Student ID , IDCNTRY-IDSCHOOL-IDTEACH-IDSTUDENT
Teacher ID , IDCNTRY-IDSCHOOL-IDTEACH
Country ID
School ID
Teacher ID
Internationale Schueler-ID
What year group are you in ? ( Please tick one box )
On what date were you born ? (zur Anonymisierung geleert (FDZ))
On what date were you born ... (Zur Anonymisierung rekodiert (FDZ)
Are you female or male ?
In what country were you born ? (zur Anonymisierung geleert (FDZ))
In what country were you born?... (Zur Anonymisierung rekodiert (FDZ)
In what country was your mother born ? (zur Anonymisierung geleert (FDZ))
In what country was your mother born ?... (Zur Anonymisierung rekodiert (FDZ)
In what country was your father born ? (zur Anonymisierung geleert (FDZ))
In what country was your father born ?... (Zur Anonymisierung rekodiert (FDZ)
What language do you speak at home most of the time ? (zur Anonymisierung geleert (FDZ))
What language do you speak at home most of the time ?... (Zur Anonymisierung rekodiert (FDZ)
Learning advanced mathematics topics would be easy for me .
I can usually give good answers to test questions on mathematic topics .
I learn mathematic topics quickly .
Mathematic topics are easy for me .
When I am being taught mathematics , I can understand the concepts very well .
I can easily understand new ideas in mathematics .
My goal is to learn as much as possible in mathematics .
My goal is to completely master the material presented in my mathematics class .
My goal is to understand the content of my mathematics class as thoroughly as possible .
To what extent do you agree : Making an effort in mathematics is worth it because it will help me
To what extent do you agree : Learning mathematics is worthwhile for me because it will improve my career prospects
To what extent do you agree : Mathematics is an important subject for me because I need it for what
To what extent do you agree : I will learn many things in mathematics that will help me get a
How often do these things apply to you : When I study mathematics , I work as hard as possible
How often do these things apply to you : When I study mathematics , I keep working even if the
How often do these things apply to you : When I study mathematics , I try to do my best
How often do these things apply to you : When I study mathematics , I put forth my best effort
To what extent do you agree : I often worry that it will be difficult for me taking a mathematics
To what extent do you agree : Even if I am well prepared for a mathematics test I feel very
To what extent do you agree : I get very tense when I study for a mathematics test . Unique
Since when have you had your CURRENT mathematics teacher ?
PREVIOUS mathematics teacher : I was interested in mathematics .
PREVIOUS mathematics teacher : I often thought that what we were talking about in my mathematics class was interesting .
PREVIOUS mathematics teacher : After mathematics class I was often already curious about the next mathematics class .
PREVIOUS mathematics teacher : I wanted to deal more intensively with some topics discussed in my mathematics class . Unique
PREVIOUS mathematics teacher : I believed I would receive an excellent mark in mathematics .
PREVIOUS mathematics teacher : I was confident I could understand the most difficult material on mathematics .
PREVIOUS mathematics teacher : I was confident I could do an excellent job on the mathematics assignments and tests .
PREVIOUS mathematics teacher : I expected to do well in mathematics .
PREVIOUS mathematics teacher : I was confident I could master the mathematics skills being taught .
CURRENT mathematics teacher : I am interested in mathematics .
CURRENT mathematics teacher : I often think that what we are talking about in my mathematics class is interesting .
CURRENT mathematics teacher : After mathematics class I am often already curious about the next mathematics class .
CURRENT mathematics teacher : I would like to deal more intensively with some topics discussed in my mathematics class .
CURRENT mathematics teacher : I believe I will receive an excellent mark in mathematics
CURRENT mathematics teacher : I'm confident I can understand the most difficult material on mathematics
CURRENT mathematics teacher : I'm confident I can do an excellent job on the mathematics assignments and tests
CURRENT mathematics teacher : I expect to do well in mathematics
CURRENT mathematics teacher : I'm confident I can master the mathematics skills being taught
Ever encountered task : Using a train timetable to work out how long it would take to get from one
Ever encountered task : Calculating how much cheaper a TV would be after a 30 % discount .
Ever encountered task : Calculating how many square metres of tiles you need to cover a floor .
Ever encountered task : Solving an equation like 3x + 5 = 17 .
Ever encountered task : Solving an equation like 2 ( x + 3 ) = ( x + 3 )
Ever encountered task : Plotting the graph of y = x ² .
