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2021 JM01

Read the idea, work independently, then explain what changed.

15 multiple-choice questions · 5 written questions · 11 written parts

Open official paper and suggested answers ↗

All listed parts are teaching explanations. Written work uses a reasoning checklist, not automatic official grading.

TOPIC 01

2021 JM01

Joint Admission Examination — official university paper and suggested answers

Try it. Leave your reasoning visible.

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

01 / Standard#Your turn

Find the number of elements in P∩Q.

P={1,2,3,5,7,11},Q={x:x2−15x+36<0}P=\{1,2,3,5,7,11\},\quad Q=\{x:x^2-15x+36<0\}

Official paper · jm01-2021 · I.1 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A22
  2. Option B33
  3. Option C44
  4. Option D55
  5. Option E11

Working and explanation

BUILD THE REASONING

Hint 1
Factor the quadratic defining Q.
Hint 2
Keep only listed elements strictly between the roots.
Worked solution
  1. The upward-opening quadratic is negative between its roots.

    (x−3)(x−12)<0⇒Q=(3,12)(x-3)(x-12)<0\Rightarrow Q=(3,12)
  2. Intersect with the finite set.

    P∩Q={5,7,11};∣P∩Q∣=3P\cap Q=\{5,7,11\};\quad|P\cap Q|=3

B: 3 elements.

Checks and common pitfalls: The endpoint 3 is excluded by the strict inequality.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The upward-opening quadratic is negative between its roots.
    (x−3)(x−12)<0⇒Q=(3,12)(x-3)(x-12)<0\Rightarrow Q=(3,12)
  • Intersect with the finite set.
    P∩Q={5,7,11};∣P∩Q∣=3P\cap Q=\{5,7,11\};\quad|P\cap Q|=3

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

02 / Standard#Your turn

Two workers take 4 and 3 hours separately for one job. At constant additive rates, how long do they take together for five identical jobs?

Official paper · jm01-2021 · I.2 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A32/532/5
  2. Option B35/435/4
  3. Option C35/235/2
  4. Option D20/320/3
  5. Option E60/760/7

Working and explanation

BUILD THE REASONING

Hint 1
Add jobs-per-hour rates, not completion times.
Hint 2
Divide the total five jobs by the combined rate.
Worked solution
  1. Express the two individual rates.

    r=1/4+1/3=7/12r=1/4+1/3=7/12
  2. Use time=amount/rate.

    T=5/(7/12)=60/7T=5/(7/12)=60/7

E: 60/7 hours.

Checks and common pitfalls: Averaging 4 and 3 would not give a joint work rate.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Express the two individual rates.
    r=1/4+1/3=7/12r=1/4+1/3=7/12
  • Use time=amount/rate.
    T=5/(7/12)=60/7T=5/(7/12)=60/7

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

03 / Standard#Your turn

An arithmetic sequence has partial sum Sₙ=n². Find its tenth term.

Sn=n2S_n=n^2

Official paper · jm01-2021 · I.3 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A1919
  2. Option B2121
  3. Option C2828
  4. Option D3131
  5. Option E4040

Working and explanation

BUILD THE REASONING

Hint 1
A term is the difference of consecutive partial sums.
Hint 2
Subtract S₉ from S₁₀.
Worked solution
  1. Recover the general term.

    an=Sn−Sn−1=n2−(n−1)2=2n−1a_n=S_n-S_{n-1}=n^2-(n-1)^2=2n-1
  2. Evaluate at n=10.

    a10=20−1=19a_{10}=20-1=19

A: 19.

