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MACAU · JOINT ADMISSION EXAMINATION

Understand the move. Then solve the problem.

A mathematics studio for Macau JAE: explore a graph, explain a method, and make your next attempt more deliberate.

TWO COMPLETE STARTING POINTS

A route from ideas to answers.

Original teaching examples with layered hints. The paper index below links you to official sources.

TOPIC 01

Quadratic equations and functions

Connect completing the square, roots and the shape of a parabola. This pilot covers quadratic foundations from JM01 syllabus items 5 and 15.

What you will be able to explain

  • Complete the square and locate the vertex, axis and extremum.
  • Use the discriminant to predict the number of real roots and x-axis intersections.
  • Solve quadratic equations and connect their roots to their coefficients.
  • Explain translations and solve a constrained area problem without calculus.

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.

f(x)=ax2+bx+c=a(x−h)2+k,a≠0,h=−b2a,k=f(h)f(x)=ax^2+bx+c=a(x-h)^2+k,\quad a\ne0,\quad h=-\frac{b}{2a},\quad k=f(h)

Completing the square and extrema

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>0⇒f(x)≥k;a<0⇒f(x)≤ka>0\Rightarrow f(x)\ge k;\qquad a<0\Rightarrow f(x)\le k

Discriminant and the graph

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.

Δ=b2−4ac,x=−b±Δ2a(Δ≥0)\Delta=b^2-4ac,\qquad x=\frac{-b\pm\sqrt{\Delta}}{2a}\quad(\Delta\ge0)

Roots, coefficients and translations

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.

α+β=−ba,αβ=ca,g(x)=f(x−p)+q\alpha+\beta=-\frac ba,\quad\alpha\beta=\frac ca,\qquad g(x)=f(x-p)+q

PREDICT → MOVE → EXPLAIN

What does each coefficient change?

Before moving a slider, predict the opening, vertex and intercepts. Then compare the graph with your prediction.

Enable JavaScript to explore the graph.Interactive graph loads here

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Foundation#Worked example

Complete the square. Locate the vertex and find the minimum value of f over all real x.

f(x)=2x2−12x+13f(x)=2x^2-12x+13

Working and explanation

BUILD THE REASONING

Hint 1
Factor 2 out of the two terms containing x before completing the square.
Hint 2
Half of −6 is −3. Add and subtract 9 inside the bracket.
Worked solution
  1. Isolate the quadratic and linear terms.

    f(x)=2(x2−6x)+13f(x)=2(x^2-6x)+13
  2. Make a perfect square while keeping the expression equal.

    f(x)=2[(x−3)2−9]+13=2(x−3)2−5f(x)=2[(x-3)^2-9]+13=2(x-3)^2-5
  3. The square is smallest at x = 3. The parabola opens upwards.

    (h,k)=(3,−5),min⁡f=−5(h,k)=(3,-5),\qquad \min f=-5

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.

02 / Standard#Worked example

Find the value of k for which the graph touches the x-axis at exactly one point. Give that point as well.

y=x2−6x+ky=x^2-6x+k

Working and explanation

BUILD THE REASONING

Hint 1
Touching the x-axis corresponds to a repeated real root.
Hint 2
Set the discriminant equal to zero, or make the minimum value zero.
Worked solution
  1. Identify the coefficients and compute the discriminant.

    Δ=(−6)2−4(1)k=36−4k\Delta=(-6)^2-4(1)k=36-4k
  2. A repeated root requires a zero discriminant.

    36−4k=0⇒k=936-4k=0\Rightarrow k=9
  3. Substitute the parameter and factor the expression.

    y=x2−6x+9=(x−3)2y=x^2-6x+9=(x-3)^2

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.

03 / Transfer#Worked example

A rectangular display has perimeter 28 m. Let one side be x metres. Form its area function and find the greatest possible area in square metres.

2(x+ℓ)=28,0<x<142(x+\ell)=28,\qquad 0<x<14

Working and explanation

BUILD THE REASONING

Hint 1
The sum of the two different side lengths is half the perimeter.
Hint 2
Write the area as 14x − x², then complete the square.
Worked solution
  1. Express the other side in terms of x.

