148 results for "adding".
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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. Students shouldn't have to worry about reducing fractions by design.
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No description given
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No description given
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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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Adding, subtracting and multiplying two and three digit numbers. Now with worked solutions.
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Dealing with adding, subtracting, multiplying, dividing, and taking powers of negative numbers.
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Question in SIT316
This question uses a Geogebra applet to solve a linear program with two variables using the graphical method. It contains three steps:
- Construct the feasible area (polygon) by adding the constraints one by one. The students can see what happens when the constraints are added.
- Add the objective function, and the level set of the objective value is shown, as well as its (normalised) gradient.
- Compute the optimal solution by moving the level set of the objective around.
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Question in Deactivated user's workspace
Practice with adding, subtracting and dividing basic algebraic fractions
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Merryn's copy of Fractions: adding and subtracting, numerical, already with common denominator Ready to useQuestion in MESH
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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Question in MESH
Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.
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The student is asked to give the roots of a quadratic equation. They should be able to enter the numbers in any order, and each correct number should earn a mark.
When there's only one root, the student can only fill in one of the answer fields.
This is implemented with a gap-fill with two number entry gaps. The gaps have a custom marking algorithm to allow an empty answer. The gap-fill considers the student's two answers as a set, and compares with the set of correct answers.
The marking corresponds to this table:
There is one root There are two roots Student gives one correct root 100% 50%, "The root you gave is correct, but there is another one." Student gives two correct roots impossible 100% Student gives one incorrect root 0% 0% Student gives one incorrect, one correct root 50% "One of the numbers you gave is not a root". 50% "One of the numbers you gave is not a root". Student gives two incorrect roots 0% 0% -
A custom marking algorithm picks out the names of the constants of integration that the student has used in their answer, and tries mapping them to every permutation of the constants used in the expected answer. The version that agrees the most with the expected answer is used for testing equivalence.
If the student uses fewer constants of integration, it still works (but they must be wrong), and if they use too many, it's still marked correct if the other variables have no impact on the result. For example, adding +0t to an expression which otherwise doesn't use t would have no impact.
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Question in HELM books
There are two parts:
(3x)/4-x/5+x/3 and (3x/4)-(x/5+x/3).
The numbers are randomised to small, coprime, positive integers.
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Question in HELM books
This is a fixed, unmarked, question:
Show that (x1)/((1/x3)-(1/x2))) = (x1x2x3)/(x2-x3)
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Question in HELM books
Add (a/b).x +/- (c/d) where a,b,c,d are randomised positive integers, and x is a randomised letter.
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Question in HELM books
Simplify (qx+a)/(rx+b) +/- (sx+c)/(rx+b)^2
x is a randomised variable. a,b,c,d,q,r are randomised integers.
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Question in HELM books
Simplify (qx+a)/(rx+b) +/- (sx+c)/(tx+d)
x is a randomised variable. a,b,c,d,q,r,s,t are randomised integers. a,b,c,d run from -5 to 5, including 0. q,r,s,t run from -3 to 3, and can be 0 if the constant term is nonzero, but are mostly 1.
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Adding and subtracting two 3x3 matrices.
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No description given
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Question in HELM books
Add indices. Part of HELM Book 1.2
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Question in Musa's workspace
This is a set of questions designed to help you practice adding, subtracting, multiplying and dividing fractions.
All of these can be done without a calculator.
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Question in Musa's workspace
This is a set of questions designed to help you practice adding, subtracting, multiplying and dividing fractions.
All of these can be done without a calculator.
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Question in Musa's workspace
Multiplication and adding matrices.
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Question in Musa's workspace
Recovering original function given some information such as derivative and value at some point.
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Question in Musa's workspace
Finding the lengths and angles within a right-angled triangle using: pythagoras theorem, SOHCAHTOA and principle of angles adding up to 180 degrees.
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This question demonstrates how to use GeoGebra applets in explore mode.
The student must construct a polygon by adding points one at a time. At any point, they can answer the question, "Is the centroid inside the polygon?"
GeoGebra's IsInRegion command is used to decide if the centroid is inside the polygon.
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Equivalent fractions, simplifying, adding, subtracting, multiplying and dividing fractions. Converting between mixed numbers and improper fractions.
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Question in Martin's workspace
This question provides practice at adding, subtracting, dividing and multiplying complex numbers in rectangular form.