Checks and common pitfalls: S₁₀ is a sum of ten terms, not the tenth term itself.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Recover the general term.
    an=Sn−Sn−1=n2−(n−1)2=2n−1a_n=S_n-S_{n-1}=n^2-(n-1)^2=2n-1
  • Evaluate at n=10.
    a10=20−1=19a_{10}=20-1=19

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

04 / Standard#Your turn

Find every m for which the expression is strictly positive for all real x.

mx2+6x+3mmx^2+6x+3m

Official paper · jm01-2021 · I.4 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A0<m<30<m<\sqrt3
  2. Option Bm>3m>\sqrt3
  3. Option C−3<m<3-\sqrt3<m<\sqrt3
  4. Option D−3<m<0-\sqrt3<m<0
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Check the leading coefficient, including its zero case.
Hint 2
An upward quadratic must have negative discriminant to stay strictly positive.
Worked solution
  1. For m<0 the tails are negative; for m=0 the expression 6x changes sign. Thus m>0 is necessary.

  2. Exclude real roots and tangency to zero.

    Δ=36−12m2<0  ⟺  m2>3\Delta=36-12m^2<0\iff m^2>3
  3. Combine the two restrictions.

    m>3m>\sqrt3

B: m>√3.

Checks and common pitfalls: A zero discriminant permits the value zero, so it cannot give strict positivity.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For m<0 the tails are negative; for m=0 the expression 6x changes sign. Thus m>0 is necessary.
  • Exclude real roots and tangency to zero.
    Δ=36−12m2<0  ⟺  m2>3\Delta=36-12m^2<0\iff m^2>3
  • Combine the two restrictions.
    m>3m>\sqrt3

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

05 / Standard#Your turn

The roots of the given polynomial are α,β. Choose an equation whose roots are their reciprocals.

−2x2+3x−7=0-2x^2+3x-7=0

Official paper · jm01-2021 · I.5 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option Ax2−3x+7=0x^2-3x+7=0
  2. Option B7x2−3x+2=07x^2-3x+2=0
  3. Option C7x2+3x+2=07x^2+3x+2=0
  4. Option D2x2−3x−7=02x^2-3x-7=0
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Use Vieta’s sum and product; the roots are nonzero.
Hint 2
The reciprocal sum is the original sum divided by the original product.
Worked solution
  1. Read the original root relations.

    α+β=3/2,αβ=7/2\alpha+\beta=3/2,\quad\alpha\beta=7/2
  2. Transform the root relations.

    1/α+1/β=3/7,1/(αβ)=2/71/\alpha+1/\beta=3/7,\quad1/(\alpha\beta)=2/7
  3. Construct the polynomial and clear its denominator.

    x2−(3/7)x+2/7=0  ⟺  7x2−3x+2=0x^2-(3/7)x+2/7=0\iff7x^2-3x+2=0

B: 7x²−3x+2=0.

Checks and common pitfalls: The original roots need not be real for Vieta’s identities to hold.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Read the original root relations.
    α+β=3/2,αβ=7/2\alpha+\beta=3/2,\quad\alpha\beta=7/2
  • Transform the root relations.
    1/α+1/β=3/7,1/(αβ)=2/71/\alpha+1/\beta=3/7,\quad1/(\alpha\beta)=2/7
  • Construct the polynomial and clear its denominator.
    x2−(3/7)x+2/7=0  ⟺  7x2−3x+2=0x^2-(3/7)x+2/7=0\iff7x^2-3x+2=0

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

06 / Standard#Your turn

Two equal disks inside a 7 cm by 4 cm rectangle touch its top and bottom sides. Their overlap has area 3 cm². Find the shaded area outside both disks.

Overlapping disks in a 7 cm by 4 cm rectangle / 長方形內兩個相交圓7 cm4 cm3 cm²

Official paper · jm01-2021 · I.6 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A31−8π31-8\pi
  2. Option B27−8π27-8\pi
  3. Option C27−4π27-4\pi
  4. Option D21−4π21-4\pi
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
The rectangle height is a circle diameter.
Hint 2
Subtract the union of the two disks, counting the overlap once.
Worked solution
  1. Each radius is 2 cm, so each disk area is 4π.

    r=4/2=2,∣D1∣=∣D2∣=4πr=4/2=2,\quad|D_1|=|D_2|=4\pi
  2. Use inclusion–exclusion before subtracting from the rectangle.

