Converting decimals to percentages.

Pratice of dividing by a fraction.

Practice of dividing by a decimal.  This should be solvable without using a calculator.

Practice of adding fractions.

Four questions, of increasing complexity, involving addition of decimals.  These should all be solvable without using a calculator.

Four questions, of increasing complexity, invoving multiplication.  These should all be solvable without using a calculator.

Four questions, of increasing complexity, involving long division.  These should be solvable without using a calculator.

Cancelling to reduce a fraction to its lowest terms.

Practice of multiplying fractions (without a calculator).

Practice of multiplying 2 decimal numbers.

Basic calculation exercise using distance in km, expected mph and desired arrival time (with the conversion factor for km to miles given).

Based on a generic test QTS question.

4 questions, of increasing complexity, on subtracting decimals.

What's A, if B% of A is C?

Subtracting fractions.

Finding the numerators & denominators of 4 equivalent fractions.

Converting a fraction to a percentage by cancelling (without a calculator).

Finding a percentage of an amount.

For example, 20% of 150 = 30

What's A as a percentage of B?

8/9/15

Practice of cancelling a fraction, where the denominator will reduce to either 5,10, 20, 25, or 50 and then multiplying numerator and denominator by either 20, 10, 5, 4 or 2 respectively, to represent the fraction as a percentage.  A helpful strategy in the QTS test...

Tweaked the variables to avoid duplicate fractions in the 2 parts & make the second slightly more tricky, on average.  Used the Testing facility to prevent 100 or 200 appearing in the denominators.

Basic algebra.  The intention is to help students generalise a rule\pattern from 3 questions of increasing complexity.

Basic algebra.  The intention is to help students generalise a rule\pattern from 3 questions of increasing complexity.

Basic algebra.  The intention is to help students generalise a rule\pattern from 3 questions of increasing complexity.

Basic algebra.  The intention is to help students generalise a rule\pattern from 3 questions of increasing complexity.

Basic algebra.  The intention is to help students generalise a rule\pattern from 3 questions of increasing complexity.

Student is asked whether a quadratic equation can be factorised. If they say "yes", they're asked to give the factorisation.

Solve a system of linear equations using Gaussian elimination.

Two questions on solving systems of simultaneous equations.

Find the determinants of three $2 \times 2$ invertible matrices.