Horizontal and vertical shifts and scales of a random cubic spline

Compute a table of values for a quadratic function. A JSXgraph (the graph paper) plot shows the curve going through the entered values. The student input is now disconnected from the graph so that they slide the points usually after they input the values and the answer fields are not updated.

Compute a table of values for a quadratic function. A JSXgraph plot shows the curve going through the entered values.

Horizontal and vertical shifts and scales of a random cubic spline

Compute a table of values for a quadratic function. The student input is now disconnected from the graph so that they slide the points on the graph after they input the values and the answer fields are not updated. Now includes a graph in advice.

Experimental question using JSXGraph to provide dynamic, interactive graphs.

Find a regression equation.

Now includes a graph of the regression line and another interactive graph gives users the opportunity to move the regression line around. Could be used for allowing users to experiment with what they think the line should be and see how this compares with the calculated line.

Also includes an updated SSE to see how the sum of the squares of the residuals varies with the regression line.

Idenitifying straight-line graph equations

Used for LANTITE preparation (Australia). SP = Statistics & Probability strand. Students are shown an infographic and asked one of six possible questions.

Used for LANTITE preparation (Australia). NC = Non Calculator strand. NA = Number & Algebra strand. Students are asked to obtain a percentage from an infographic, then choose the fraction which is closest. There are 7 different versions of this question.

What is the function of the given graph?

This question introduces base vectors i and j and asks the student to interpret a JSXGraph diagram to write four vectors in terms of the base vectors. Further parts ask the student to add vectors and find a magnitude.

This question asks the student to interpret a JSXGraph diagram to write three vectors in terms of the base vectors. Each vector has both a horizontal and vertical component. Further parts ask the student to add vectors and find a magnitude. 

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.

Practise solving simultaneous linear equations graphically and algebraically.

No description given

Uses JSXGraph to generate a plot for a cubic, with given critical points, along with three other incorrect graphs with modified properties. JSXGraph code is commented.

Small demo using the JME implementation of JSXGraph inline in a multiple choice question. This version uses a JME variable to store the expressions and then calls a function wherever a plot is required.

Small demo using the JME implementation of JSXGraph inline in a multiple choice question.

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

A graph is drawn. A student is to identify the derivative of this graph from four other graphs. There are four version of this question: I: cubic, II: linear, III: quadratic, IV: sinusoisal.

Students are given a line equation in the form y=mx+b and asked to graph it.

m and b are randomised.

The question is not auto-marked, students need to "reveal answers" to see a sample graph that they can compare to their own.

Students are given a word problem and are asked to construct a line equation, evaluate it at a given point, and graph the line.

The line parameters and the given point are randomised.

Students are shown a graph and, in the context of a word problem, are asked to find the gradient and the y-intercept, to read points from the graph, and to identify the correct equation for the graph.

Students are given a word problem with the distance travelled and the time taken by a cyclist. They need to choose the correct form for the linear equation, compute the gradient, and plot the line.

The distance travelled and time taken are randomised.

Speed, distance and time are all integer values.

Students are shown to intersecting lines in the context of comparing the costs of services from two companies. They are asked to identify the y-intercept, the gradients, the point of intersection and are asked to interpret the graphs in the context of the word problem.

A bill (for a random amount) is divided equally between a number of people.

Students evaluate the per-person cost for a random number of people.

They then complete a table showing the cost per person for various numbers of people.

Finally they are asked to identify the shape of the graph that represents this function. They are given 2 exponentials, a hyperbola and a line to choose from.

Students are shown to intersecting lines in the context of a gym visiting program. They are asked to identify the y-intercept, the gradients, the point of intersection and are asked to interpret the graphs in the context of the word problem.

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.