    ∣D1∪D2∣=8π−3;S=28−(8π−3)=31−8π|D_1\cup D_2|=8\pi-3;\quad S=28-(8\pi-3)=31-8\pi

A: 31−8π cm².

Checks and common pitfalls: The disks overlap; no external tangency between the disks is assumed.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Each radius is 2 cm, so each disk area is 4π.
    r=4/2=2,∣D1∣=∣D2∣=4πr=4/2=2,\quad|D_1|=|D_2|=4\pi
  • Use inclusion–exclusion before subtracting from the rectangle.
    ∣D1∪D2∣=8π−3;S=28−(8π−3)=31−8π|D_1\cup D_2|=8\pi-3;\quad S=28-(8\pi-3)=31-8\pi

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

07 / Standard#Your turn

The equation has a real solution. Choose the official best answer describing the attainable range of k.

9−x2−4⋅3−x2=k9^{-x^2}-4\cdot3^{-x^2}=k

Official paper · jm01-2021 · I.7 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option Ak>0k>0
  2. Option B−4≤k≤1-4\le k\le1
  3. Option C−3≤k<0-3\le k<0
  4. Option D0<k≤30<k\le3
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Set u=3^(−x²) and find its exact range.
Hint 2
On 0<u≤1, the expression u²−4u decreases.
Worked solution
  1. The exponent is nonpositive, and a positive exponential never reaches zero.

    u=3−x2∈(0,1]u=3^{-x^2}\in(0,1]
  2. Compare endpoints and the unattained limiting value.

    k=u2−4u=(u−2)2−4∈[−3,0)k=u^2-4u=(u-2)^2-4\in[-3,0)
  3. Every u in (0,1] is attainable by a real x.

    x=±−log⁡3ux=\pm\sqrt{-\log_3u}

C: −3≤k<0 is the exact range.

Checks and common pitfalls: Do not include k=0: it is a limiting value, not an attained one.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The exponent is nonpositive, and a positive exponential never reaches zero.
    u=3−x2∈(0,1]u=3^{-x^2}\in(0,1]
  • Compare endpoints and the unattained limiting value.
    k=u2−4u=(u−2)2−4∈[−3,0)k=u^2-4u=(u-2)^2-4\in[-3,0)
  • Every u in (0,1] is attainable by a real x.
    x=±−log⁡3ux=\pm\sqrt{-\log_3u}

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

08 / Standard#Your turn

Find m so that the polynomial is divisible by 2x+1.

f(x)=−16x3−mx−mf(x)=-16x^3-mx-m

Official paper · jm01-2021 · I.8 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A−1-1
  2. Option B11
  3. Option C22
  4. Option D44
  5. Option E66

Working and explanation

BUILD THE REASONING

Hint 1
A factor 2x+1 gives a zero at x=−1/2.
Hint 2
Set f(−1/2)=0.
Worked solution
  1. Apply the factor theorem at the root of the linear factor.

    0=f(−1/2)=2+m/2−m=2−m/20=f(-1/2)=2+m/2-m=2-m/2
  2. Solve the linear equation.

    m=4m=4

D: 4.

Checks and common pitfalls: The relevant input is −1/2, not −1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply the factor theorem at the root of the linear factor.
    0=f(−1/2)=2+m/2−m=2−m/20=f(-1/2)=2+m/2-m=2-m/2
  • Solve the linear equation.
    m=4m=4

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

09 / Standard#Your turn

Find the tens digit of the integer.

10310103^{10}

Official paper · jm01-2021 · I.9 · PDF 2

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A22
  2. Option B33
  3. Option C44
  4. Option D77
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Only the residue modulo 100 determines the last two digits.
Hint 2
Replace 103 by 3 modulo 100.
Worked solution
  1. Reduce the base before exponentiating.

    10310≡310(mod100)103^{10}\equiv3^{10}\pmod{100}
  2. Read the last two digits of the small power.

    310=59049≡49(mod100)3^{10}=59049\equiv49\pmod{100}

C: the tens digit is 4.

