
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Question in Skills Audits for Maths and Stats
Simplify (qx+a)/(rx+b) +/- (sx+c)/(tx+d)
x is a randomised variable. a,b,c,d,q,r,s,t are randomised integers. a,b,c,d run from -5 to 5, including 0. q,r,s,t run from -3 to 3, and can be 0 if the constant term is nonzero, but are mostly 1.
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Question in Skills Audits for Maths and Stats
Factorise a quadratic equation where the coefficient of the $x^2$ term is greater than 1 and then write down the roots of the equation
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Question in Skills Audits for Maths and Stats
Solving a quadratic equation via factorisation (or otherwise) with the $x^2$-term having a coefficient of 1.
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Question in Skills Audits for Maths and Stats
Fiind the Highest Common Factor of two algebraic expressions involving a coefficient and powers of $x$ and $y$.
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Question in Skills Audits for Maths and Stats
Factorise an expression of 2 or 3 terms where the gcd is a letter times a number. Part of HELM Book 1.3.4
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Question in Skills Audits for Maths and Stats
This question is made up of 10 exercises to practice the multiplication of brackets by a single term.
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Question in Skills Audits for Maths and Stats
Filling in the blanks from the answer to a simplified expression involving indices.
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Question in Skills Audits for Maths and Stats
Simple exercise in collecting terms in different powers of \(x\)
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Question in Skills Audits for Maths and Stats
Simple exercise in collecting terms in different powers of \(x\)
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Question in Skills Audits for Maths and Stats
Simple exercise in collecting terms in different powers of \(x\)
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Question in MESH
Divisor is a two digit number. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).
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Question in MESH
Divisor is a two-digit number. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.
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Question in MESH
Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).
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Question in MESH
Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.