No description given

Create a truth table for a logical expression of the form $a \operatorname{op} b$ where $a, \;b$ can be the Boolean variables $p,\;q,\;\neg p,\;\neg q$ and $\operatorname{op}$ one of $\lor,\;\land,\;\to$.

For example $\neg q \to \neg p$.

Evaluate a limit (x-a)/(x^2+(a+b)x+ab)

Factorise three quadratic equations of the form $x^2+bx+c$.

The first has two negative roots, the second has one negative and one positive, and the third is the difference of two squares.

Solve simple two step linear equations with feedback.

No description given

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

No description given

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

This question aims to test understanding and ability to use the laws of indices.

Show one of several blocks of text depending on the value of a question variable.

As well as a simple check for the value of a variable, the condition to display a block of text can be a complex expression in any of the question variables - in this example, depending on the discriminant of the generated quadratic.

Construct a line through two points in a GeoGebra worksheet. Change the line by setting the positions of the two points when the worksheet is embedded into the question.

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

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.

A question to practice simplifying fractions with the use of factorisation (for binomial and quadratic expressions).

Eight expressions, of increasing complexity. The student must simplify them by expanding brackets and collecting like terms.

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.

Use two points on a line graph to calculate the gradient and $y$-intercept and hence the equation of the straight line running through both points.

The answer box for the third part plots the function which allows the student to check their answer against the graph before submitting.

This particular example has a positive gradient.

Addition, subtraction and multiplication by a scalar for 2 x 2 matrices.

Multiplication of $2 \times 2$ matrices.

No description given

No description given

No description given

No description given

No description given

No description given

No description given

No description given

No description given

No description given