Checks and common pitfalls: The units digit 9 is not the requested tens digit.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Reduce the base before exponentiating.
    10310≡310(mod100)103^{10}\equiv3^{10}\pmod{100}
  • Read the last two digits of the small power.
    310=59049≡49(mod100)3^{10}=59049\equiv49\pmod{100}

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

10 / Standard#Your turn

Solve for all positive x satisfying both equations.

log⁡4x=y−3,2(log⁡4x)2=4−y\log_4x=y-3,\quad2(\log_4x)^2=4-y

Official paper · jm01-2021 · I.10 · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A1/4 or 21/4\text{ or }2
  2. Option B1/2 or 41/2\text{ or }4
  3. Option C7/2 or 27/2\text{ or }2
  4. Option D1/4 or 7/21/4\text{ or }7/2
  5. Option E2 or 42\text{ or }4

Working and explanation

BUILD THE REASONING

Hint 1
Use u=log₄x and eliminate y.
Hint 2
Factor the resulting quadratic in u.
Worked solution
  1. The first equation gives y=u+3.

    2u2=1−u  ⟺  (2u−1)(u+1)=02u^2=1-u\iff(2u-1)(u+1)=0
  2. Convert both logarithm values back to x.

    u=1/2,−1⇒x=41/2=2, 4−1=1/4u=1/2,-1\Rightarrow x=4^{1/2}=2,\ 4^{-1}=1/4

A: x=1/4 or 2.

Checks and common pitfalls: Both resulting x values are positive and satisfy the logarithm domain.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The first equation gives y=u+3.
    2u2=1−u  ⟺  (2u−1)(u+1)=02u^2=1-u\iff(2u-1)(u+1)=0
  • Convert both logarithm values back to x.
    u=1/2,−1⇒x=41/2=2, 4−1=1/4u=1/2,-1\Rightarrow x=4^{1/2}=2,\ 4^{-1}=1/4

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

11 / Standard#Your turn

Choose the function matching the displayed graph.

2021 JM01 I.11 graph / 第 11 題圖像0135π/2πxy

Official paper · jm01-2021 · I.11 · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option Ay=3+2cos⁡(x/2)y=3+2\cos(x/2)
  2. Option By=3+2cos⁡2xy=3+2\cos2x
  3. Option Cy=3+2cos⁡xy=3+2\cos x
  4. Option Dy=1+2cos⁡(x/2)y=1+2\cos(x/2)
  5. Option Ey=1+2cos⁡2xy=1+2\cos2x

Working and explanation

BUILD THE REASONING

Hint 1
Read the maximum and minimum to find the midline and amplitude.
Hint 2
Measure the distance between consecutive peaks.
Worked solution
  1. The graph ranges from 1 to 5, so its midline is 3 and amplitude is 2.

    c=(5+1)/2=3,A=(5−1)/2=2c=(5+1)/2=3,\quad A=(5-1)/2=2
  2. Peaks at zero and π give period π and frequency 2.

    T=π⇒ω=2π/T=2T=\pi\Rightarrow\omega=2\pi/T=2
  3. The graph begins at a maximum, agreeing with positive cosine.

    y=3+2cos⁡2xy=3+2\cos2x

B: y=3+2cos 2x.

Checks and common pitfalls: Frequency is obtained from a full cycle, not the peak-to-trough half-cycle.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The graph ranges from 1 to 5, so its midline is 3 and amplitude is 2.
    c=(5+1)/2=3,A=(5−1)/2=2c=(5+1)/2=3,\quad A=(5-1)/2=2
  • Peaks at zero and π give period π and frequency 2.
    T=π⇒ω=2π/T=2T=\pi\Rightarrow\omega=2\pi/T=2
  • The graph begins at a maximum, agreeing with positive cosine.
    y=3+2cos⁡2xy=3+2\cos2x

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

12 / Standard#Your turn

Choose the perpendicular bisector of PQ.