Ever encountered task : Solving a problem like ? ? 2 - 4 = 0 by inspection .
Ever encountered task : Finding all values of x for which ( x - 4 ) ( x + 5
Ever encountered task : Using the binomial formula ( a + b ) ² = a ² + 2ab +
Ever encountered task : Solving any quadratic equation ( example : 4x ² + 6x + 3 = 0 )
How confident : Using a train timetable to work out how long it would take to get from one place
How confident : Calculating how much cheaper a TV would be after a 30 % discount .
How confident : Calculating how many square metres of tiles you need to cover a floor .
How confident : Solving an equation like 3x + 5 = 17 .
How confident : Solving an equation like 2 ( x + 3 ) = ( x + 3 ) (
How confident : Plotting the graph of y = x ² .
How confident : Solving a problem like ? ? 2 - 4 = 0 by inspection .
How confident : Finding all values of x for which ( x - 4 ) ( x + 5 )
How confident : Using the binomial formula ( a + b ) ² = a ² + 2ab + b
How confident : Solving any quadratic equation ( example : 4x ² + 6x + 3 = 0 ) .
During math instruction : to what extent do you agree : I try to work out what the most important
During math instruction : to what extent do you agree : I start by working out exactly what I need
During math instruction : to what extent do you agree : I try to understand new concepts by relating them
During math instruction : to what extent do you agree : I keep thinking about tasks until I really understand
During math instruction : to what extent do you agree : I think intensively about the mathematical content . Unique
During math instruction : to what extent do you agree : I develop my own ideas regarding the topic taught
During math instruction : to what extent do you agree : I feel that I can decide on things on
During math instruction : to what extent do you agree : I feel understood by my mathematics teacher . Unique
During math instruction : to what extent do you agree : I feel confident in my ability to learn this
During math instruction : to what extent do you agree : I pay attention in mathematics class .
During math instruction : to what extent do you agree : I listen to the instruction given in class .
During math instruction : to what extent do you agree : I let my mind wander during the lessons .
How often : Our mathematics teacher presents a summary of recently learned content .
How often : Our mathematics teacher sets goals at the beginning of instruction .
How often : Our mathematics teacher explains what he / she expects us to learn .
How often : Our mathematics teacher explains how new and old topics are related .
How often : Our mathematics teacher presents tasks for which there is no obvious solution .
How often : Our mathematics teacher presents tasks that require us to apply what we have learned to new contexts
How often : Our mathematics teacher gives tasks that require us to think critically .
How often : Our mathematics teacher asks us to decide on our own procedures for solving complex tasks . Unique
How often : Our mathematics teacher gives us opportunities to explain our ideas .
How often : Our mathematics teacher encourages us to question and critique arguments made by other students .
How often : Our mathematics teacher requires us to engage in discussions among ourselves .
Disagree or agree : Our mathematics teacher adapts the lessons to my class's needs and knowledge .
Disagree or agree : Our mathematics teacher changes the way of explanation ( e.g . using different representations ) when
Disagree or agree : Our mathematics teacher changes the structure of the lesson on a topic that most students find
Disagree or agree : Our mathematics teacher gives different work to students of different ability levels .
Disagree or agree : Our mathematics teacher asks questions to check if we have understood what he / she has
Disagree or agree : When the lesson begins , our mathematics teacher has to wait quite a long time for
Disagree or agree : We lose quite a lot of time because of students interrupting the lesson .
Disagree or agree : There is much disruptive noise in this classroom .
Disagree or agree : In our teacher's class , we are aware of what is allowed and what is not
Disagree or agree : In our teacher's class , we know why certain rules are important .
Disagree or agree : Our teacher manages to stop disruptions quickly .
Disagree or agree : Our teacher reacts to disruptions in such a way that the students stop disturbing learning .
Disagree or agree : In our teacher's class , transitions from one phase of the lesson to the other (
Disagree or agree : Our teacher is immediately aware of students doing something else .
Disagree or agree : Our teacher is aware of what is happening in the classroom , even if he or
Disagree or agree : Our mathematics teacher gives extra help when we need it .
Disagree or agree : Our mathematics teacher continues teaching until we understand .
Disagree or agree : Our mathematics teacher helps us with our learning .
Disagree or agree : Our mathematics teacher makes me feel confident in my ability to do well in the course
Disagree or agree : Our mathematics teacher listens to my view on how to do things .
