Given results from a survey about what people eat for breakfast, where some people eat one or both of cereal and toast. Student is asked to pick the probability of eating either one or the other from a list. Distractors pick out common errors.

Given the probability that a basketball shot misses the hoop, find the probability that it's on target - use the law of total probability.

A bag contains balls of three different colours. You're told how many there are of each, and asked the probability of picking a ball of a particular colour.

Choose the probability of getting a tails, from four options.

Represent a given probability to a decimal, fraction or percentage.

Determine whether outcomes are impossible or certain to occur.

A simple situational question about a box of chocolates, asking how many of each type there are, what percentage of the box they represent, the probability of picking one and ratios of different types.

The amount of money a person gets on their birthday follows an arithmetic sequence.

Calculate the amount on a given birthday, then calculate the sum up to that point.

Given descriptions of some pairs of random events, pick the ones which are mutually exclusive.

This is a simple question testing the student on their ability to calculate the lowest common multiple of two integers which are: 

Part a) - coprime;

Part b) - where the greatest common divisor between the two integers is greater than one and not equal to either given number; and

Part c) - where one of the integer is a multiple of the other. 

Find the inverse of a composite function by finding the inverses of two functions and then the composite of these; and by finding the composite of two functions then finding the inverse. The question then concludes by asking students to compare their two answers and verify they're equivalent.

Given a geometric sequence, find the common ratio (negative in this question), write down the formula for the nth term and use it to calculate a given term.

Several problems involving the multiplication of fractions, with increasingly difficult examples, including a mixed fraction and a squared fraction. The final part is a word problem. 

This question tests the student's knowledge of the remainder theorem and the ways in which it can be applied.

Given a factor of a cubic polynomial, factorise it fully by first dividing by the given factor, then factorising the remaining quadratic.

This question tests the student's ability to identify the factors of some composite numbers and the highest common factors of two numbers. 

Use a given factor of a polynomial to find the full factorisation of the polynomial through long division.

Given the first four terms of a quadratic sequence, write down the formula for the $n^\text{th}$ term.

Given the first three terms of a sequence, give a formula for the $n^\text{th}$ term.

In the first sequence, $d$ is positive. In the second sequence, $d$ is negative.

Given sequences with missing terms, find the common difference between terms.

Given arithmetic sequences with some terms missing, fill in the missing terms.

Factorise a quadratic equation where the coefficient of the $x^2$ term is greater than 1 and then write down the roots of the equation

Factorise three quadratic equations of the form $x^2+bx+c$.

The first has two negative roots, the second has one negative and one positive, and the third is the difference of two squares.

Factorise polynomials by identifying common factors. The first expression has a constant common factor; the rest have common factors involving variables.

Work out the average percentage increase per year in price of an item, given two prices several years apart.

Eight expressions, of increasing complexity. The student must simplify them by expanding brackets and collecting like terms.

Given a formula for a sequence, calculate a given term.

Some conceptual questions about parallel lines - fill in the gaps in some statements.

Identify the lines corresponding to given equations, and the lines parallel to lines with given equations.

Match up equations with the corresponding lines on a graph.

Several problems involving dividing fractions, with increasingly difficult examples, including mixed numbers and complex fractions.