    ℓ=14−x\ell=14-x
  2. Multiply the side lengths and complete the square.

    A(x)=x(14−x)=49−(x−7)2A(x)=x(14-x)=49-(x-7)^2
  3. The squared term is nonnegative, and x = 7 is in the allowed domain.

    A(x)≤49,A(7)=49A(x)\le49,\qquad A(7)=49

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.

04 / Foundation#Your turn

Which point is the vertex of this graph?

y=−3(x+2)2+7y=-3(x+2)^2+7
  1. Positive horizontal coordinate(2,7)(2,7)
  2. Negative horizontal coordinate(−2,7)(-2,7)
  3. Both coordinates negative(−2,−7)(-2,-7)
  4. Coefficient as horizontal coordinate(−3,7)(-3,7)

Working and explanation

BUILD THE REASONING

Hint 1
Compare with the vertex form a(x − h)² + k.
Hint 2
Find the x-value that makes x + 2 equal to zero.
Worked solution
  1. Rewrite the bracket to show h.

    x+2=x−(−2)x+2=x-(-2)
  2. Read the vertex. The negative leading coefficient changes the opening direction.

    (h,k)=(−2,7)(h,k)=(-2,7)

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.

05 / Standard#Your turn

How many distinct real roots does this equation have?

x2+4x+8=0x^2+4x+8=0
  1. Two
  2. One
  3. Infinitely many
  4. None

Working and explanation

BUILD THE REASONING

Hint 1
Compute b² − 4ac, using the sign of each coefficient.
Hint 2
Alternatively, complete the square and compare its minimum with zero.
Worked solution
  1. Evaluate the discriminant.

    Δ=42−4(1)(8)=−16<0\Delta=4^2-4(1)(8)=-16<0
  2. Check the conclusion using the vertex form.

    x2+4x+8=(x+2)2+4≥4x^2+4x+8=(x+2)^2+4\ge4

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.

06 / Standard#Your turn

Which pair gives all the roots?

2x2−7x+3=02x^2-7x+3=0
  1. First pairx=−3, −12x=-3,\ -\tfrac12
  2. Second pairx=1, 3x=1,\ 3
  3. Third pairx=12, 3x=\tfrac12,\ 3
  4. Fourth pairx=2, 32x=2,\ \tfrac32

Working and explanation

BUILD THE REASONING

Hint 1
Look for two factors whose product is 2x² − 7x + 3.
Hint 2
Try factors with first terms 2x and x, and constants −1 and −3.
Worked solution
  1. Factor the quadratic.

    2x2−7x+3=(2x−1)(x−3)2x^2-7x+3=(2x-1)(x-3)
  2. A product is zero when at least one factor is zero.

    2x−1=0 or x−3=0⇒x=12 or 32x-1=0\ \text{or}\ x-3=0\Rightarrow x=\tfrac12\ \text{or}\ 3

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.

07 / Transfer#Your turn

Translate this graph 3 units to the left and 4 units down. Which equation describes the new graph?

y=(x−1)2+2y=(x-1)^2+2
  1. First equationy=(x+2)2−2y=(x+2)^2-2
  2. Second equationy=(x−4)2−2y=(x-4)^2-2
  3. Third equationy=(x+2)2+6y=(x+2)^2+6
  4. Fourth equationy=(x−2)2−2y=(x-2)^2-2

Working and explanation

BUILD THE REASONING

Hint 1
Track the vertex (1, 2) before writing the new equation.
Hint 2
Subtract 3 from the horizontal coordinate and 4 from the vertical coordinate.
Worked solution
  1. Move the vertex with the graph.

    (1,2)⟼(1−3,2−4)=(−2,−2)(1,2)\longmapsto(1-3,2-4)=(-2,-2)
  2. Keep the opening and scale; use the new vertex.

    y=(x−(−2))2−2=(x+2)2−2y=(x-(-2))^2-2=(x+2)^2-2

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.

