Compute a table of values for a quadratic function. A JSXgraph plot shows the curve going through the entered values.

Compute a table of values for a quadratic function. A JSXgraph (the graph paper) plot shows the curve going through the entered values. The student input is now disconnected from the graph so that they slide the points usually after they input the values and the answer fields are not updated.

Compute a table of values for a quadratic function. A JSXgraph (the graph paper) plot shows the curve going through the entered values. The student input is now disconnected from the graph so that they slide the points usually after they input the values and the answer fields are not updated.

Compute a table of values for a quadratic function. The student input is now disconnected from the graph so that they slide the points on the graph after they input the values and the answer fields are not updated. Now includes a graph in advice.

Compute a table of values for a quadratic function. A JSXgraph plot shows the curve going through the entered values.

Deduce some properties of elements of $\mathbb F_4$, given its multiplication table. (E.g., which element is the zero, the one element, ...)

Used for LANTITE preparation (Australia). SP = Statistics & Probability strand. NC = Non Calculator strand. Students are shown a table of lunch options, given a child's food preferences and asked how many combinations are possible. There are seven possible questions.

Used for LANTITE preparation (Australia). SP  Statistics & Probability strand. NC = Non Calculator strand. Students are shown a table and asked one of seven possible questions.

Two trains arrive at the same platform with different periods. Compute the LCM of the two periods to find the time they clash.

This is a context question testing the student's ability to identify the lowest common multiple of two integer values which are not multiples of each other. 

Fill in a frequency table for grouped data, then estimate the mean and identify the modal class.

This is a set of questions for students to practice identifying parabolas, hyperbolas and exponentials.

There are also a few questions asking students to draw graphs, and to evaluate the curves at specific points.

10 questions are selected from a larger pool. 

In the first question students are asked to identify the type of a graph.

In the second question students are asked to identify the type of an equation.

Then next 6 questions are basic questions about evaluating points on a curve or matching curves and equations.

The last 2 questions are applications - e.g. compound interest, displayed as an equation, a table or a graph.

A bill (for a random amount) is divided equally between a number of people.

Students evaluate the per-person cost for a random number of people.

They then complete a table showing the cost per person for various numbers of people.

Finally they are asked to identify the shape of the graph that represents this function. They are given 2 exponentials, a hyperbola and a line to choose from.

Students are asked to draw a hyperbola from an equation by drawing a table of graphs and plotting them.

Students are asked to draw an exponential from an equation by drawing a table of graphs and plotting them.

Students are asked to draw a parabola from an equation by drawing a table of graphs and plotting them.

Given a table of the number of days in which sales were between £x1000 and £(x+1)1000 find the relative percentage frequencies of these volume of sales.

The student must calculate the number of digits a given decimal number would have when written in a different base. Alternative answers catch some common mal-rules and give appropriate feedback.

Based on table 2 from "diagnosing student errors in e-assessment questions" by Philip Walker, D. Rhys Gwynllyw and Karen L. Henderson.

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Introduction to modular arithmetic using a multiplication table and lookup.

Introduction to modular arithmetic in $\mathbb Z_b$ using a multiplication table and lookup with coprime $b \in \mathbb N$.

Linear program described in words. Student must write out constraints as equations in standard form, then identify the optimal solution in a finished simplex tableau.

For practising how to recognise paired data as the first step to identify a suitable statistical analysis (such as the paired t-test or Wilcoxon test).

Given a random variable $X$  normally distributed as $\operatorname{N}(m,\sigma^2)$ find probabilities $P(X \gt a),\; a \gt m;\;\;P(X \lt b),\;b \lt m$.

Given a random variable $X$  normally distributed as $\operatorname{N}(m,\sigma^2)$ find probabilities $P(X \gt a),\; a \gt m;\;\;P(X \lt b),\;b \lt m$.

Sample of size $24$ is given in a table. Find sample mean, sample standard deviation, sample median and the interquartile range.

Load data about members of the Scottish parliament from a JSON object, and display a table of 5 randomly picked MSPs.

Load data on some items held in the Cooper Hewitt collection, and show a table of 5 randomly picked items.

Minitab was used to fit both an AR(1) model and an AR(2) to a stationary series. A  table is given summarising the results obtained from Minitab. Choose the most appropriate model and make a forecast based on that model.