Templates that import cleanly

You are creating an import-ready classroom bingo activity for the Bingo Card Generator.

EDIT THESE SETTINGS BEFORE YOU BEGIN

SUBJECT: [insert subject]
TOPIC OR AREA: [insert topic]
SKILL(S) TO ASSESS: [insert skills]
LEARNER LEVEL: [insert age, year or grade]
GRID SIZE: [3x3 or 4x4]
NUMBER OF QUESTION-ANSWER PAIRS: [at least 20 for 3x3; at least 25 for 4x4]

DELIVERABLE

Create one .docx file containing one table only. Use exactly these three columns:

Question number | Question | Answer

Include one header row followed by exactly the requested number of question-answer rows.

DIVERSITY PLANNING

Before creating the file, silently design the complete activity. Do not show the plan. The questions must vary in their underlying structure, knowledge demand, representation or reasoning route. Changing only numbers, names, objects, coefficients, constants or surface wording does not create a new question type.

1. Break the stated skills into the specific knowledge and processes that learners should demonstrate.
2. Create at least six genuinely different question families that are valid for the exact subject, topic, skills and learner level.
3. Give each family a clear structural difference. Useful differences include the direction of thinking, form of information, representation, operation, context, number of steps, misconception tested or cognitive action required.
4. Allocate the requested total as evenly as possible across the families. For 30 pairs, normally create five questions from each of six families. If the total is not divisible evenly, spread the remainder one at a time.
5. If several skills are listed, allocate a fair share to each skill before distributing structural variety within them. Do not allow the easiest skill or most familiar question form to dominate.
6. Interleave the families and difficulty levels. Do not group all questions of one family together, and avoid consecutive questions with the same structure.
7. Do not use the same underlying question template more than twice, and do not repeat the same stem pattern more than twice. A change of values or nouns alone still counts as the same template.
8. If the requested skill is narrow, use every legitimate form available, then vary representation, direction, given information, required operation, context and number of steps while staying within the skill.
9. Use examples only as structural guidance. Create original questions rather than close copies.

SUBJECT-ADAPTIVE GUIDANCE

Choose families that genuinely suit the subject. For example:

- Mathematics might vary standard and reversed forms, representations, operations, brackets, fractions, negative values, multi-step reasoning and interpretation.
- Science might vary recall, classification, process order, cause and effect, prediction, application to a scenario, calculation and interpretation of evidence.
- English or languages might vary vocabulary in context, grammar, correction, inference, comparison, technique identification, transformation and precise retrieval.
- Humanities, geography or economics might vary key terms, chronology, cause, consequence, comparison, interpretation of a source or data, application to a scenario and evaluation of a claim.

Use only categories that are accurate and appropriate for the selected content. Do not force a subject into irrelevant categories.

ANSWER-BANK PLANNING

1. Plan the answer bank before finalising the questions.
2. Every displayed answer must be unique across the whole activity.
3. Compare answers in a canonical form: ignore capitalisation, surrounding punctuation and trivial wording differences; treat mathematical equivalents such as 0.5, 1/2 and 50% as the same value; and treat obvious synonyms as duplicates when learners could reasonably give either.
4. If two answers collide or could be confused, rewrite one question or make its expected answer more precise without making it unnecessarily long.
5. Do not include the answer to one item in the wording of another question unless the subject makes this unavoidable.

DIFFICULTY AND QUALITY

1. Keep every question accurate, self-contained and suitable for the stated learner level.
2. Aim for approximately one quarter accessible, one half standard and one quarter challenging questions. Interleave these levels rather than ordering them from easiest to hardest.
3. Test the stated skills, not hidden knowledge that has not been requested.
4. Make every question lead to one short, unambiguous intended answer.
5. Keep answers concise enough to fit clearly inside a square bingo cell.

WORD OUTPUT RULES

1. Number the question rows consecutively from 1.
2. Put one complete question and its matching answer on each row.
3. Use ordinary text for non-mathematical content.
4. For mathematics, use genuine editable Word equation objects where appropriate. Do not put LaTeX source, Markdown or code fences in the table.
5. Do not add introductory text, explanations, answer notes, images, macros, links, extra tables, extra columns or blank data rows.

FINAL VERIFICATION

Before returning the file, silently:

1. Answer every question independently and confirm that the recorded answer is correct.
2. Confirm that the question families are genuinely different, balanced and interleaved.
3. Confirm that no underlying template or stem pattern appears more than twice.
4. Check all answers for exact, equivalent and synonymous duplicates.
5. Confirm the requested number of data rows, consecutive numbering and one complete question-answer pair per row.
6. Confirm that the Word file contains only the required table and opens normally.

Return only the completed .docx file.

You are creating an import-ready classroom bingo activity for the Bingo Card Generator.

EDIT THESE SETTINGS BEFORE YOU BEGIN

SUBJECT: [insert subject]
TOPIC OR AREA: [insert topic]
SKILL(S) TO ASSESS: [insert skills]
LEARNER LEVEL: [insert age, year or grade]
GRID SIZE: [3x3 or 4x4]
NUMBER OF QUESTION-ANSWER PAIRS: [at least 20 for 3x3; at least 25 for 4x4]

DELIVERABLE

Create the complete raw contents of one .tex file. Use only this repeated structure:

\begin{bingoitem}{1}
\question{Question text and mathematics.}
\answer{One unique answer.}
\end{bingoitem}

DIVERSITY PLANNING

Before writing the file, silently design the complete activity. Do not show the plan. The questions must vary in their underlying structure, knowledge demand, representation or reasoning route. Changing only numbers, names, objects, coefficients, constants or surface wording does not create a new question type.

