1067 results for "number".
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Question in Intro Cryptography
A question which asks students to encrypt a number using RSA, then to factor a small public key and find the decryption exponent.
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Question in NCL MAS1701
No description given
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The number of patients arriving at a dentist’s surgery each afternoon follows
a Poisson distribution, with a mean of four patients per hour.
Calculate the probability that in a particular one-hour period -
Question in Julie's workspace
Application of the Poisson distribution given expected number of events per interval.
Finding probabilities using the Poisson distribution.
rebelmaths
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Question in MESH
convert large numbers to scientific notation
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Question in MESH
NC NA Non-calculator and Number and Algebra strand. This number assesses students' ability to add and subtract very simple fractions. Students need two add two fractions (possibly mixed numbers) involving quarters and/or halves, then subtract their answer from a whole number. The answer must be entered in simplest form and will always be less than one.
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Question in MESH
Several problems involving dividing fractions, with increasingly difficult examples, including mixed numbers and complex fractions.
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Question in MESH
This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number.
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Question in MESH
Add, subtract, multiply of divide two mixed numbers. This question has no advice at this stage.
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Question in MESH
Several problems involving dividing fractions, with increasingly difficult examples, including mixed numbers and complex fractions.
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Question in MESH
Simple questions on square numbers, square roots, cube number, cube roots and prime numbers.
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Question in MESH
No description given
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Question in MESH
No description given
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Question in MESH
No description given
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Question in MESH
Round random numbers to the closest whole number, 1, 2 or 3 decimals places.
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Question in MESHCalculating the LCM and HCF of numbers by using prime factorisation.
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Question in MESH
Useful for a review of the base 10 number system before introducing different bases and also just ensuring students understand how the base 10 system works.
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Question in MESH
Useful for a review of the base 10 number system before introducing different bases and also just ensuring students understand how the base 10 system works.
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Question in MESH
Divisor is a two digit number. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).
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Question in MESH
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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Question in MESH
Subtracting a decimal with 3 decimal places from a decimal with 2 or 3 decimal places. borrowing is necessary. This was modified from a subtraction question using integers with each number divided by 1000 so the variables have names referring to ones, tens, hundreds etc.
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Question in MESH
a) Multiplying decimals with a single non-zero digit. Students are told to preserve the number of decimal places (from the question to the answer).
b) Multiplying decimals requiring the multiplication algorithm.
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Merryn's copy of Decimals: division (includes rounding the answer) - long or short division Ready to useQuestion in MESH
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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Question in MESH
Decimals addition algorithm. 2 and 3 digit numbers. Carrying.
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Question in MESH
Natural numbers addition algorithm. 2 and 3 digit numbers. Carrying.
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Question in Julie's workspace
Simple probability question. Counting number of occurrences of an event in a sample space with given size and finding the probability of the event.
rebelmaths
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Question in How-tos
In the first part, the student must write any linear equation in three unknowns. Each distinct variable can occur more than once, and on either side of the equals sign. It doesn't check that the equation has a unique solution.
In the second part, they must write three equations in two unknowns. It doesn't check that they're independent or that the system has a solution. The marking algorithm on each of the gaps just checks that they're valid linear equations, and the marking algorithm for the whole gap-fill checks the number of unknowns.
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Question in How-tos
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% -
Question in How-tos
The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm evaluates the exponential of the student's answer and the expected answer, and compares those.
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Question in How-tos
The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm checks that the student's answer differs from the expected answer by a multiple of $2\pi$.