Multiply two numbers, at least one of which is negative.

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.

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

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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.

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.

Given a randomly-generated list, the student must write code to return its first value.

There's an alternative to check if they get the second item, which they might do if they don't realise Python lists are zero-indexed.

English sentences which are propositions are given and the appropriate logical expression chosen for the negation of the sentence.

English sentences which are propositions are given and for each the appropriate proposition  involving quantifiers is to be chosen. 

Write down the lexicographic parity check matrix and generator matrix for a Hamming code, which is the dual of a Simplex code, then determine if a given word is a codeword of the corresponding Simplex code.

Compute tables of Hamming distances in given codes, then determine which codes are equivalent.

This question includes a JavaScript preamble which defines 'hbar' as a special variable name to be rendered in LaTeX as \hbar.

Which graph matches which description?

A single question which asks you to round to the nearest ten, hundred or thousand. 

several statements are given regarding trig identities. student is to select which are true and which are false

Q1 is true/false question covering some core facts, notation and basic examples.  Q2 has two functions for which second derivative needs to be determined.

Use two points on a line graph to calculate the gradient and $y$-intercept and hence the equation of the straight line running through both points.

The answer box for the third part plots the function which allows the student to check their answer against the graph before submitting.

This particular example has a positive gradient.

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

Students are shown 4 network diagrams (randomly selected from a pool of 20) and asked to identify which of them are trees.

Students are awarded 1 mark for each correct identification, and lose 1 mark for each non-tree they select.

As the number of trees can change, the number of marks that this question is worth can also change, ranging from 1 to 4.

Students are randomly shown one of two networks. They are shown four sub-networks, and asked to identify which one is a minimum spanning tree for the network. Thus, there are 2 versions of this question.

Students are randomly shown one of 3 networks.

They are given 4 sub-networks and asked to identify which one is a spanning tree

Students are given a diagram with 2 triangles. They are given 2 randomised lengths, and a randomised angle of depression.

They need to compute an angle by subtracting the angle of depression from 90°. Then they need to use the sine rule to calculate a second angle. Then they need to use the alternate angles on parallel lines theorem to work out a third angle. They use these to calculate a third angle, which they use in the right-angle triangle with the sine ratio to compute the third side. They then use the cos ratio to compute the length of the third side.

Students are given 2 right-angle triangles - two ramps of differing steepness up a step, and are asked to find one of a selection of randomly chosen lengths. The height of the step is given - it is randomised. Students are also given either the angle of incline of the steeper ramp or its length, both of which are randomised. They are also given the angle of incline of the shallower ramp, which is also randomised.

Students are shown a graph of the value of a machine over time. The line equation is randomised.

They are asked to evaluate value at a given time, and the time at which a given value is reached. They are asked when the machine has no value, and the range of times over which the model is valid. They are also asked to explain the physical meaning of the gradient.

Students are given a parabola equation and 4 points. They need to determine which point lies on the parabola.

Using the given information to complete the equation $y= A \cos{ \left( \frac{2 \pi}{P} x  \right) }+V $ that describes an electromagnetic wave and calculating the smallest angle, $x$, for which $y=y_0$.