P=(−1,−3),Q=(5,−1)P=(-1,-3),\quad Q=(5,-1)

Official paper · jm01-2021 · I.12 · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option Ax+3y−4=0x+3y-4=0
  2. Option Bx−3y+4=0x-3y+4=0
  3. Option Cx+3y+4=0x+3y+4=0
  4. Option D3x−y−4=03x-y-4=0
  5. Option E3x+y−4=03x+y-4=0

Working and explanation

BUILD THE REASONING

Hint 1
Find the midpoint and the slope of PQ.
Hint 2
Use the negative reciprocal slope through the midpoint.
Worked solution
  1. Compute midpoint and segment slope.

    M=(2,−2),mPQ=2/6=1/3M=(2,-2),\quad m_{PQ}=2/6=1/3
  2. Write the perpendicular line.

    y+2=−3(x−2)  ⟺  3x+y−4=0y+2=-3(x-2)\iff3x+y-4=0

E: 3x+y−4=0.

Checks and common pitfalls: A perpendicular line through an endpoint need not bisect the segment.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute midpoint and segment slope.
    M=(2,−2),mPQ=2/6=1/3M=(2,-2),\quad m_{PQ}=2/6=1/3
  • Write the perpendicular line.
    y+2=−3(x−2)  ⟺  3x+y−4=0y+2=-3(x-2)\iff3x+y-4=0

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

13 / Standard#Your turn

A dataset has mean 1 and variance 0.01. Find the mean and variance after every value is multiplied by 10.

Official paper · jm01-2021 · I.13 · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. 1 and 0.01
  2. 10 and 0.1
  3. 1 and 1
  4. 10 and 1
  5. 100 and 1

Working and explanation

BUILD THE REASONING

Hint 1
The mean scales linearly.
Hint 2
Squared deviations scale by the square of the multiplier.
Worked solution
  1. Transform the mean.

    10x‾=10xˉ=10\overline{10x}=10\bar x=10
  2. Transform the variance.

    Var⁡(10X)=102Var⁡(X)=100(0.01)=1\operatorname{Var}(10X)=10^2\operatorname{Var}(X)=100(0.01)=1

D: mean 10, variance 1.

Checks and common pitfalls: Standard deviation scales by 10, but variance scales by 100.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Transform the mean.
    10x‾=10xˉ=10\overline{10x}=10\bar x=10
  • Transform the variance.
    Var⁡(10X)=102Var⁡(X)=100(0.01)=1\operatorname{Var}(10X)=10^2\operatorname{Var}(X)=100(0.01)=1

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

14 / Standard#Your turn

Simplify the radical expression exactly.

140−13235+33\frac{\sqrt{140}-\sqrt{132}}{\sqrt{35}+\sqrt{33}}

Official paper · jm01-2021 · I.14 · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A68−2115568-2\sqrt{1155}
  2. Option B68−115568-\sqrt{1155}
  3. Option C(34−1155)/2(34-\sqrt{1155})/2
  4. Option D34−115534-\sqrt{1155}
  5. Option E68+2115568+2\sqrt{1155}

Working and explanation

BUILD THE REASONING

Hint 1
Factor 4 from each radicand in the numerator.
Hint 2
Rationalize with √35−√33.
Worked solution
  1. Simplify the numerator before rationalizing.

    2(35−33)35+33\frac{2(\sqrt{35}-\sqrt{33})}{\sqrt{35}+\sqrt{33}}
  2. The conjugate denominator is 35−33=2.

    2(35−33)235−33=68−21155\frac{2(\sqrt{35}-\sqrt{33})^2}{35-33}=68-2\sqrt{1155}

A: 68−2√1155.

Checks and common pitfalls: Keep the cross term −2√(35·33) when squaring.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Simplify the numerator before rationalizing.
    2(35−33)35+33\frac{2(\sqrt{35}-\sqrt{33})}{\sqrt{35}+\sqrt{33}}
  • The conjugate denominator is 35−33=2.
    2(35−33)235−33=68−21155\frac{2(\sqrt{35}-\sqrt{33})^2}{35-33}=68-2\sqrt{1155}

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

15 / Standard#Your turn

Find the minimum of ab under the positive-variable condition.