08 / Standard#Your turn

Find the minimum value over all real x. Enter the minimum value, not the x-coordinate.

f(x)=3x2+12x+5f(x)=3x^2+12x+5

Working and explanation

BUILD THE REASONING

Hint 1
Factor 3 out of the terms containing x.
Hint 2
Use x² + 4x = (x + 2)² − 4.
Worked solution
  1. Complete the square.

    f(x)=3[(x+2)2−4]+5=3(x+2)2−7f(x)=3[(x+2)^2-4]+5=3(x+2)^2-7
  2. Set the nonnegative square to zero.

    f(−2)=−7=min⁡ff(-2)=-7=\min f

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.

09 / Transfer#Your turn

Let α and β be the roots. Find the sum of their squares without calculating the individual roots.

x2−5x+2=0,α2+β2=?x^2-5x+2=0,\qquad \alpha^2+\beta^2=?

Working and explanation

BUILD THE REASONING

Hint 1
Read the sum and product of the roots from the coefficients.
Hint 2
Expand (α + β)², then subtract the cross term.
Worked solution
  1. Use the relationships between roots and coefficients.

    α+β=5,αβ=2\alpha+\beta=5,\qquad \alpha\beta=2
  2. Express the required quantity using that sum and product.

    α2+β2=(α+β)2−2αβ=25−4=21\alpha^2+\beta^2=(\alpha+\beta)^2-2\alpha\beta=25-4=21

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.

10 / Foundation#Your turn

Find the positive root.

x2=16x^2=16

Working and explanation

BUILD THE REASONING

Hint 1
Both square roots solve the equation.
Hint 2
The question asks for the positive one.
Worked solution
  1. Factor the difference of squares.

    (x−4)(x+4)=0(x-4)(x+4)=0
  2. Select the positive root.

    x=4x=4

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.

11 / Foundation#Your turn

Find the maximum value over real x.

y=−2(x−1)2+8y=-2(x-1)^2+8

Working and explanation

BUILD THE REASONING

Hint 1
A real square is nonnegative.
Hint 2
Multiplication by −2 makes the squared term nonpositive.
Worked solution
  1. Bound the squared term.

    −2(x−1)2≤0-2(x-1)^2\le0
  2. Equality is attained at x=1.

    max⁡y=8\max y=8

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.

12 / Foundation#Your turn

Calculate the discriminant.

x2+2x+5=0x^2+2x+5=0

Working and explanation

BUILD THE REASONING

Hint 1
Use b²−4ac.
Hint 2
Here a=1,b=2,c=5.
Worked solution
  1. Substitute the coefficients.

    Δ=22−4(1)(5)\Delta=2^2-4(1)(5)
  2. A negative value excludes real roots.

    Δ=−16<0\Delta=-16<0

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.

13 / Standard#Your turn

Classify the real solutions for every real m.

mx2+3x−6=0mx^2+3x-6=0

Working and explanation

BUILD THE REASONING

Hint 1
First separate m=0 from quadratic cases.
Hint 2
For m≠0, use Δ=9+24m.
Worked solution
  1. The zero parameter gives a linear equation.

    m=0⇒x=2m=0\Rightarrow x=2
  2. Classify the quadratic using the discriminant.

    m≠0:Δ=9+24mm\ne0:\quad \Delta=9+24m
  3. Keep the linear exception distinct.

    m<−3/8:0;m=−3/8:1;m>−3/8, m≠0:2m<-3/8:0;\quad m=-3/8:1;\quad m>-3/8,\ m\ne0:2

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.

Reasoning checklist · self / teacher assessment
  • Identify the equation type and all exceptional parameters.
  • State conditions before applying a discriminant or identity.

Think first. Reveal a hint when the class is ready.

TOPIC 02

Trigonometric ratios and function graphs

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.

What you will be able to explain

  • Convert between degrees and radians and use exact unit-circle values.
  • Read amplitude, midline, range and period from a sine or cosine equation.
  • Distinguish the phase inside a bracket from the horizontal displacement.
  • Build a sinusoidal equation from graph features and interpret a simple periodic model.

State the angle unit first

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.

