Several problems involving the multiplication of fractions, with increasingly difficult examples, including a mixed fraction and a squared fraction. The final part is a word problem. 

Given sequences with missing terms, find the common difference between terms.

Given arithmetic sequences with some terms missing, fill in the missing terms.

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

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.

Match up equations with the corresponding lines on a graph.

Some conceptual questions about parallel lines - fill in the gaps in some statements.

Identify the lines corresponding to given equations, and the lines parallel to lines with given equations.

Several problems involving dividing fractions, with increasingly difficult examples, including mixed numbers and complex fractions. 

Find the remainder when dividing two polynomials, by algebraic long division.

This question tests the student's ability to find remainders using the remainder theorem. 

Given an equation with an unknown, determine if the unknown is positive or negative.

First part is the product of two numbers; second part is the product of three.

Given the common difference and first term of an arithmetic sequence, work out the index of the nth term of the sequence.

Framed as a word problem with ticket numbers in an ice cream shop.

Given the first and last terms of a finite arithmetic sequence, calculate the number of elements and then the sum of the sequence.

Each part is broken into steps, with the formula given.

Calculate and work with measures of central tendency such as mean, median and mode, and measures of spread such as range and standard deviation.

Basic probability skills involving coins, dice and other events with equally likely outcomes.

A fill-in-the-blank style question to test vocabulary within the topic of Algebra.

This question provides an example of an initial bank account investment with a fixed return and tests the student's understanding of an application of intercepts.

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Choose from one of several pre-defined scenarios, and set variables to the corresponding values, defined in lists.

This question has three variables: city, population, and percent_like_chocolate. These differ for each city. We've defined a list for each variable, with the corresponding values. A variable called scenario picks a random position in the list, so the value of city, for example, is cities[scenario].