One function, three useful forms
For a nonzero leading coefficient, the expanded form gives coefficients, the vertex form gives the turning point, and a real factorisation gives the x-intercepts when real roots exist.
MACAU · JOINT ADMISSION EXAMINATION
A mathematics studio for Macau JAE: explore a graph, explain a method, and make your next attempt more deliberate.
TWO COMPLETE STARTING POINTS
Original teaching examples with layered hints. The paper index below links you to official sources.
TOPIC 01
Connect completing the square, roots and the shape of a parabola. This pilot covers quadratic foundations from JM01 syllabus items 5 and 15.
For a nonzero leading coefficient, the expanded form gives coefficients, the vertex form gives the turning point, and a real factorisation gives the x-intercepts when real roots exist.
A real square is nonnegative. The vertex gives a minimum when the parabola opens upwards and a maximum when it opens downwards. On a restricted interval, check whether the vertex is allowed and compare the endpoints.
A positive discriminant gives two distinct real roots; zero gives one repeated real root; a negative value gives no real roots. These cases correspond to two, one or no x-axis intersections.
The sum and product of roots can answer symmetric-expression questions without solving for each root. Replacing x by x minus a positive number moves a graph to the right; adding a constant moves it vertically.
PREDICT → MOVE → EXPLAIN
Before moving a slider, predict the opening, vertex and intercepts. Then compare the graph with your prediction.
Use one hint at a time. A correction explains what changed, not just the final answer.
Working and explanation
BUILD THE REASONING
Isolate the quadratic and linear terms.
Make a perfect square while keeping the expression equal.
The square is smallest at x = 3. The parabola opens upwards.
Vertex (3, −5); axis x = 3; minimum −5 at x = 3.
Checks and common pitfalls: Expanding 2(x − 3)² − 5 recovers the original function. The factor 2 stretches the graph vertically without changing the x-coordinate of the vertex.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Identify the coefficients and compute the discriminant.
A repeated root requires a zero discriminant.
Substitute the parameter and factor the expression.
k = 9; the graph touches the x-axis at (3, 0).
Checks and common pitfalls: For k < 9 there are two intersections; for k > 9 there are none. Changing k moves the graph vertically while its axis stays at x = 3.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Express the other side in terms of x.
Multiply the side lengths and complete the square.
The squared term is nonnegative, and x = 7 is in the allowed domain.
The greatest area is 49 m², attained by a 7 m × 7 m square.
Checks and common pitfalls: The downward-opening area graph has vertex (7, 49). Checking the domain matters: a negative or zero side length would not describe the display.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Rewrite the bracket to show h.
Read the vertex. The negative leading coefficient changes the opening direction.
B: the vertex is (−2, 7).
Checks and common pitfalls: The graph opens downwards and its maximum is 7. The coefficient −3 is not a coordinate of the vertex.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Evaluate the discriminant.
Check the conclusion using the vertex form.
D: there are no real roots.
Checks and common pitfalls: The whole graph lies above the x-axis. A negative discriminant does not mean the function is negative.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Factor the quadratic.
A product is zero when at least one factor is zero.
C: the roots are 1/2 and 3.
Checks and common pitfalls: Their sum is 7/2 and product is 3/2, agreeing with −b/a and c/a. Both values also give zero on substitution.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Move the vertex with the graph.
Keep the opening and scale; use the new vertex.
A: y = (x + 2)² − 2.
Checks and common pitfalls: A left shift replaces x by x + 3 in the original expression. It does not replace x by x − 3.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Complete the square.
Set the nonnegative square to zero.
The minimum is −7, reached at x = −2.
Checks and common pitfalls: The required output is the vertical coordinate of the vertex. Entering −2 gives where the minimum occurs, not the minimum value.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Use the relationships between roots and coefficients.
Express the required quantity using that sum and product.
The sum of the squares is 21.
Checks and common pitfalls: Squaring the sum introduces 2αβ. Leaving that term in would give 25, which is not the sum of the squares.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Factor the difference of squares.
Select the positive root.
The positive root is 4.
Checks and common pitfalls: The full solution set is {−4,4}; the word positive restricts the requested answer.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Bound the squared term.
Equality is attained at x=1.
Maximum 8 at x=1.
Checks and common pitfalls: The sign of the leading coefficient determines whether the vertex is a maximum or minimum.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Substitute the coefficients.
A negative value excludes real roots.
Discriminant −16; no real roots.
Checks and common pitfalls: A negative discriminant does not mean there are no complex roots.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
The zero parameter gives a linear equation.
Classify the quadratic using the discriminant.
Keep the linear exception distinct.
m=0 has one linear root; m=−3/8 a repeated root x=4; the other counts follow Δ.
Checks and common pitfalls: The condition a≠0 is essential; using the quadratic formula at m=0 would divide by zero.
Think first. Reveal a hint when the class is ready.