θrad=π180θdeg,P=(cos⁡θ,sin⁡θ)\theta_{\mathrm{rad}}=\frac{\pi}{180}\theta_{\mathrm{deg}},\qquad P=(\cos\theta,\sin\theta)

Amplitude, midline and range

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.

y=Asin⁡(B(x−h))+D,A,B≠0;amplitude=∣A∣,D−∣A∣≤y≤D+∣A∣y=A\sin(B(x-h))+D,\quad A,B\ne0;\qquad \text{amplitude}=|A|,\quad D-|A|\le y\le D+|A|

Period depends on the angle unit

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.

T=2π∣B∣ (radians),T=360∣B∣ (degrees)T=\frac{2\pi}{|B|}\ (\text{radians}),\qquad T=\frac{360}{|B|}\ (\text{degrees})

Horizontal displacement

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.

Bx+φ=B(x+φB),h=−φBBx+\varphi=B\left(x+\frac{\varphi}{B}\right),\qquad h=-\frac{\varphi}{B}

PREDICT → MOVE → EXPLAIN

See amplitude, period and phase together.

Predict the number of cycles and the horizontal shift. Switch angle units without changing the curve.

Enable JavaScript to explore the graph.Interactive graph loads here

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Foundation#Worked example

Convert 150° to radians. Use its position on the unit circle to find its exact sine.

θ=150∘\theta=150^\circ

Working and explanation

BUILD THE REASONING

Hint 1
Multiply the degree measure by π/180.
Hint 2
The angle is in quadrant II, with reference angle 30°. Sine is positive there.
Worked solution
  1. Use the degree-to-radian conversion.

    150∘=150⋅π180=5π6 rad150^\circ=150\cdot\frac{\pi}{180}=\frac{5\pi}{6}\ \text{rad}
  2. Reflect the unit-circle point across the vertical axis.

    sin⁡150∘=sin⁡(180∘−30∘)=sin⁡30∘\sin150^\circ=\sin(180^\circ-30^\circ)=\sin30^\circ
  3. Read the exact vertical coordinate.

    sin⁡5π6=12\sin\frac{5\pi}{6}=\frac12

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.

02 / Standard#Worked example

For x in radians, find the amplitude, period and range. Explain what the minus sign does to the graph.

y=−2cos⁡(3x)+1y=-2\cos(3x)+1

Working and explanation

BUILD THE REASONING

Hint 1
Separate the vertical multiplier −2, horizontal multiplier 3 and vertical shift 1.
Hint 2
Cosine lies between −1 and 1. Its argument must advance by 2π for a full cycle.
Worked solution
  1. Amplitude is the magnitude of the vertical multiplier.

    ∣A∣=∣−2∣=2,D=1|A|=|-2|=2,\qquad D=1
  2. Solve for a change in x that produces a full cycle.

    3T=2π⇒T=2π33T=2\pi\Rightarrow T=\frac{2\pi}{3}
  3. Add the vertical shift after scaling the range.

    −1≤cos⁡(3x)≤1⇒−1≤y≤3-1\le\cos(3x)\le1\Rightarrow -1\le y\le3

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.

03 / Transfer#Worked example

In this idealised height model, t is hours after observation begins and h is metres. All trigonometric arguments are in radians. Find the first time the maximum height occurs for 0 ≤ t ≤ 14.

h(t)=4+3sin⁡(π6(t−2))h(t)=4+3\sin\left(\frac{\pi}{6}(t-2)\right)

Working and explanation

BUILD THE REASONING

Hint 1
The greatest sine value is 1. Decide which angles produce it.
Hint 2
Set the angle equal to π/2 + 2πn, then find the earliest allowed time.
Worked solution
  1. Read the maximum height from the midline and amplitude.

    hmax⁡=4+3=7h_{\max}=4+3=7
  2. Solve the peak condition for time.

    π6(t−2)=π2+2πn⇒t=5+12n,n∈Z\frac{\pi}{6}(t-2)=\frac\pi2+2\pi n\Rightarrow t=5+12n,\quad n\in\mathbb Z
  3. Check the observation interval: the preceding peak is before t = 0.

    t=−7, 5, 17,…⇒tfirst=5t=-7,\ 5,\ 17,\ldots\Rightarrow t_{\mathrm{first}}=5

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.