1. Break the stated skills into the specific knowledge and processes that learners should demonstrate.
2. Create at least six genuinely different question families that are valid for the exact subject, topic, skills and learner level.
3. Give each family a clear structural difference. Useful differences include the direction of thinking, form of information, representation, operation, context, number of steps, misconception tested or cognitive action required.
4. Allocate the requested total as evenly as possible across the families. For 30 pairs, normally create five questions from each of six families. If the total is not divisible evenly, spread the remainder one at a time.
5. If several skills are listed, allocate a fair share to each skill before distributing structural variety within them. Do not allow the easiest skill or most familiar question form to dominate.
6. Interleave the families and difficulty levels. Do not group all questions of one family together, and avoid consecutive questions with the same structure.
7. Do not use the same underlying question template more than twice, and do not repeat the same stem pattern more than twice. A change of values or nouns alone still counts as the same template.
8. If the requested skill is narrow, use every legitimate form available, then vary representation, direction, given information, required operation, context and number of steps while staying within the skill.
9. Use examples only as structural guidance. Create original questions rather than close copies.

LINEAR-EQUATION EXAMPLE

If the settings request solving two-step linear equations, use these six families for a set of 30, with five questions in each family:

1. Standard equations in forms such as \(ax+b=c\) and \(ax-b=c\).
2. Rearranged or unfamiliar forms with the variable expression on the right, such as \(c=b-ax\), \(c=ax+b\) or \(c=-b-ax\).
3. Equations containing fractional coefficients, such as \(\frac{2x}{5}-7=3\).
4. Equations containing brackets that genuinely need to be expanded, such as \(3(2x-4)+5=20\) or \(7-2(3x+1)=-9\).
5. Equations with a complete algebraic expression as the numerator of a fraction, such as \(\frac{3x-4}{10}=5\).
6. Mixed forms involving negative coefficients, negative constants, reversed equations, brackets or fractions.

For that linear-equation set:

1. Keep every equation linear and suitable for the stated learner level.
2. Include positive and negative coefficients and constants.
3. Include at least six negative solutions.
4. Use mainly integer solutions, with simple fractional solutions only when appropriate.
5. Vary the unknown, its position, the order of each equation, the signs and the operations required.
6. Make brackets genuinely require expansion in the bracketed family.

For every other topic or subject, replace those six families with equally meaningful ones tailored to the selected content. For example, science may vary recall, classification, process order, cause and effect, prediction, application and evidence interpretation; languages may vary vocabulary in context, grammar, correction, inference, comparison and transformation; humanities may vary key terms, chronology, cause, consequence, source or data interpretation and application. Use only families that are accurate and relevant.

ANSWER-BANK PLANNING

1. Plan the answer bank before finalising the questions.
2. Every displayed answer must be unique across the whole activity.
3. Compare answers in a canonical form: ignore capitalisation, surrounding punctuation and trivial wording differences; treat mathematical equivalents such as \(0.5\), \(\frac{1}{2}\) and \(50\%\) as the same value; and treat obvious synonyms as duplicates when learners could reasonably give either.
4. If two answers collide or could be confused, rewrite one question or make its expected answer more precise without making it unnecessarily long.
5. Do not include the answer to one item in the wording of another question unless the subject makes this unavoidable.

DIFFICULTY AND QUALITY

1. Keep every question accurate, self-contained and suitable for the stated learner level.
2. Aim for approximately one quarter accessible, one half standard and one quarter challenging questions. Interleave these levels rather than ordering them from easiest to hardest.
3. Test the stated skills, not hidden knowledge that has not been requested.
4. Make every question lead to one short, unambiguous intended answer.
5. Keep answers concise enough to fit clearly inside a square bingo cell.

LATEX OUTPUT RULES

1. Create exactly the requested number of bingoitem blocks and number them consecutively from 1.
2. Put one complete question and its matching answer in every block.
3. Put all mathematics inside \(...\) or \[...\]. Do not use Markdown backticks for mathematics.
4. Use standard safe LaTeX notation, including \frac where needed.
5. Outside the question and answer text, use only the four bingo commands shown in the required structure.
6. Do not include documentclass, packages, macro definitions, links, scripts, images, comments or additional commands.
7. Do not include headings, explanations, summaries or any text outside the bingoitem blocks.
8. Do not wrap the response in a Markdown code fence.

FINAL VERIFICATION

Before returning the file, silently:

1. Answer every question independently and confirm that the recorded answer is correct.
2. Confirm that the question families are genuinely different, balanced and interleaved.
3. Confirm that no underlying template or stem pattern appears more than twice.
4. Check all answers for exact, equivalent and synonymous duplicates.
5. Confirm the exact number of bingoitem blocks, consecutive numbering and one complete question-answer pair per block.
6. Check that all braces and mathematics delimiters are balanced.
7. Confirm that no forbidden commands or text appear outside the bingoitem blocks.

Return only the raw .tex contents as plain text, beginning immediately with \begin{bingoitem}{1}.