148 results for "single".
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Questions to test if the student knows the inverse of an even power (and how to solve equations that contain a single power that is even).
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Questions to test if the student knows the inverse of an odd power (and how to solve equations that contain a single power that is odd).
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Questions to test if the student knows the inverse of fractional power or root (and how to solve equations that contain them).
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Basically expand an expression like "5y(-2z+3)" where the student types answer into a single gap.
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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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Homework set. Variations on problems involving single particle equilibrium.
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Question in Alexander's workspace
Express ax+b±cx+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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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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Division, single digit divisor results in a remainder which is expressed as a fraction - long or short division Ready to use
Divisor is single digit. There is a remainder which we express as a fraction.
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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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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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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
