Useful for a review of the base 10 number system before introducing different bases and also just ensuring students understand how the base 10 system works.

old question, way too many things in one question! I have made better questions out of each part now.

Nice easy case except divisor is a double digit. There is no remainder. 

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 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 double digit. There is a remainder which we express as a fraction. 

The simplest case. Divisor is single digit. There is no remainder. 

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).

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 single digit. There is a remainder which we express as a fraction. 

Students seem to miss the fact that division is actually multiplication by the reciprocal or the inverse of multiplication. This question attempts to address that.

Subtracting a decimal with 3 decimal places from a decimal with 2 or 3 decimal places. borrowing is necessary. This was modified from a subtraction question using integers with each number divided by 1000 so the variables have names referring to ones, tens, hundreds etc.

I think I prefer the other question I made called "Rounding to 0, 1, 2 and 3 decimal places"

By powers of ten I mean a 1 followed by some 0s. The scientific notation questions will take care of the power of ten notation.

a) Multiplying decimals with a single non-zero digit. Students are told to preserve the number of decimal places (from the question to the answer). 

b) Multiplying decimals requiring the multiplication algorithm. 

No description given

Issues: alignment in columns in the working - not sure what to do about it

Decimal divided by a decimal. Multiply by a power of ten to get an integer divisor. Long and short division process. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to some number of decimal places.

Some students believe a decimal is larger if it is longer, some believe a decimal is larger if its first non-zero digit is larger.

Decimals addition algorithm. 2 and 3 digit numbers. Carrying.

Natural numbers addition algorithm. 2 and 3 digit numbers. Carrying.

No description given

Simple probability question. Counting number of occurrences of an event in a sample space with given size and finding the probability of the event.

rebelmaths

Foundation Mechanics Question involving a body on a plane

No description given

No description given

Find the reactions for a beam with a uniformly varying distributed load.

In the first part, the student must write any linear equation in three unknowns. Each distinct variable can occur more than once, and on either side of the equals sign. It doesn't check that the equation has a unique solution.

In the second part, they must write three equations in two unknowns. It doesn't check that they're independent or that the system has a solution. The marking algorithm on each of the gaps just checks that they're valid linear equations, and the marking algorithm for the whole gap-fill checks the number of unknowns.

The student must solve a pair of simultaneous equations in $x$ and $y$.

The variables are generated backwards: first $x$ and $y$ are picked, then values for the coefficients of the equations are chosen satisfying those values.

Shows how to use JSXGraph to make a sine graph with amplitude, frequency and phase controlled by sliders.

This shows how to define a list of LaTeX strings, and pick a couple of them at random to display.

The "JSON data" type is used to define the available strings, so they're automatically marked as "safe" and curly braces aren't interpreted as variable substitution.