Disagree or agree : I feel that our mathematics teacher understands me .
Disagree or agree : Our mathematics teacher makes me feel confident in my ability to learn the material . Unique
Disagree or agree : Our mathematics teacher provides me with different alternatives ( e.g . learning materials or tasks )
Disagree or agree : Our mathematics teacher encourages me to find the best way to proceed by myself . Unique
Disagree or agree : Our mathematics teacher lets me work on my own .
Disagree or agree : Our mathematics teacher appreciates it when different solutions come up for discussion .
Disagree or agree : I get along well with my mathematics teacher .
Disagree or agree : My mathematics teacher is interested in my well- being .
Disagree or agree : My mathematics teacher really listens to what I have to say .
Disagree or agree : My mathematics teacher treats me fairly .
Disagree or agree : My mathematics teacher makes me feel she / he really cares about me .
Disagree or agree : I feel like an outsider ( or left out of things ) in my mathematics class
Disagree or agree : I feel like I belong in my mathematics class .
Disagree or agree : I feel awkward and out of place in my mathematics class .
Disagree or agree : I feel lonely in my mathematics class .
: 480 Missing values : 295 Value Label Freq . Percent 295 1.7 % -4 1 0.0 % 0 11 0.1 % 0.2 1
How hard was this test compared to most other tests you have taken this year in school ?
How hard did you try on this test compared to how hard you tried on most other tests you have taken this
How important was it to you to do well on this test ?
What is the highest level of schooling completed by your mother ? (zur Anonymisierung geleert (FDZ))
What is the highest level of schooling completed by your mother ?... (Zur Anonymisierung rekodiert (FDZ)
Mother : A doctorate or higher degree ( e.g . MPhil , PhD )
Mother : A university degree ( e.g . BA , BSc , BEd ) or Master s degree ( e.g
Mother : A Higher Education qualification below degree level ( e.g . NVQ level 4 or 5 , Diploma of
Mother : A Higher Education access course . This qualifies a person to enter higher education without , for example
Degree at a Fachoberschule / Vocational school / Technical secondary school ( or a comparable degree abroad )
Completed apprenticeship , degree from a commercial school ( or comparable degree abroad )
Other professional qualification ( eg abroad )
What is the < highest level of schooling > completed by your father ? (zur Anonymisierung geleert (FDZ))
What is the < highest level of schooling completed by your father ?... (Zur Anonymisierung rekodiert (FDZ)
Father : A doctorate or higher degree ( e.g . MPhil , PhD )
Father : A university degree ( e.g . BA , BSc , BEd ) or Master s degree ( e.g
Father : A Higher Education qualification below degree level ( e.g . NVQ level 4 or 5 , Diploma of
Father : A Higher Education access course . This qualifies a person to enter higher education without , for example
In your home : A desk to study at
In your home : A room of your own
In your home : A quiet place to study
In your home : A computer you can use for school work
In your home : Educational software
In your home : A link to the Internet
In your home : Classic literature ( e.g . Shakespeare )
In your home : Books of poetry
In your home : Works of art ( e.g . paintings )
In your home : Books to help with your school work
In your home : Technical reference books
In your home : A dictionary
In your home : Books on art , music , or design
In your home : TV streaming subscription ( e.g . Netflix , Amazon Prime )
In your home : Your own internet-connected device ( e.g . smartphone , tablet computer )
In your home : Someone to help with work at home ? ( e.g . cleaner , nanny , au-pair
One or more musical instruments
A smartphone ( eg iPhone , Samsung Galaxy Smartphone )
A digital video camera
How many in home : Televisions
How many in home : Cars
How many in home : Rooms with a bath or shower
How many in home : Mobile phones with Internet access ( e.g . smartphones )
How many in home : Computers ( desktop computer , portable laptop , or notebook )
How many in home : Tablet computers ( e.g . iPad , Samsung Galaxy Tablet )
How many in home : E-book readers ( e.g . Kindle , Kobo , Nook )
How many in home : Musical instruments ( e.g . guitar , piano )
How many books are there in your home ?
Did you concentrate while answering the questionnaire ?
: 62 Missing values : 3,063 Min : 0.00 Mean : 1558600.51 Max : 3600000.00 Std . Dev . : 553267.45 Skew : 0.23 Value Label
During unit on quadratic equations : Learning about quadratic equations was easy for me .
