Given the original formula the student enters the transformed formula

Ready to use

Given the original formula the student enters the transformed formula

Ready to use

Given the original formula the student enters the transformed formula.

READY TO USE

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This question demonstrates a few ways of interacting with a Venn diagram drawn using JSXGraph.

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This question asks the student to calculate three points of a given linear function then plot these points in a JSXGraph item and find the x and y intercepts of the line.

Find the equation of a line given a point and a parallel line.

Calculating gradient and finding intercept from a geogebra graph.

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Find the equation of a line given a point and a parallel or perpendicular line.

Reading a value from a stacked bar chart.

Reading a value from a simple bar chart.

Which graph matches which description?

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.

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Students are shown 4 exponential equations, and 4 graphs and asked to match them.

Students explore the relationship between length and area of a rectangle.

The perimeter of the rectangle is randomised. Students are given 11 different lengths, and asked to compute rectangle width and area for each. They are then asked to graph the function, identify it as a parabola, and estimate the maximum value.

Students are asked to find either the initial production cost, or a gradient, or the break even point from a graph.
They are then asked to determine the profit or loss from the graph for the production of a particular number of units. This number is randomised.

Students are shown a graph with 6 vertices and asked to find the length of the shortest path from A to a random vertex.

There is only one graph, but all of the weights are randomised.

They can find the length any way they wish. In the advice, the steps of Dijkstra's algorithm used in solving this problem are displayed. It is not a complete worked solution but it should be sufficient to figure out the shortest path used to reach each vertex.

Students are shown one of a disconnected graph, a tree, and a graph containing cycles. They are asked the yes/no question: "Is this a connected graph?"

This question displays one of 6 graphs and asks the yes/no question, "Does this graph contain a cycle"?

This question displays one of 10 graphs. It asks the student to either 

(a) count the vertices, or

(b) count the edges, or

(c) state how many vertices a spanning tree would contain, or

(d) state how many edges a spanning tree would contain, or

(e) state the degree of a selected (randomly chosen) vertex.

Students are shown a line graph and asked to write the line equation.

The line is drawn in geogebra. m and b are randomised. 

The line equation is given as a fill-in-the-gaps, y = <gap>x + <gap>

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 shown an exponential graph and asked to identify the equation from a selection of 4.

Students are given a hyperbolic graph and asked to select the correct equation from 4 choices.

Students are shown an exponential graph and asked to identify its equation from 4 choices.

The graph is randomised.

Student is shown a graph with a parabola and asked to identify the correct equation. Multiple choice question.

Students are shown a parabola and asked to identify its graph from a selection of choices.