True/false question type to assess basic knowledge of multiple regression.

Interpreting the minitab output from a logistic regression model of salary against obesity as measured by BMI.

Adaptive marking is in place for Part b).

Students are given a positive whole number less than one hundred and are asked to find either 1/10, 1/100 or 1/1000 of it.

Students are given a positive whole number less than one thousand and are asked to divide it by either 10, 100, 1000 or 1,000,000.

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

Powers of 10 from 10^3 to 10^6. 10 to the power 4 is excluded as it is given as an example.

Students are shown two decimals and asked to enter the correct sign to compare them: > or < or =.

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

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.

This question ensures that students understand that the fraction line means divide. There are 3 versions of the question, for denominators 10, 100 and 1000.

Students are shown one of four containers and asked to convert either one tenth, one hundredth or one thousandth of a litre to millilitres.

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 asked how many milliseconds in one second  OR  how many milligrams in one gram  OR  how many millimetres in one metre.

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.

Students are shown a receptacle and told that it holds either one tenth, one hundredth or one thousandth of a litre. They are asked how many of them would be needed to hold one litre.

Students have to match four receptacles of varying sizes with the following fractions of a litre: 1 whole, 1/10, 1/100 and 1/1000.

In four parts, the student builds up the definition of a class representing a rectangle. First they write the constructor, then add methods to compute area and perimeter.

In the final part, they must use the methods to write a function which determines if a rectangle's area is larger than its perimeter.

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

No description given

Questions using Pythagoras' theorem involving integers and surds. 

Finding composite functions of a quadratic function and a logarithmic function.

Used for LANTITE preparation (Australia). SP = Statistics & Probability strand. Students are shown an unusual chart and asked one of six possible questions.

Used for LANTITE preparation (Australia). SP = Statistics & Probability strand. Students are shown a column graph and asked to calculate the net benefit given the amount invested (randomly generated) and the intervention type (one of seven possible).

Used for LANTITE preparation (Australia).SP = Statistics & Probability strand. NC = Non Calculator strand. Students are shown an infographic and asked two of five possible true/false questions.

This question asks students to identify trees.

This question asks students to find a spanning tree for simple undirected graphs.

Used for LANTITE preparation (Australia). NA = Number & Algebra strand. SP = Statistics & Probability strand. Students read a percentage from the chart, and calculate that percentage of the number of children (randomly generated).

Used for LANTITE preparation (Australia). NC = Non Calculator strand. NA = Number & Algebra strand. Students are given the number of people that are fed with 200g of rice (randomised), and the total number of people to be fed (randomised). They need to calculate the weight of rice using proportional reasoning.

Used for LANTITE preparation (Australia). NC = Non Calculator strand. NA = Number & Algebra strand. Students are given the number of pages read (randomised) and number of pages remaining (randomised), and asked to write the proportion read as a simple fraction.

Students are asked to move an x-axis slider representing standard deviation on a normal distribution to make the area between (mean - slider value) and (mean + slider value) equal to a certain percentage. The 3 possible percentages correspond to the mean plus or minus 1, 2 or 3 standard deviations.