659 results for "value".
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Question in MASH Bath: Question Bank
Interpreting a p-value given the hypothesis. Common misconceptions.
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Question in MASH Bath: Question Bank
One number as a percentage of another. Biology context. Includes standard form.
Realistic values. -
Question in MASH Bath: Question Bank
Stating orders of magnitude for real-world values, e.g. height of Everest, diameter of a atom.
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Question in MASH Bath: Question Bank
Reading values from a Venn diagram, required unison, intersection and complement.
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Question in school maths
Given a regular n-gon, students are asked for the sum of external angles, sum of internal angles, and the values of the external and internal angles.
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Question in school maths
Given n-1 angles inside a polygon, students have to calculate the value of the last internal angle.
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Question in Standard Maths
Students explore the relationship between length and area of a rectangle.
The perimeter of the rectangle is randomised. Students are given 11 different lengths, and asked to compute rectangle width and area for each. They are then asked to graph the function, identify it as a parabola, and estimate the maximum value.
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Question in Standard Maths
Students are shown one of 5 different radial surveys and asked to answer one of 8 questions about it.
2 questions ask for the length of a side.
2 questions ask for the value of an angle.
2 questions ask for the area of a triangle.
1 question asks for the land area, and 1 question asks for the land perimeter.
The values are hard coded. In cases where your choice of precision affects your answer, a range of answers is accepted, and a comment is made in the advice to that effect.
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Question in Standard Maths
Students are shown a random bearing and given its value as a compass bearing.
They are asked to give its value as a true bearing.
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Question in Standard Maths
Student is given a triangle with the value of 2 sides and 1 or 2 angles and asked to find the value of the third side using the cosine rule. Triangle can be acute or obtuse.
Side and angle lengths are randomised. Units are randomised.
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Question in Standard Maths
Student is given a triangle with the value of 3 sides and asked to find the value of an angle. Triangle can be acute or obtuse.
Side and angle lengths are randomised. Units are randomised.
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Question in Standard Maths
Student is given a triangle with the value of 1 side and 2 or 3 angles and asked to find the value of another side. Triangle can be acute or obtuse.
Side and angle lengths are randomised. Units are randomised.
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Question in Standard Maths
Student is given a triangle with 2 or 3 side lengths given and asked to use the sine rule to find the value of an angle. Triangle can be acute or obtuse.
Side and angle lengths are randomised. Units are randomised.
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Question in Standard Maths
Students are shown a right angled triangle and asked to find the value of an angle using a trig identity.
The triangle is a fixed image, but the angles and side lengths are randomly selected.
The angle is to be given in degrees and minutes.
There are 4 orientations of the triangle in the diagram. The orientation is randomly chosen.
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Question in Standard Maths
Students are shown a graph of the value of a machine over time. The line equation is randomised.
They are asked to evaluate value at a given time, and the time at which a given value is reached. They are asked when the machine has no value, and the range of times over which the model is valid. They are also asked to explain the physical meaning of the gradient.
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Question in Standard Maths
The student is shown an exponential graph and asked to evaluate the function at some given value.
They are also asked whether or not the model is valid for all real inputs, but they only give a yes/no response. The reasoning is explained in the advice but is not required from students.
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Question in Standard Maths
Shows an exponential graph displaying the value of an investment under compound interest. Students have to identify the type of graph and answer 3 questions about the value of the investment from the graph.
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Question in Standard Maths
Students are given a formula for compound interest and asked to evaluate it for given initial investment values.
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Question in Standard Maths
Data from a compound interest are shown in a table. Students are asked to compute the value of an investment, and to identify the type of graph.
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Question in Transition to university
This question assesses
- the students ability to apply both theoretical and experimental probability to calculate expected values
- the students understanding of how to calculate the relative frequency of an outcome
The question also helps to show students how using experimental probability and theoretical probability results in different expected values of an outcome.
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Question in Content created by Newcastle University
Given normal distribution $\operatorname{N}(m,\sigma^2)$ find $P(a \lt X \lt b),\; a \lt m,\;b \gt m$ and also find the value of $X$ corresponding to a given percentile $p$%.
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Question in MASH Bath: Question Bank
Evaluating a modulus function of the form $f(x)=ax+b|x|$ for a given value of $x$.
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Question in MASH Bath: Question Bank
Evaluating a modulus function of the form $f(x)=x^2+m|x|$ for a given value of $x$.
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Question in MASH Bath: Question Bank
Evaluating a modulus function of the form $f(x)=c-m|x|$ for a given value of $x$.
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Question in MASH Bath: Question Bank
Evaluating a modulus function of the form $f(x)=m|x|+c$ for a given value of $x$.
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Question in MASH Bath: Question Bank
Evaluating a cubic function for a given value of $x$.
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Question in MASH Bath: Question Bank
Evaluating a quadratic function for a given value of $t$.
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Question in MASH Bath: Question Bank
Evaluating a linear function for a given value of $x$.
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Question in MASH Bath: Question Bank
Evaluating composite functions involving a linear function and a modulus function of the form $f(x)=|x|+c$, for a given value of $x$.
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Question in MASH Bath: Question Bank
Calculating the amount of money in a savings account after a given amount of time, and calculating how long it will take for the amount of savings to exceed a given value.