TOPIC 02
Move from degree and radian measures to sine and cosine graphs, amplitude, period and horizontal shifts. This is a focused introduction to parts of JM01 items 13 and 15, not the full trigonometry syllabus.
Half a revolution is 180 degrees or π radians. In a right triangle, sine is opposite over hypotenuse and cosine is adjacent over hypotenuse; the unit circle extends these ratios to other angles.
For a nonconstant sine or cosine curve, amplitude is the distance from the midline to a peak. A negative multiplier reflects the curve in its midline; amplitude remains nonnegative.
A complete sine or cosine cycle changes its argument by 2π radians or 360 degrees. Divide this full turn by the absolute value of the coefficient multiplying x. These formulas do not apply to a constant graph.
Factor the coefficient of x out of the entire angle before reading the shift. In B(x − h), a positive h shifts the graph right by h. Different shifts separated by a full period describe the same curve.
PREDICT → MOVE → EXPLAIN
Predict the number of cycles and the horizontal shift. Switch angle units without changing the curve.
Use one hint at a time. A correction explains what changed, not just the final answer.
Working and explanation
BUILD THE REASONING
Use the degree-to-radian conversion.
Reflect the unit-circle point across the vertical axis.
Read the exact vertical coordinate.
150° = 5π/6 radians, and its sine is 1/2.
Checks and common pitfalls: Reflection across the vertical axis preserves the sine value and changes the sign of cosine. A negative sine here would place the point below the horizontal axis.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Amplitude is the magnitude of the vertical multiplier.
Solve for a change in x that produces a full cycle.
Add the vertical shift after scaling the range.
Amplitude 2; period 2π/3; midline y = 1; range [−1, 3].
Checks and common pitfalls: The negative multiplier reflects the cosine curve in its midline. At x = 0 the curve starts at its minimum −1; the amplitude is still positive.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Read the maximum height from the midline and amplitude.
Solve the peak condition for time.
Check the observation interval: the preceding peak is before t = 0.
The first maximum is at t = 5 hours, when the height is 7 m.
Checks and common pitfalls: The model has period 12 hours and a right shift of 2 hours. The shift marks an upward midline crossing, not the first maximum. This is an invented model, not a measurement record.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Identify the reference angle.
Reflect the horizontal coordinate on the unit circle.
B: −1/2.
Checks and common pitfalls: The positive √3/2 is the sine at this angle. Distinguish the horizontal coordinate (cosine) from the vertical coordinate (sine).
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Set the change in the argument to one full turn.
Solve for the period in x.
C: the least positive period is π radians.
Checks and common pitfalls: In a width of 2π along the x-axis this curve completes two cycles. Its amplitude is 3, independently of its period.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Match the angle to x − h.
Read the vertical translation and check a reference point.
D: shift right by π/4 and up by 1.
Checks and common pitfalls: At x = π/4 the angle inside sine is zero and the output is 1. This checks the direction of both translations.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Recover the vertical parameters.
Recover the horizontal multiplier from the period.
A positive cosine coefficient gives the required initial peak.
A: y = 3 cos(x/2) + 5.
Checks and common pitfalls: B confuses amplitude with the full vertical span; C uses the wrong period; D starts at the minimum. Each stated feature helps rule out a different error.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Write the full-cycle condition in degrees.
Divide by the horizontal multiplier.
The least positive period is 90°.
Checks and common pitfalls: The amplitude 2 and downward translation 3 do not change the period. The radian value π/2 represents the same angular interval but is not the requested numerical unit.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Set the argument to the peak angles of sine.
Solve the linear equation for x.
The preceding solution is negative; divide the first positive solution by π.
c = 5/12 ≈ 0.416666667, so the first positive peak is at x = 5π/12.
Checks and common pitfalls: The horizontal shift is π/6, and one quarter of the period is π/4. Their sum is 5π/12. For a decimal answer, use at least six decimal places.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Apply the conversion.
Read the coefficient of π.
c=1/3.
Checks and common pitfalls: The requested number is the coefficient, not the radian value itself.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Use opposite divided by hypotenuse.
Enter a fraction or decimal.
1/2.
Checks and common pitfalls: The angle is in degrees; 30 radians is a different angle.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
Account for the horizontal scale.
Read the coefficient.
c=2/3.
Checks and common pitfalls: Frequency 3 divides the period; it does not multiply it.
Think first. Reveal a hint when the class is ready.
Working and explanation
BUILD THE REASONING
One valid counterexample disproves an all-real claim.
Apply the compound-angle identity.
Counterexample x=π/2; correct identity sin(x+π)=−sin x.
Checks and common pitfalls: A half-turn changes the sign; the full period of sine is 2π.
Think first. Reveal a hint when the class is ready.
2021–2026 · JM01 / JM02 · OFFICIAL SOURCES
Open the official source, attempt the questions independently, and return to your notes to identify the next skill to practise.
2027 official mathematics syllabus ↗Check the syllabus for the year in which you sit the examination.