exact value of testing sin, cos, tan of angles that are negative or greater than 360 degrees that result in nice exact values. 

multiple choice testing sin, cos, tan of  random(pi/6, pi/4, pi/3) radians

multiple choice testing csc, sec, cot  of  random(pi/6, pi/4, pi/3) radians

exact value of sin, cos, tan of  random(0,90,120,135,150,180,210,225,240,270,300,315,330) degrees

multiple choice testing csc, sec, cot of random(30, 45, 60) degrees

multiple choice testing sin, cos, tan of  random(30, 45, 60) degrees

Determine a finite sum and a limiting sum of a geometric series written using sigma notation. I'm not sure how to eliminate rounding errors...

Test whether a student knows the root test of a series, and how to use it. Series include those that the root test is inconclusive for. This question could be better in that it could go through the working of determining the limit but I hope to make a separate question which deals with that.

This question tests to see if students can recognise an alternating series and based on the alternating series test and the divergence test determine if it is convergent or divergent.

At the moment there is no example included with $b_n\rightarrow 0$ which isn't eventually monotonically convergent. 

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Skills Audit for Maths and Stats: MEC

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Skills Audit Maths and Stats: GEE courses

Skills Audit Maths and Stats: EEE courses

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UG MGT

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.

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.

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.

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.

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).

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).