Students select the option which lists the four decimal weights of premature infants in order from smallest to highest.

This question was written by MESH (the Mathematics Education Support Hub) at Western Sydney University.

Students must match the decimals 0.1, 0.01 and 0.001 to their fraction equivalents. The order in which they appear is randomised but it is always the same three decimals.

Students are given a decimal in the form 0.X and asked to identify its value, either X units, X tenths, X hundredths or X tens.

Arithmetic operations involving fractions; converting between decimals and fractions; deciding if fractions are equivalent.

Students are given a number with two decimal places and are asked to divide it by either 10, 100 or 1000.

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.

Students are shown a right angled triangle and asked to compute a side length using a trig identity.

The triangle is a fixed image, but the angles and side lengths are randomly selected.

The angle is given in degrees and minutes, and students are asked for the side length correct to 1 decimal place.

There are 4 different triangle orientations that can display.

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Identify well-known fractional equivalents of decimals. Convert obscure decimals and recurring decimals into fractions.

Find $\displaystyle \int \frac{2ax + b}{ax ^ 2 + bx + c}\;dx$

Round numbers to a given number of decimal places.

Shows how the "decimal" data type can represent very small numbers with more precision than the default "number" data type.

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.

Calculate the distance between two points along the surface of a sphere using the cosine rule of spherical trigonometry. Context is two places on the surface of the Earth, using latitude and longitude.

The question is randomised so that the numerical values for Latitude for A and B will be positive and different (10-25 and 40-70 degrees). As will the values for Longitude (5-25 and 50-75). The question statement specifies both points are North in latitude, but one East and one West longitude, This means that students need to deal with angles across the prime meridian, but not the equator.

Students first calculate the side of the spherical triangle in degrees, then in part b they convert the degrees to kilometers. Part a will be marked as correct if in the range true answer +-1degree, as long as the answer is given to 4 decimal places. This allows for students to make the mistake of rounding too much during the calculation steps.

Educational calculation tool rather than "question".

This allows the student to input a linear system in augmented matrix form (max rows 5, but any number of variables). Then the student can decide to swap some rows, or multiply some rows, or add multiples of one row to other rows. The student only has to input what operation should be performed, and this is automatically applied to the system. This question has no marks and no feedback as it's just meant as a "calculator".

It has some rounding to 13 decimal places, as otherwise some fraction calculations become incorrectly displayed as a very small number instead of 0.

It would be possible to extend to more than 5 rows, one just has to put in a lot more variables and so on. I just had to choose some place to stop.

Educational calculation tool rather than "question".

This allows the student to input a square matrix (max rows 5). Then the student can decide to swap some rows, or multiply some rows, or add multiples of one row to other rows. The student only has to input what operation should be performed, and this is automatically applied to the matrix and the identity matrix (or what it has got to). This question has no marks and no feedback as it's just meant as a "calculator". It has some checks in so students know when they are not entering a square matrix or a valid row number etc.

It has some rounding to 13 decimal places, as otherwise some fraction calculations become incorrectly displayed as a very small number instead of 0.

It would be possible to extend to more than 5 rows, one just has to put in a lot more variables and so on. I just had to choose some place to stop.

Face, Place and actual value, adding, subtracting, multiplying, dividing and rounding decimals.

Given a sum of logs, all numbers are integers,

$\log_b(a_1)+\alpha\log_b(a_2)+\beta\log_b(a_3)$ write as $\log_b(a)$ for some fraction $a$.

Also calculate to 3 decimal places $\log_b(a)$. 

Converting integers from one base to another. Includes binary to decimal.

Convert a variety of numbers from decimal to standard index form.

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Because JavaScript numbers lose precision as they get bigger, you get some unexpected results.

See the variable "two" - the difference should be 2, but because the JavaScript representation of each of the two numbers is the same, it thinks the difference is 0.

Using the decimal data type, there's no loss of precision, so the correct value is produced.

Rounding a value to 3 decimal places

Arithmetic operations involving fractions; converting between decimals and fractions; deciding if fractions are equivalent.

Manipulate fractions in order to add and subtract them. The difficulty escalates through the inclusion of a whole integer and a decimal, which both need to be converted into a fraction before the addition/subtraction can take place.

https://numbas.mathcentre.ac.uk/question/22664/addition-and-subtraction-of-fractions/ by Lauren Richards

Translated to German and Part d) added.

Used for LANTITE preparation (Australia). NC = Non Calculator strand. SP = Statistics & Probability strand. Students are given the experimental probability in ratio form in a sentence, and asked to write it as a decimal. There are 7 different versions of this question.

Used for LANTITE preparation (Australia). NC = Non Calculator strand. NA = Number & Algebra strand. Students are given the gifted proportion as a decimal, and the proportion of those who receive support as a decimal, and are required to find the proportion of the whole school who are gifted but do not receive support (as a decimal). There are 9 versions of this question.

Given $\rho(t)=\rho_0e^{kt}$, and values for $\rho(t)$ for $t=t_1$ and a value for $\rho_0$, find $k$. (Two examples).