835 results for "term".
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Question in HELM books
Factorise a 2-term expression by pulling out a numeric gcd. Part of HELM Book 1.3
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Question in Foundation Maths
When are vectors $\boldsymbol{v,\;w}$ orthogonal?
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Question in Foundation Maths
Implicit differentiation.
Given $x^2+y^2+ax+by=c$ find $\displaystyle \frac{dy}{dx}$ in terms of $x$ and $y$.
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Question in Foundation Maths
Find the first 3 terms in the MacLaurin series for $f(x)=(a+bx)^{1/n}$ i.e. up to and including terms in $x^2$.
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Question in MASH Bath: Question Bank
Simple exercise in collecting terms in different powers of \(x\)
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Question in MASH Bath: Question Bank
Solving a quadratic equation via factorisation, with the $x^2$-term having a coefficient of 1.
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Question in MASH Bath: Question Bank
Factorising a quadratic expression with the $x^2$-term having a coefficient of 1.
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Question in Nursing
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.
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Question in pre-algebra Numeracy and Arithmetic
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.
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Question in pre-algebra Numeracy and Arithmetic
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.
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Question in pre-algebra Numeracy and Arithmetic
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).
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Question in pre-algebra Numeracy and Arithmetic
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).
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Question in Musa's workspace
Finding the coordinates and determining the nature of the stationary points on a polynomial function
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Question in Musa's workspace
A graph (of a cubic) is given. The question is to determine the number of roots and number of stationary points the graph has. Non-calculator. Advice is given.
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Question in HELM books
Collect like terms to simplify an algebraic expression. Part of HELM Book 1.3
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Question in HELM books
Collect like terms to simplify an algebraic expression. Part of HELM Book 1.3
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Question in HELM books
Given either (a) ax+bx+cy+dy, or (b) ax^2+bx+c, (c) ax^2+bx^2+cx^2, where a,b,c,d are randomised constants, and x and y are randomised letters, simplify by collecting like terms (if possible).
Part of HELM Book 1.3
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Question in HELM books
Given an expression in one or two variables, with two or three terms, collect like terms, if possible. Part of HELM Book 1.3
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Question in HELM books
Collect like terms to simplify an algebraic expression. Part of HELM Book 1.3
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Question in HELM books
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
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Question in Musa's workspace
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.
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Question in Musa's workspace
Eight expressions, of increasing complexity. The student must simplify them by expanding brackets and collecting like terms.
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Question in Musa's workspace
Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions.
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Question in Musa's workspace
Eight expressions, of increasing complexity. The student must simplify them by expanding brackets and collecting like terms.
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Question in Musa's workspace
Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions.
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Question in Musa's workspace
Two quadratic graphs are sketched with some area beneath them shaded. Question is to determine the area of shaded regions using integration. The first graph's area is all above the $x$-axis. The second graph has some area above and some below the $x$-axis.
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Question in Musa's workspace
Finding the coordinates and determining the nature of the stationary points on a polynomial function
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Question in Musa's workspace
A graph (of a cubic) is given. The question is to determine the number of roots and number of stationary points the graph has. Non-calculator. Advice is given.
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Question in Musa's workspace
$x$ is given and (sin(x),cos(x)) is plotted on a unit circle. Then the student is asked to determine sin(y) and cos(y), where y is closely related to x (e.g. y=-x, y=180+x, etc.) Also find values and sign of cos/tan/sin(x).
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Question in Demos
An experiment using a PhET applet. The student can attach masses of different weights to a spring, and is asked to measure and record how far it stretches. Their measurements are shown on a graph, and they're asked to estimate the formula for the length in terms of the mass.