Provided with information on a sample with sample mean and known population variance, use the z test to either accept or reject a given null hypothesis.

Finding the confidence interval at either 90%, 95% or 99% for the mean given the mean and standard deviation of a sample. The population variance is not given and so the t test has to be used. Various scenarios are included.

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.

Finding the stationary points of a cubic with two turning points

Given mean and sd of 1000 sample returns on a scale of 1 to 7 together with a given score, find the z-score.

Also find the 95% confidence interval for the population mean.

Refresher questions on topics in algebra that students beginning a maths undergraduate course should be familiar with.

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

The custom function rectangle(width,height) draws a rectangle with the given dimensions, along with some labels.

Slightly harder introductory exercises about the power set.

Compare two savings accounts with different interest rates.

rebelmaths

Finding the lengths and angles within a right-angled triangle using: pythagoras theorem, SOHCAHTOA and principle of angles adding up to 180 degrees.

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.

Graphs are given with areas underneath them shaded. The student is asked to select the correct integral which calculates its area.

Finding the stationary points of a cubic with two turning points

Finding the stationary points of a rational function with specific features.

A graphical approach to aiding students in writing down a formal proof of discontinuity of a function at a given point.

Uses JSXgraph to sketch the graphs and involves some interaction/experimentation by students in finding appropriate intervals.

Find modulus and argument of two complex numbers. Then use De Moivre's Theorem to find negative powers of the complex numbers.

Find modulus and argument of two complex numbers. Then use De Moivre's Theorem to find positive powers of the complex numbers.

Finding the modulus and argument (in radians) of four complex numbers; the arguments between $-\pi$ and $\pi$ and careful with quadrants!

The easiest type of exponential to graph where the base is greater than 1 and no transformations take place.

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.

Given three vectors with integer components, find the corresponding magnitude and direction.

Given three vectors with integer components, find the corresponding magnitude and direction.

Differentiation of  polynomials, cos, sin, exp, log functions. Product, quotient and chain rules.

Missing: Application with bacteria, turning points, difficult chain rule

Refresher questions on topics in algebra that students beginning a maths undergraduate course should be familiar with.

Calculations involving elementary probability, and several questions designed to draw out misconceptions to do with probability.

Quiz covering basic arithmetic with complex numbers and solving roots for a quadratic with complex solutions

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.