5/a+4/b=3,a,b>05/a+4/b=3,\quad a,b>0

Official paper · jm01-2021 · I.15 · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 5

Skills and prerequisite lessons
  1. Option A20/920/9
  2. Option B20/320/3
  3. Option C80/980/9
  4. Option D80/380/3
  5. Option E20/3\sqrt{20}/3

Working and explanation

BUILD THE REASONING

Hint 1
Let u=5/a and v=4/b; their sum is fixed.
Hint 2
Maximize uv to minimize ab=20/(uv).
Worked solution
  1. Apply AM–GM to the two positive new variables.

    u+v=3⇒uv≤(3/2)2=9/4u+v=3\Rightarrow uv\le(3/2)^2=9/4
  2. Invert the positive bound and verify equality.

    ab=20/(uv)≥80/9;a=10/3, b=8/3ab=20/(uv)\ge80/9;\quad a=10/3,\ b=8/3

C: 80/9.

Checks and common pitfalls: Equality requires 5/a=4/b, not a=b.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply AM–GM to the two positive new variables.
    u+v=3⇒uv≤(3/2)2=9/4u+v=3\Rightarrow uv\le(3/2)^2=9/4
  • Invert the positive bound and verify equality.
    ab=20/(uv)≥80/9;a=10/3, b=8/3ab=20/(uv)\ge80/9;\quad a=10/3,\ b=8/3

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

16 / Standard#Your turn

Nine distinct books consist of four Chinese, two English and three mathematics books. Three are chosen uniformly without replacement. Find the probability of one of each kind.

Official paper · jm01-2021 · II.1(a) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 6

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Count unordered three-book samples.
Hint 2
Choose one book independently from each category for the favourable count.
Worked solution
  1. The total and favourable counts are combination counts.

    N=(93)=84,F=4⋅2⋅3=24N=\binom93=84,\quad F=4\cdot2\cdot3=24
  2. Reduce the fraction.

    P=24/84=2/7P=24/84=2/7

2/7.

Checks and common pitfalls: The categories have unequal sizes; treating the three categories as equally likely draws would be wrong.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The total and favourable counts are combination counts.
    N=(93)=84,F=4⋅2⋅3=24N=\binom93=84,\quad F=4\cdot2\cdot3=24
  • Reduce the fraction.
    P=24/84=2/7P=24/84=2/7

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

17 / Standard#Your turn

Arrange the same nine distinct books uniformly at random. Find the probability that books of each category occur together in one block.

Official paper · jm01-2021 · II.1(b) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 6

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Treat each category as a block.
Hint 2
Count both block order and order inside each block.
Worked solution
  1. There are 3! block orders, and internal orders 4!,2!,3!.

    F=3! 4! 2! 3!F=3!\,4!\,2!\,3!
  2. Divide by all permutations of the distinct books.

    P=3!4!2!3!9!=1/210P=\frac{3!4!2!3!}{9!}=1/210

1/210.

Checks and common pitfalls: The books remain distinct even within the same category.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • There are 3! block orders, and internal orders 4!,2!,3!.
    F=3! 4! 2! 3!F=3!\,4!\,2!\,3!
  • Divide by all permutations of the distinct books.
    P=3!4!2!3!9!=1/210P=\frac{3!4!2!3!}{9!}=1/210

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

18 / Standard#Your turn

A circle centred at M(4,4) is tangent to y=2x. Find its equation.