04 / Foundation#Your turn

The angle is in radians. What is its exact cosine?

cos⁡2π3=?\cos\frac{2\pi}{3}=?
  1. Positive half12\tfrac12
  2. Negative half−12-\tfrac12
  3. Positive square-root value32\tfrac{\sqrt3}{2}
  4. Negative square-root value−32-\tfrac{\sqrt3}{2}

Working and explanation

BUILD THE REASONING

Hint 1
Convert 2π/3 radians to degrees, or identify its quadrant directly.
Hint 2
It has reference angle π/3 in quadrant II. Cosine is negative in that quadrant.
Worked solution
  1. Identify the reference angle.

    2π3=π−π3\frac{2\pi}{3}=\pi-\frac\pi3
  2. Reflect the horizontal coordinate on the unit circle.

    cos⁡(π−π3)=−cos⁡π3=−12\cos\left(\pi-\frac\pi3\right)=-\cos\frac\pi3=-\frac12

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.

05 / Standard#Your turn

With x measured in radians, what is the least positive period?

y=3sin⁡(2x)y=3\sin(2x)
  1. First value2π2\pi
  2. Second value3π3\pi
  3. Third valueπ\pi
  4. Fourth valueπ2\tfrac\pi2

Working and explanation

BUILD THE REASONING

Hint 1
The factor 3 affects vertical distances, not the period.
Hint 2
Find the smallest positive T for which the angle 2x advances by 2π.
Worked solution
  1. Set the change in the argument to one full turn.

    2(x+T)−2x=2π2(x+T)-2x=2\pi
  2. Solve for the period in x.

    2T=2π⇒T=π2T=2\pi\Rightarrow T=\pi

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.

06 / Standard#Your turn

Using the displayed bracketed form and radians, how is this graph obtained from y = 2 sin x?

y=2sin⁡(x−π4)+1y=2\sin\left(x-\frac\pi4\right)+1
  1. Left π/4 and up 1
  2. Right π/4 and down 1
  3. Right π/2 and up 1
  4. Right π/4 and up 1

Working and explanation

BUILD THE REASONING

Hint 1
The expression x − h means the original graph is shifted right by h.
Hint 2
The +1 is outside sine, so it changes every output by the same amount.
Worked solution
  1. Match the angle to x − h.

    h=π4h=\frac\pi4
  2. Read the vertical translation and check a reference point.

    (0,0)⟼(π4,1)(0,0)\longmapsto\left(\frac\pi4,1\right)

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.

07 / Transfer#Your turn

A cosine curve has a maximum of 8 at x = 0, a minimum of 2, and successive maxima 4π apart. With x in radians, which equation fits all three features?

  1. First modely=3cos⁡(x2)+5y=3\cos\left(\frac x2\right)+5
  2. Second modely=6cos⁡(x2)+2y=6\cos\left(\frac x2\right)+2
  3. Third modely=3cos⁡(2x)+5y=3\cos(2x)+5
  4. Fourth modely=−3cos⁡(x2)+5y=-3\cos\left(\frac x2\right)+5

Working and explanation

BUILD THE REASONING

Hint 1
The midline is halfway between the largest and smallest values; amplitude is half their difference.
Hint 2
Use T = 2π/B with positive B, then check whether x = 0 is a maximum or a minimum.
Worked solution
  1. Recover the vertical parameters.

    D=8+22=5,A=8−22=3D=\frac{8+2}{2}=5,\qquad A=\frac{8-2}{2}=3
  2. Recover the horizontal multiplier from the period.

    B=2π4π=12B=\frac{2\pi}{4\pi}=\frac12
  3. A positive cosine coefficient gives the required initial peak.

    y(0)=3cos⁡0+5=8y(0)=3\cos0+5=8

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.

08 / Foundation#Your turn

Here x is a number of degrees, so the whole angle 4x is measured in degrees. Find the least positive period in degrees. Enter only the number.

y=2cos⁡((4x)∘)−3y=2\cos((4x)^\circ)-3

Working and explanation

BUILD THE REASONING

Hint 1
Use 360 degrees for one full turn, not 2π.
Hint 2
Find how far x must increase for 4x to increase by 360.
Worked solution
  1. Write the full-cycle condition in degrees.

