13118 results.
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Students seem to miss the fact that division is actually multiplication by the reciprocal or the inverse of multiplication. This question attempts to address that.
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Fractions/division and multiplication, different ways of presenting the same thing (non-algebraic) Ready to use
Students seem to not realise that ab×c=c×ab=a×cb=c×ab=a×c÷b=a÷b×c=c÷b×a≠c÷(b×a)… etc. This question is my attempt to help rectify this.
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Students seem to miss the fact that division is actually multiplication by the reciprocal or the inverse of multiplication. This question attempts to address that.
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Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.
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Fractions already have a common denominator. Addition and subtraction 50:50 split, when subtracting, the answer is negative half the time. Students shouldn't have to worry about reducing fractions by design.
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A quick practice set of problems for education students to take in preparation for their numeracy test.
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Quiz covering basic arithmetic with complex numbers, solving a quadratic with complex solutions and converting to/from polar and rectangular forms.
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Exam (6 questions) in Nikon's workspace
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Reduced or simplified form of a fraction by cancelling the greatest common divisor (gcd) of numerator and denominator (i.e dividing out by it)
The greatest common factor are designed to be one of the following 2,4,5,10,20,25,50,100,125,250
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Recall of common units, along with understanding multiplication.
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Issues: alignment in columns in the working - not sure what to do about it
Decimal divided by a decimal. Multiply by a power of ten to get an integer divisor. Long and short division process. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to some number of decimal places.
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Divisor is a two-digit number. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.
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Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.
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Adding, subtracting and multiplying two and three digit numbers. Now with worked solutions.
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simplifying, multiplication, fraction of square roots resulting in rational, square root of fraction resulting in rational, rationalising the denominator, simple rationalising the denominator conjugate
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Ferrous Metals
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Converting between giga, mega, kilo, base, milli and micro, nano. Metres, grams and litres.
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Converting between metres (m) and centimetres (cm).
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Converting between kilo, base, milli and micro. Grams, litres and metres.