During unit on quadratic equations : I was able to give good answers to questions on the topic of quadratic
During unit on quadratic equations : I learned about quadratic equations quickly .
During unit on quadratic equations : Quadratic equations were easy for me .
During unit on quadratic equations : When I was taught the topic of quadratic equations , I could understand the
During unit on quadratic equations : I could easily understand new ideas regarding quadratic equations .
I believed I would receive an excellent mark for the topic of quadratic equations .
I was confident I would understand the most difficult material covered during the unit on quadratic equations .
I was confident I could do an excellent job on the assignments and tests during the unit on quadratic equations
I expected to do well in quadratic equations .
I was confident I could master the skills being taught during the unit on quadratic equations .
During unit on quadratic equations : I was interested in the topic of quadratic equations .
During unit on quadratic equations : I often thought that what we were talking about in my mathematics class during
During unit on quadratic equations : After my mathematics class on the topic of quadratic equations I was often already
During unit on quadratic equations : I wanted to deal more intensively with the topic of quadratic equations discussed in
How many lessons where you absent during the unit on quadratic equations ?
Avg hours per week on : Homework quadratic equations set by your maths teacher on your own .
Avg hours per week on : Homework quadratic equations set by your maths teacher w / somebody supervising & providing
Avg hours per week on : Additional study on quadratic equations
Avg hours per week on : Time spent on working on other subjects than mathematics .
During unit on quadratic equations , agree or disagree : I tried to work out what the most important parts
During unit on quadratic equations , agree or disagree : I started by working out exactly what I needed to
During unit on quadratic equations , agree or disagree : I tried to understand new concepts by relating them to
During unit on quadratic equations , agree or disagree : I kept thinking about tasks until I really understood them
During unit on quadratic equations , agree or disagree : I was thinking intensively about the mathematical content . Unique
During unit on quadratic equations , agree or disagree : I developed my own ideas .
During unit on quadratic equations , agree or disagree : I felt that I could decide on things on my
During unit on quadratic equations , agree or disagree : I felt understood by my mathematics teacher .
During unit on quadratic equations , agree or disagree : I felt confident in my ability to learn this material
During unit on quadratic equations , agree or disagree : I paid attention in my mathematics class .
During unit on quadratic equations , agree or disagree : I listened to the instruction given in class . Unique
During unit on quadratic equations , agree or disagree : I let my mind wander during the lessons . Unique
Encounter : Plotting the graph of y = x ² .
Encounter : Solving a problem like ? ? 2 - 4 = 0 by inspection .
Encounter : Finding all values of x for which ( x- 4 ) ( x + 5 ) = 0
Encounter : Using the binomial formula ( a + b ) ² = a ² + 2ab + b ²
Encounter : Solving any quadratic equation ( example : 4x ² + 6x + 3 = 0 ) . Unique
Encounter : Using different ways when solving a quadratic equation .
Encounter : Explaining when a quadratic equation has one , two or no solutions .
Encounter : Checking if an equation like 2x ² + 3x + 1 has any real solution .
Encounter : Calculating the highest point of a ball that is thrown diagonally into the air .
Encounter : Calculating the distance a car has travelled after a certain time of acceleration .
Encounter : Finding the roots of a quadratic function .
Confident : Plotting the graph of y = x ² .
Confident : Solving a problem like ? ? 2 - 4 = 0 by inspection .
Confident : Finding all values of x for which ( x- 4 ) ( x + 5 ) = 0
Confident : Using the binomial formula ( a + b ) ² = a ² + 2ab + b ²
Confident : Solving any quadratic equation ( example : 4x ² + 6x + 3 = 0 ) . Unique
Confident : Using different ways when solving a quadratic equation .
Confident : Explaining when a quadratic equation has one , two or no solutions .
Confident : Checking if an equation like 2x ² + 3x + 1 has any real solution .
Confident : Calculating the highest point of a ball that is thrown diagonally into the air .
Confident : Calculating the distance a car has travelled after a certain time of acceleration .
Confident : Finding the roots of a quadratic function .
How often : Our mathematics teacher presented a summary of recently learned content .
How often : Our mathematics teacher set goals at the beginning of instruction .
How often : Our mathematics teacher explained what he / she expected us to learn .
How often : Our mathematics teacher explained how new and old topics are related .
How often : Our mathematics teacher presented tasks for which there is no obvious solution .
How often : Our mathematics teacher presented tasks that required us to apply what we had learned to new contexts
How often : Our mathematics teacher gave tasks that required us to think critically .