    4T=3604T=360
  2. Divide by the horizontal multiplier.

    T=3604=90T=\frac{360}{4}=90

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.

09 / Transfer#Your turn

Let x be measured in radians. Find the least positive x at which y reaches its maximum. Write x = cπ and enter the number c.

y=2sin⁡(2x−π3)y=2\sin\left(2x-\frac\pi3\right)

Working and explanation

BUILD THE REASONING

Hint 1
A maximum requires the angle inside sine to equal π/2 + 2πn.
Hint 2
Add π/3 before dividing by 2. Then select the least positive solution.
Worked solution
  1. Set the argument to the peak angles of sine.

    2x−π3=π2+2πn2x-\frac\pi3=\frac\pi2+2\pi n
  2. Solve the linear equation for x.

    x=5π12+πn,n∈Zx=\frac{5\pi}{12}+\pi n,\quad n\in\mathbb Z
  3. The preceding solution is negative; divide the first positive solution by π.

    c=512≈0.416666667c=\frac5{12}\approx0.416666667

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.

10 / Foundation#Your turn

Write 60° as cπ radians. Find c.

60∘=cπ rad60^\circ=c\pi\,\mathrm{rad}

Working and explanation

BUILD THE REASONING

Hint 1
180° equals π radians.
Hint 2
Scale by 60/180.
Worked solution
  1. Apply the conversion.

    60∘=60180π60^\circ=\frac{60}{180}\pi
  2. Read the coefficient of π.

    c=13c=\frac13

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.

11 / Foundation#Your turn

Evaluate exactly.

sin⁡30∘\sin30^\circ

Working and explanation

BUILD THE REASONING

Hint 1
Use a 30°–60°–90° triangle.
Hint 2
The side opposite 30° is half the hypotenuse.
Worked solution
  1. Use opposite divided by hypotenuse.

    sin⁡30∘=12\sin30^\circ=\frac12
  2. Enter a fraction or decimal.

    12=0.5\frac12=0.5

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.

12 / Standard#Your turn

Write the least positive period as cπ. Find c.

y=cos⁡(3x),x in radiansy=\cos(3x),\quad x\text{ in radians}

Working and explanation

BUILD THE REASONING

Hint 1
Cosine repeats after an argument change of 2π.
Hint 2
Solve 3T=2π.
Worked solution
  1. Account for the horizontal scale.

    T=2π3T=\frac{2\pi}{3}
  2. Read the coefficient.

    c=23c=\frac23

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.

13 / Standard#Your turn

A student claims sin(x+π)=sin x for all real x. Give a counterexample and state the correct identity.

sin⁡(x+π)=sin⁡x?\sin(x+\pi)=\sin x ?

Working and explanation

BUILD THE REASONING

Hint 1
Test an angle whose sine is nonzero.
Hint 2
Try x=π/2, then use the angle-addition formula.
Worked solution
  1. One valid counterexample disproves an all-real claim.

    sin⁡(3π/2)=−1≠1=sin⁡(π/2)\sin(3\pi/2)=-1\ne1=\sin(\pi/2)
  2. Apply the compound-angle identity.

    sin⁡(x+π)=sin⁡xcos⁡π+cos⁡xsin⁡π=−sin⁡x\sin(x+\pi)=\sin x\cos\pi+\cos x\sin\pi=-\sin x

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.

Reasoning checklist · self / teacher assessment
  • Identify the equation type and all exceptional parameters.
  • State conditions before applying a discriminant or identity.

Think first. Reveal a hint when the class is ready.

2021–2026 · JM01 / JM02 · OFFICIAL SOURCES

Take the next step with a past paper.

Open the official source, attempt the questions independently, and return to your notes to identify the next skill to practise.

2026 · JM01Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032026 · JM02Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032025 · JM01Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032025 · JM02Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032024 · JM01Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032024 · JM02Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032023 · JM01Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032023 · JM02Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032022 · JM01Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032022 · JM02Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032021 · JM01Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-032021 · JM02Joint Admission Examination — official university paper and suggested answersOpen official source ↗Source checked 2026-10-03

2027 official mathematics syllabus ↗Check the syllabus for the year in which you sit the examination.

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