Write an expression (a^k1*a^k2)/a^k3 using a single positive index. Variable a is randomised and can be a number or a letter. k1,k2 and k3 are randomised positive numbers.

Part of HELM Book 1.2

The student is shown a GeoGebra worksheet containing a single point at the origin. They must move the point to the required coordinates.

The part is marked as correct if the point is in the right position.

The student is shown a GeoGebra worksheet containing a single point at the origin. They must move the point to the required coordinates.

The part is marked as correct if the point is in the right position.

The student is shown a GeoGebra worksheet containing a single point at the origin. They must move the point to the required coordinates.

The part is marked as correct if the point is in the right position.

Simplify three expressions: (a^b)^c, a^b * a^c, a^b/a^c where a, b and c are randomised. a is a letter, and b and c are rational numbers.

Part of HELM Book 1.2

Write an expression (a^k1*a^k2)/a^k3 using a single positive index. Variable a is randomised and can be a number or a letter. k1,k2 and k3 are randomised and can be positive or negative numbers.

Part of HELM Book 1.2

Use the index laws to simplify 3 simple expressions;

n^a*n^b, n^a/n^b, (n^a)^b, where n is a randomised variable or number, and a and b are randomised nonzero integers.

Part of HELM Book 1.2

Expand (x+a)(x+b)(x+c), where x is a randomised variable, and a,b,c are randomised integers.

Note that the pattern restriction in the marking checks that there are no brackets and that the expression is simplified to at most a single x^3, x^2, x and constant term; but it will let you get away with an additional -x^2 and/or -x term. (e.g., you could write 3x as 4x -x and the marking would accept this. This was to stop the pattern matching getting too complicated.

Part of HELM Book 1.3

Divisor is single digit. There is a remainder which we express as a decimal by continuing the long 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.

Simple application of "Power Rule" to differentiate single term functions.

All co-efficients and powers are integer (though some may be negative.

Replace two parallel forces with an equivalent single force

Finding the confidence interval at either 90%, 95% or 99% for the population variance of a sample. $\chi^2$ tables are used. A single scenario is given.

Fairly simple questions using differentiation "power rule" and "sum or difference rules" to differentiate single term functions and polynomials.

Some co-efficients and indices can be negative and/or fractional.

Express $\displaystyle \frac{a}{x + b} \pm  \frac{c}{x + d}$ as an algebraic single fraction over a common denominator. 

A single question which asks you to round to the nearest ten, hundred or thousand. 

Rewriting expressions of the form $n \log(a)\pm m \log(b) \pm p \log(c)$ as a single logarithm.

Rewriting expressions of the form $\log(a)\pm \log(b)$ as a single logarithm.

Find $\displaystyle \frac{a} {b + \frac{c}{d}}$ as a single fraction in the form $\displaystyle \frac{p}{q}$ for integers $p$ and $q$.

Divisor is single digit. There is a remainder which we express as a decimal by continuing the long 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.

Express $\displaystyle \frac{ax+b}{x + c} \pm  \frac{dx+p}{x + q}$ as an algebraic single fraction over a common denominator. 

Find $\displaystyle \frac{a} {b + \frac{c}{d}}$ as a single fraction in the form $\displaystyle \frac{p}{q}$ for integers $p$ and $q$.

Determine the single force which is equivalent to a force and a couple.

Simple application of "Power Rule" to differentiate single term functions.

Some co-efficients and powers are non-integer and some may be negative.

This question assesses the students ability to find the expected number of times an event occurs given the probability of the event occurring for a single trial and the total number of trials.

A couple of different ways of showing the correct answer to a single part as soon as the student submits an answer. One way allows the student to change their answer, while the other locks the part.

A third part includes a "reveal answers to this part" button, which allows the student to choose to reveal the answer to the part.

Think very carefully before using this: by revealing the answer, you are removing the opportunity for the student to later on realise they've got that step wrong, as a consequence of some further work. It's often possible to use adaptive marking to use the student's answer in place of the correct answer in later parts.

The student is shown a diagram containing a single point at the origin. They must move the point to the given integer coordinates.

The student is shown a diagram containing a single point at the origin. They must move the point to the given integer coordinates.

The student is shown a GeoGebra worksheet containing a single point on a grid. They must move the point to the required coordinates.

The part is marked as correct if the point is in the right position.

Addition activity 1 for Eva.

Adding single digit numbers together.