148 results for "single".
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Question in Alexander's workspace
Express $\displaystyle \frac{a}{x + b} \pm \frac{c}{x + d}$ as an algebraic single fraction over a common denominator.
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Question in Skills Audits for Maths and Stats
This question is made up of 10 exercises to practice the multiplication of brackets by a single term.
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Question in MESH
A single question which asks you to round to the nearest ten, hundred or thousand.
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Merryn's copy of Division, single digit divisor results in no remainder - long or short division Ready to useQuestion in MESH
The simplest case. Divisor is single digit. There is no remainder.
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Question in MESH
Divisor is single digit. 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 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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Question in MESH
Divisor is single digit. There is a remainder which we express as a fraction.
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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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Question in pre-algebra Numeracy and Arithmetic
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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Question in HELM books
Given 2 or 3 fractions such as A/(2x+5), add them.
There are 5 possible versions.
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Exam (4 questions) in Engineering Statics
Homework set. Variations on problems involving single particle equilibrium.
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Division, single digit divisor results in a remainder which is expressed as a fraction - long or short division Ready to useQuestion in pre-algebra Numeracy and Arithmetic
Divisor is single digit. There is a remainder which we express as a fraction.
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Question in Nursing
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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Question in pre-algebra Numeracy and Arithmetic
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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Question in pre-algebra Numeracy and Arithmetic
Divisor is single digit. 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 pre-algebra Numeracy and Arithmetic
The simplest case. Divisor is single digit. There is no remainder.
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Exam (1 question) in Musa's workspace
No description given
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Question in Musa's workspace
This question tests the student's ability to solve Integer Programming problems applying Single State Metaheuristics.
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Question in HELM books
Write an expression (a^k1*a^k2)/a^k3 using a single positive index. Variable a is randomised and can be a number or a letter. k1,k2 and k3 are randomised positive numbers.
Part of HELM Book 1.2
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Question in HELM books
The student is shown a GeoGebra worksheet containing a single point at the origin. They must move the point to the required coordinates.
The part is marked as correct if the point is in the right position.
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Question in HELM books
The student is shown a GeoGebra worksheet containing a single point at the origin. They must move the point to the required coordinates.
The part is marked as correct if the point is in the right position.
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Question in HELM books
The student is shown a GeoGebra worksheet containing a single point at the origin. They must move the point to the required coordinates.
The part is marked as correct if the point is in the right position.
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Question in HELM books
Simplify three expressions: (a^b)^c, a^b * a^c, a^b/a^c where a, b and c are randomised. a is a letter, and b and c are rational numbers.
Part of HELM Book 1.2
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Question in HELM books
Write an expression (a^k1*a^k2)/a^k3 using a single positive index. Variable a is randomised and can be a number or a letter. k1,k2 and k3 are randomised and can be positive or negative numbers.
Part of HELM Book 1.2
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Question in HELM books
Use the index laws to simplify 3 simple expressions;
n^a*n^b, n^a/n^b, (n^a)^b, where n is a randomised variable or number, and a and b are randomised nonzero integers.
Part of HELM Book 1.2
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Question in HELM books
Expand (x+a)(x+b)(x+c), where x is a randomised variable, and a,b,c are randomised integers.
Note that the pattern restriction in the marking checks that there are no brackets and that the expression is simplified to at most a single x^3, x^2, x and constant term; but it will let you get away with an additional -x^2 and/or -x term. (e.g., you could write 3x as 4x -x and the marking would accept this. This was to stop the pattern matching getting too complicated.
Part of HELM Book 1.3
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Question in Musa's workspace
Divisor is single digit. There is a remainder which we express as a decimal by continuing the long 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 .Differential Calculus
Simple application of "Power Rule" to differentiate single term functions.
All co-efficients and powers are integer (though some may be negative.
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Question in Engineering Statics
Replace two parallel forces with an equivalent single force
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Question in ENG2012/CME1027 practice
Finding the confidence interval at either 90%, 95% or 99% for the population variance of a sample. $\chi^2$ tables are used. A single scenario is given.