A single question which asks you to round to the nearest ten, hundred or thousand. 

Primarily concerned with identifying when a number is in the thousands, million, billions or trillions.

Is this number divisible by 2? Half the time the number is, half the time it isn't. Steps give the divisibility test.

One-way ANOVA example

several statements are given regarding trig identities. student is to select which are true and which are false

A function $f(x) = cln(ax^2+bx) -x$ is sketched and tangent is also drawn. The equation of the tangent line is asked for and $x$-coordinate for horizontal tangent is asked for. Calculator.

Q1 is true/false question covering some core facts, notation and basic examples.  Q2 has two functions for which second derivative needs to be determined.

rebelmaths

No description given

Equivalent fractions, simplifying, adding, subtracting, multiplying and dividing fractions. Converting between mixed numbers and improper fractions.

Quiz for expanding brackets and factorising

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.

No description given

Simple exercise in collecting terms in different powers of \(x\)

Just showing how to use the stdev function from the stats extension to calculate the standard deviation of a list of numbers.

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

Given a regular n-gon, students are asked for the sum of external angles, sum of internal angles, and the values of the external and internal angles.

Given n-1 angles inside a polygon, students have to calculate the value of the last internal angle.

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 4 network diagrams (randomly selected from a pool of 20) and asked to identify which of them are trees.

Students are awarded 1 mark for each correct identification, and lose 1 mark for each non-tree they select.

As the number of trees can change, the number of marks that this question is worth can also change, ranging from 1 to 4.

Students are randomly shown one of two networks. They are shown four sub-networks, and asked to identify which one is a minimum spanning tree for the network. Thus, there are 2 versions of this question.

Students are randomly shown one of 3 networks.

They are given 4 sub-networks and asked to identify which one is a spanning tree

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 given a diagram with 2 triangles. They are given 2 randomised lengths, and a randomised angle of depression.

They need to compute an angle by subtracting the angle of depression from 90°. Then they need to use the sine rule to calculate a second angle. Then they need to use the alternate angles on parallel lines theorem to work out a third angle. They use these to calculate a third angle, which they use in the right-angle triangle with the sine ratio to compute the third side. They then use the cos ratio to compute the length of the third side.