This shows how to use variable name annotations inside \simplify to display a 3D vector in terms of the standard unit vectors $\boldsymbol{i}$, $\boldsymbol{j}$, $\boldsymbol{k}$

In progress!

The student is shown two number entry gaps on either side of a 'less than' sign. Their answer is marked correct if the first number is less than the second, using a custom marking algorithm.

This shows how to mark the gaps in a gap-fill part together, rather than independently.

Shows how to create a simplified JME subexpression, and substitute it into a string variable.

To prevent students from giving a trivial answer for a part which is used later in adaptive marking, you can consider it as invalid.

Part a of this question has a custom marking algorithm which marks an answer of zero as invalid. Any other answer is used in adaptive marking for part b.

Used when running a test standalone outside a VLE. This version warns that their answer will show as incorrect.

No description given

This question uses the GeoGebra extension so it can ask the student to create an equilateral triangle. It doesn't matter how they do it, as long as they end up with a polygon with three vertices whose sides are all the same length.

This question uses the GeoGebra extension so it can ask the student to create an equilateral triangle. It doesn't matter how they do it, as long as they end up with a polygon with three vertices whose sides are all the same length.

This question uses the GeoGebra extension so it can ask the student to create an equilateral triangle. It doesn't matter how they do it, as long as they end up with a polygon with three vertices whose sides are all the same length.

This question uses the GeoGebra extension so it can ask the student to create an equilateral triangle. It doesn't matter how they do it, as long as they end up with a polygon with three vertices whose sides are all the same length.

This question uses the GeoGebra extension so it can ask the student to create an equilateral triangle. It doesn't matter how they do it, as long as they end up with a polygon with three vertices whose sides are all the same length.

This is a set of practice questions for the non-right-angle trig component of the Australian year 12 Mathematics Standard 2 course.

It asks questions about

• finding sides and angles of right angle triangles,
• finding areas of triangles,
• using the sine rule,
• using the cos rule,
• bearings, and
• radial surveys.

Solve unknown on one side

Divide $ f(x)=x ^ 4 + ax ^ 3 + bx^2 + cx+d$ by $g(x)=x^2+p $ so that:
$\displaystyle \frac{f(x)}{g(x)}=q(x)+\frac{r(x)}{g(x)}$

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

No description given

A question testing the application of the Area of a Triangle formula when given two sides and an angle. In these questions, the triangle is always acute and both of the given side lengths are adjacent to the given angle.

Two questions testing the application of the Sine Rule when given two angles and a side. In this question, the triangle is always acute.

Two questions testing the application of the Sine Rule when given two sides and an angle. In this question, the triangle is always acute and one of the given side lengths is opposite the given angle.

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

Two questions testing the application of the Cosine Rule when given two sides and an angle. In these questions, the triangle is always acute and both of the given side lengths are adjacent to the given angle.

A question testing the application of the Cosine Rule when given three side lengths. In this question, the triangle is always acute. A secondary application is finding the area of a triangle.

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

Some clever variable-substitution trickery to randomly pick two sides of a right-angled triangle to give to a student, and ask for the other.

The sides are set up so they're always Pythagorean triples, and the opposite side is always odd.

As ever, most of the tricky stuff is in the advice. 

Because this was created quickly to show how to set up the randomisation, there's no diagram. It would benefit greatly from a diagram.

Find the Cartesian form $ax+by+cz=d$ of the equation of the plane $\boldsymbol{r=r_0+\lambda a+\mu b}$.

The solution is not unique. The constant on right hand side could be given to ensure that the left hand side is unique.

Question on $\displaystyle{\lim_{n\to \infty} a^{1/n}=1}$. Find least integer $N$ s.t.  $\ \left |1-\left(\frac{1}{c}\right)^{b/n}\right| \le10^{-r},\;n \geq N$

A question testing the application of the Cosine Rule when given three side lengths. In this question, the triangle is always acute. A secondary application is finding the area of a triangle.