How often : Our mathematics teacher asked us to decide on our own procedures for solving complex tasks . Unique
How often : Our mathematics teacher gave us opportunities to explain our ideas .
How often : Our mathematics teacher encouraged us to question and critique arguments made by other students .
How often : Our mathematics teacher required us to engage in discussions among ourselves .
How frequently did math teacher : Explained why a mathematical procedure works .
How frequently did math teacher : Illustrated why a mathematical procedure works by using concrete examples or graphics . Unique
How frequently did math teacher : Asked questions that helped us understand why a procedure works .
How frequently did math teacher : Compared different ways of solving problems .
Our mathematics teacher adapted the lessons to my class's needs and knowledge .
Our mathematics teacher changed the way of explanation ( e.g . using different representations ) when a student had difficulties
Our mathematics teacher changed the structure of the lesson that most students found difficult to understand .
Our mathematics teacher gave different work to students of different ability levels .
Our mathematics teacher asked questions to check if we understood what he / she had taught .
When the lessons began , our mathematics teacher had to wait quite a long time for us to quieten down
We lost quite a lot of time because of students interrupting the lessons .
There was much disruptive noise in this classroom .
In our teacher's class , we were aware of what was allowed and what was not allowed .
In our teacher's class , we knew why certain rules were important .
Our teacher managed to stop disruptions quickly .
Our teacher reacted to disruptions in such a way that the students stopped disturbing learning .
In our teacher's class , transitions from one phase of the lesson to the other ( e.g . , from
Our teacher was immediately aware of students doing something else .
Our teacher was aware of what was happening in the classroom , even if he or she was busy with
Our mathematics teacher gave extra help when we needed it .
Our mathematics teacher continued teaching until we understood .
Our mathematics teacher helped us with our learning .
Our mathematics teacher made me feel confident in my ability to do well in the course .
Our mathematics teacher listened to my view on how to do things .
I felt that our mathematics teacher understood me .
Our mathematics teacher made me feel confident in my ability to learn the material .
Our mathematics teacher provided me with different alternatives ( e.g . learning materials or tasks ) .
Our mathematics teacher encouraged me to find the best way to proceed by myself .
Our mathematics teacher let me work on my own .
Our mathematics teacher appreciated it when different solutions came up for discussion .
I got along well with my mathematics teacher .
My mathematics teacher was interested in my well-being .
My mathematics teacher really listened to what I had to say .
My mathematics teacher treated me fairly .
My mathematics teacher made me feel she / he really cared about me .
I felt like an outsider ( or left out of things ) in my mathematics class .
I felt like I belonged in my mathematics class .
I felt awkward and out of place in my mathematics class .
I felt lonely in my mathematics class .
How often in lessons on quadratic equations : Our mathematics teacher wanted us to work hard .
How often in lessons on quadratic equations : Our mathematics teacher told us that we can do better . Unique
How often in lessons on quadratic equations : Our mathematics teacher did not like it when we delivered careless work
How often in lessons on quadratic equations : We had to learn a lot .
Yes / no : Our mathematics teacher had individual students answer questions in front of the class .
Yes / no : Our mathematics teacher let students evaluate their own progress .
Yes / no : Our mathematics teacher observed students when working on particular tasks and provided immediate feedback . Unique
How often did math teacher during quadratic equations : Tell you what was expected of you when you got a
How often did math teacher during quadratic equations : Tell you about how well you were doing in your mathematics
How often did math teacher during quadratic equations : Give you feedback on your strengths and weaknesses .
How often did math teacher during quadratic equations : Tell you what you needed to do to become better .
Teacher during quadratic equations : I had the feeling that our mathematics teacher was interested in the topic of quadratic
Teacher during quadratic equations : Our mathematics teacher was totally involved in the topic of quadratic equations .
Teacher during quadratic equations : It was clear to me that our mathematics teacher liked teaching us the topic of
Teacher during quadratic equations : I could see that our mathematics teacher enjoyed giving us lessons on the topic of
Teacher during quadratic equations : The enthusiasm of our mathematics teacher inspired me .
Teacher during quadratic equations : Our mathematics teacher expressed that the topic of quadratic equations is important to him /
Teacher during quadratic equations : It was clear that our mathematics teacher likes to deal with the topic of quadratic
Teacher during quadratic equations : Our mathematics teacher showed enjoyment in teaching the topic of quadratic equations .
