Indices
The below QuickQuestion Interface © generates random questions on indices.
Choose whether you want to practice the operations on indices, the simplification of negative or fractional indices, or a mixture of these.
Set a maximum power to appear in questions, and decide if you want to allow negative powers (for simplifying negative powers this option does not matter as they will all be negative).
Finally choose if you want to practice with number bases, letter bases, or mixed (such as 2a^3).
When typing answers, use the ^ symbol to represent powers, the / to denote a fraction, and if you need to do a squareroot use sqrt(9) or sqrt[3](27) for the cuberoot of 27.
Use the buttons to create random questions and show the answers.
There is a 10QQI version of this activity.
Choose whether you want to practice the operations on indices, the simplification of negative or fractional indices, or a mixture of these.
Set a maximum power to appear in questions, and decide if you want to allow negative powers (for simplifying negative powers this option does not matter as they will all be negative).
Finally choose if you want to practice with number bases, letter bases, or mixed (such as 2a^3).
When typing answers, use the ^ symbol to represent powers, the / to denote a fraction, and if you need to do a squareroot use sqrt(9) or sqrt[3](27) for the cuberoot of 27.
Use the buttons to create random questions and show the answers.
There is a 10QQI version of this activity.
Ideas for Teachers
The QQI activities are a great way to get all students working. Put random questions on the board, and then get students to answer them on miniwhiteboards. Once all students have answered, and held up their solutions (with working), reveal the answer to see if they were right. Discuss any misconceptions from the working they have shown, or if they have all got it correct, move on to another question (changing the options to make if more difficult if necessary).
The QQI activities are a great way to get all students working. Put random questions on the board, and then get students to answer them on miniwhiteboards. Once all students have answered, and held up their solutions (with working), reveal the answer to see if they were right. Discuss any misconceptions from the working they have shown, or if they have all got it correct, move on to another question (changing the options to make if more difficult if necessary).
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