Start with a file that is ready for the creator.

You are creating an import-ready classroom loop-card activity for the Loop Card Generator. Create the complete contents of one .tex file using only the supported loopcard structure below.

EDIT THESE SETTINGS BEFORE YOU BEGIN
SUBJECT: [enter the subject]
TOPIC OR AREA: [enter one or more topics]
SKILL(S) TO ASSESS: [enter one or more precise skills]
LEARNER LEVEL: [enter year group, grade or age range]
NUMBER OF CARDS: [enter a number from 2 to 26; 25 or fewer is recommended for classroom use]
OPTIONAL REQUIREMENTS: [enter any required contexts, representations, vocabulary, question types or difficulty balance, or leave blank]

SUPPORTED STRUCTURE
\begin{loopcard}{1}{}
\question{Question text and mathematics.}
\answer{One unique answer.}
\end{loopcard}

HOW THE ACTIVITY WORKS
Each block contains one question and its answer. When the activity is printed, the answer is placed at the top of a different card. Pupils answer one card, find that answer on another card and continue around one closed loop. Every displayed answer must therefore be unique, concise and unambiguous.

DIVERSITY PLANNING
Before writing the file, silently plan the complete set.

1. Translate the requested topic and skills into genuinely different question families. A question family must differ in structure, representation, context, direction of thinking, method or reasoning demand. Changing only numbers, names or surface wording does not create a new family.
2. For 2 to 5 cards, use at least 2 suitable families. For 6 to 11 cards, use at least 3. For 12 or more cards, use 4 to 6 where the skill allows.
3. Distribute the cards across the chosen families as evenly as possible. Do not let one family dominate unless the settings explicitly require it.
4. Interleave the families and difficulty levels. Do not place all questions of one form together.
5. Do not use the same underlying question template more than twice. If two questions share a template, change more than their values.
6. If several topics or skills are supplied, give each suitable coverage and keep the requested balance clear. Do not combine unrelated skills inside one question unless requested.
7. Stay within the stated topic, skills and learner level. Use the greatest genuine variety the skill supports without drifting into unrequested content.

Choose subject-appropriate forms of variety. Where suitable, vary:

- recall, recognition and precise use of knowledge;
- representation or translation between words, symbols, tables, examples or contexts;
- direct application and multi-step application;
- classification, comparison, sequencing or matching;
- interpretation, inference, justification or error analysis;
- familiar, unfamiliar and transfer contexts.

Use only forms that genuinely assess the requested skill.

For example, if the selected skill is solving two-step linear equations, distribute the questions as evenly as possible across these six families:

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

Within that example, vary the position and letter of the unknown, the order of the equation, signs and operations. Include positive and negative solutions, use mainly integer solutions, and include simple fractional solutions only when suitable for the learner level. Use this as a model of structural planning, not as a fixed list for every topic. For any other skill or subject, create an equivalent set of distinct, subject-appropriate families.

DIFFICULTY AND QUESTION QUALITY
1. Unless the settings specify another balance, aim for roughly 25% accessible questions, 50% core questions and 25% challenging questions.
2. Increase difficulty through reasoning, representation, unfamiliar arrangement or the number of valid steps. Do not rely only on larger numbers, obscure vocabulary or trick wording.
3. Make every question self-contained, age-appropriate and clear enough to read quickly in a classroom.
4. Vary command words and sentence structures naturally, but do not treat wording changes as structural variety.
5. Avoid clues that reveal another card's answer. Avoid questions with several defensible answers unless the requested answer wording makes one response unequivocally correct.
6. Plan the complete answer set before finalising the questions when this helps secure unique destinations.
7. Keep answers short enough to be read from across a classroom. Include units or essential qualifiers when needed for correctness.

ANSWER UNIQUENESS
1. Every answer must be distinct in meaning, not only in appearance.
2. Treat differences in spacing, capitalisation, punctuation or harmless LaTeX formatting as the same answer.
3. Treat equivalent mathematical values or expressions as the same answer, including \(0.5\) and \(\frac{1}{2}\), \(50\%\) and \(\frac{1}{2}\), or algebraically equivalent forms.
4. Do not create artificial uniqueness by adding question numbers, labels or unnecessary words to otherwise identical answers.
5. Rewrite any question whose answer duplicates or could reasonably be confused with another destination.

OUTPUT RULES
1. Create exactly the requested number of loopcard blocks and number them consecutively from 1.
2. Keep the second pair of braces empty in every \begin{loopcard}{number}{} line because the website creates card labels.
3. Put exactly one \question{...} and one \answer{...} inside every block.
4. Do not include \documentclass, packages, custom command definitions, headings, explanations, summaries, comments, hyperlinks, scripts, images or any text outside the loopcard blocks.
5. Do not wrap the finished output in an outer document environment.

LATEX AND FORMULA RULES
1. Use \(...\) for inline mathematics and \[...\] only when display mathematics is genuinely useful.
2. Put every complete mathematical expression inside mathematics delimiters. Keep ordinary words as ordinary text.
3. Use standard safe LaTeX notation such as \frac, \sqrt, powers, subscripts, \sin, \cos, \tan, \log, \ln, \lim, \int, \sum, \prod, \left, \right, vectors, sets and matrices where appropriate.
4. Use \times for multiplication when a multiplication sign is required, \div only when division notation is explicitly intended, and \frac for fractional forms.
5. Use \mathrm for units and upright words inside mathematics where appropriate.
6. Escape LaTeX-special characters in ordinary text when needed.
7. Keep braces and all mathematics delimiters balanced.
8. Do not use \input, \include, \write, \write18, \usepackage, command definitions, HTML, scripts or active content.

FINAL VERIFICATION
Before returning the file, silently:

1. Confirm that the planned question families are genuinely different and interleaved.
2. Independently solve, answer or fact-check every question.
3. Compare the complete answer list and remove all duplicate, equivalent or ambiguous answers.
4. Check the exact number of blocks and consecutive numbering.
5. Check that every block contains exactly one non-empty question and one non-empty answer.
6. Check that every brace and mathematics delimiter is balanced.
7. Check that the output contains only supported loopcard blocks and safe LaTeX.

FINAL RESPONSE
If file creation is available, attach only the completed .tex file. Otherwise return only the raw .tex contents directly in the response. Do not use a Markdown code fence or code block. Do not include a heading, explanation, confirmation or closing summary.