Calculate the volume of different 3D shapes, given the units and measurements required. The formulae for the volume of each shape are available as steps if required.

Calculate the volume of different 3D shapes, given the units and measurements required. The formulae for the volume of each shape are available as steps if required.

This question tests the students ability to calculate the area of different 2D shapes given the units and measurements required. The formulae for the areas are available if required but students are encouraged to try to remember them themselves.

The shapes are: a rectangle, a parallelogram, a right-angled triangle, and a trapezium.

Author of gif: Picknick
https://commons.wikimedia.org/wiki/File:Parallelogram_area_animated.gif
This file is licensed under the Creative Commons Attribution-Share Alike 4.0 International license.

Several quadratics are given and students are asked to complete the square.

Several quadratics are given and students are asked to complete the square.

This question tests the students ability to calculate the area of different 2D shapes given the units and measurements required. The formulae for the areas are available if required but students are encouraged to try to remember them themselves.

The shapes are: a rectangle, a parallelogram, a right-angled triangle, and a trapezium.

Author of gif: Picknick
https://commons.wikimedia.org/wiki/File:Parallelogram_area_animated.gif
This file is licensed under the Creative Commons Attribution-Share Alike 4.0 International license.

Given a graph of a straight line, the student is asked various questions about it, e.g. values of $f$, of $f$ inverse, about its gradient, about intercepts.

Given the first few terms of an arithmetic sequence, write down its formula, then find a couple of particular terms.

Apply the quadratic formula to find the roots of a given equation. The quadratic formula is given in the steps if the student requires it.

Practice finding parallel and perpendicular lines to a given line.

rebelmaths

Given one point and the gradient determine the equation of the line.

Identifying y=mx+b given two points

Graphs are given and students are required to match them with their equation.

Graphs are given and students are required to match them with their equation.

Graphs are given and students are required to match them with their equation.

Several quadratics are given and students are asked to complete the square.

Modular arithmetic. Find the following numbers modulo the given number $n$. Three examples to do.

This question tests the students ability to use the logarithm equivalence law to make x the subject of a given equation and to check which of a list of logarithmic expressions are equivalent to x.

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

A graphical approach to aiding students in writing down a formal proof of discontinuity of a function at a given point.

Uses JSXgraph to sketch the graphs and involves some interaction/experimentation by students in finding appropriate intervals.

Several quadratics are given and students are asked to complete the square.

Given $f(x)=(x+b)^n$. Find the gradient and equation of the chord between $(a,f(a))$ and $(a+h,f(a+h))$ for randomised values of $a$, $b$ and $h$.

Given a graph, the student is asked to determine the quadratic function.

Given some random finite subsets of the natural numbers, perform set operations $\cap,\;\cup$ and complement.

Given some random finite subsets of the natural numbers, perform set operations $\cap,\;\cup$ and complement.

Given some random finite subsets of the natural numbers, perform set operations $\cap,\;\cup$ and complement.

determine the least residue mod n of a given number.

Identifying y=mx+b given two points

Multiple choice questions. Given randomised trig functions select the possible ways of writing the domain of the function.

Several quadratics are given and students are asked to complete the square.