Compare videotaped lessons to normal lessons : Our mathematics teacher provided a clear structure ( e.g . , by presenting
Compare videotaped lessons to normal lessons : Our mathematics teacher adapted the instruction to our needs ( e.g . ,
Compare videotaped lessons to normal lessons : Our maths teacher supported us socioemotionally ( e.g . , through treating us
Compare videotaped lessons to normal lessons : Our maths teacher managed the class in a way that no time was
Compare videotaped lessons to normal lessons : Our maths teacher was nervous .
Compare videotaped lessons to normal lessons : Our maths teacher was enthusiastic .
Compare videotaped lessons to normal lessons : I felt nervous .
Compare videotaped lessons to normal lessons : I was interested .
Compare videotaped lessons to normal lessons : I concentrated on the lessons .
Compare videotaped lessons to normal lessons : I interacted with our maths teacher .
Post-test : How hard was this test compared to most other tests you have taken this year in school ?
Post-test : How hard did you try on this test compared to how hard you tried on most other tests you have
Post-test : How important was it to you to do well on this test on quadratic equations ?
If n + 5 = 15 , what is n ?
-4.3 + 1.2 + ( -5.7 ) =
4 x ( -8 ) =
Which of the following are pairs of numbers a , b , so that a + b = 2154 ?
Which of the following numbers is NOT a divisor of 258 ?
What is 1,092 as a product of prime numbers ?
Sqrt ( 64 ) =
Sqrt ( 4 ) + sqrt ( 16 ) - sqrt ( 1 ) =
What numbers squared are equal to 9 ?
If 5a + 5 = 25 , which of the following is true ?
If 3x = 0 , then x =
If ab ! = 0 , what must be true for a and b ?
-4 ( x + 2y ) + 3 ( x + 5y ) =
( 3x + 2 ) ( 2x - 3 ) =
( y + 8n ) ( y - 8n ) =
x ^ 2 - 81 =
6x ^ 2 - x - 1 =
( x-3 ) ( x + 5 ) =
( 3x - 2 ) ^ 2 =
In Xuhui Park , there is a rectangular field with a width of 12 meters , and a length of 16 meters
If sqrt ( 5 ) < a < sqrt ( 30 ) , which of the following integers is a solution ,
Which of the following equations has the solution , x = 9 ?
( 5x + y - 7 ) + ( 6y - x + 54 ) =
A square with side lengths of x + 2 centimeters is shown in the figure . What is the area of the
The figure above shows the measures of the sides , in meters , of a rectangular plot of land . What is
If the area of the rectangle shown above is 24 , what is the value of x ? ( Side lengths :
4 ( x ^ 2 + 6x + 9 ) =
x ^ 2 + 7x + 10 =
Solve ( x - 2 ) ( x - 3 ) = 0
Find a positive integer x so that the square of x minus twice x is 35 .
Solve : x ^ 2 - 2x - 8 = 0
The quadratic equation x ^ 2 - 2x - 3 = 0 can be transformed into ( x - 1 ) ^
Which of the following are the solutions to the equation shown above ? ( 3x ^ 2 = 27 )
What are the solutions of the quadratic equation ( x + 1 ) ^ 2 = 4
Solve : ( x - 7 ) ^ 2 - 8 = 0
The equation x ^ 2 - 10x + 1 = 0 has the same roots as which of the following equations ?
Which of the following quadratic equations has the solutions shown above ? ( x = ( -3 + / - sqrt (
Solve : 4x ^ 2 - 12x + 9 = 0
A rectangular picture with an area of 875 square centimeters has a height that is 10 centimeters more than the width .
For which of the following values of a , does the equation x ^ 2 + ax + 9 = 0 ,
Which of the following equations has solutions x = -2 and x = 2 ?
Consider the equation ax ^ 2 + bx + c = 0 . If a = 1 , b = -11a ,
Completing the square of the equation 2x ^ 2 - 6x + 7 = 0 results in
Solve : x ^ 2 + 5x - 14 = 0
If the sum of twice x and one , times the sum of x and 2 is 4 , what is the
x ^ 2 - x - 20 = ( x + a ) ( x + b ) . If a <
A rectangle has length x + 4 , width x + 3 , and area 72 . What is the perimeter of
The product of two consecutive integers is 42 . If n is one of the integers , which of the following equations
What is the value of x if the shaded area in the figure is 200 ?
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