M=(4,4),L1:2x−y=0M=(4,4),\quad L_1:2x-y=0
Two distinct tangents from the origin / 從原點作兩條不同切線OxyM (4,4)PQL₁: y=2xL₂: y=mx

Official paper · jm01-2021 · II.2(a) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 6

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
The radius is the perpendicular centre-to-line distance.
Hint 2
Square that distance in the circle equation.
Worked solution
  1. Use the point-line distance formula.

    r=∣2(4)−4∣22+(−1)2=4/5r=\frac{|2(4)-4|}{\sqrt{2^2+(-1)^2}}=4/\sqrt5
  2. Insert the centre and radius.

    (x−4)2+(y−4)2=16/5  ⟺  5x2+5y2−40x−40y+144=0(x-4)^2+(y-4)^2=16/5\iff5x^2+5y^2-40x-40y+144=0

(x−4)²+(y−4)²=16/5.

Checks and common pitfalls: The oblique distance from the origin to M is not the circle radius.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Use the point-line distance formula.
    r=∣2(4)−4∣22+(−1)2=4/5r=\frac{|2(4)-4|}{\sqrt{2^2+(-1)^2}}=4/\sqrt5
  • Insert the centre and radius.
    (x−4)2+(y−4)2=16/5  ⟺  5x2+5y2−40x−40y+144=0(x-4)^2+(y-4)^2=16/5\iff5x^2+5y^2-40x-40y+144=0

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

19 / Standard#Your turn

The second distinct tangent from the origin to the circle is y=mx. Find m.

(x−4)2+(y−4)2=16/5,L2:y=mx(x-4)^2+(y-4)^2=16/5,\quad L_2:y=mx
Two distinct tangents from the origin / 從原點作兩條不同切線OxyM (4,4)PQL₁: y=2xL₂: y=mx

Official paper · jm01-2021 · II.2(b) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 6

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Its perpendicular distance from M is also 4/√5.
Hint 2
Reject the slope corresponding to the already given tangent.
Worked solution
  1. Equate the squared centre-to-line distances.

    (4m−4)2m2+1=16/5\frac{(4m-4)^2}{m^2+1}=16/5
  2. Solve and distinguish the two tangents.

    5(m−1)2=m2+1  ⟺  (2m−1)(m−2)=05(m-1)^2=m^2+1\iff(2m-1)(m-2)=0
  3. The root m=2 is L₁; the distinct second line has the other root.

    m=1/2m=1/2

m=1/2.

Checks and common pitfalls: Both algebraic roots are tangent slopes, but only one is the requested second line.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Equate the squared centre-to-line distances.
    (4m−4)2m2+1=16/5\frac{(4m-4)^2}{m^2+1}=16/5
  • Solve and distinguish the two tangents.
    5(m−1)2=m2+1  ⟺  (2m−1)(m−2)=05(m-1)^2=m^2+1\iff(2m-1)(m-2)=0
  • The root m=2 is L₁; the distinct second line has the other root.
    m=1/2m=1/2

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

20 / Standard#Your turn

Derive the completed-square identity from the stated relation.

x,y>0,0<m<1,y2−2mxy+x2=a2x,y>0,\quad0<m<1,\quad y^2-2mxy+x^2=a^2

Official paper · jm01-2021 · II.3(a) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 7

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Complete the square in x, keeping y as a parameter.
Hint 2
The cross term must remain −2mxy.
Worked solution
  1. Split the y² coefficient after completing the x square.

    x2−2mxy+y2=(x−my)2+(1−m2)y2x^2-2mxy+y^2=(x-my)^2+(1-m^2)y^2
  2. Use the original equality and rearrange.

    (1−m2)y2=a2−(x−my)2(1-m^2)y^2=a^2-(x-my)^2

(1−m²)y²=a²−(x−my)².

Checks and common pitfalls: The square is x−my, not y−mx in this particular rearrangement.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Split the y² coefficient after completing the x square.
    x2−2mxy+y2=(x−my)2+(1−m2)y2x^2-2mxy+y^2=(x-my)^2+(1-m^2)y^2
  • Use the original equality and rearrange.
    (1−m2)y2=a2−(x−my)2(1-m^2)y^2=a^2-(x-my)^2

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

21 / Standard#Your turn

Show that y reaches its largest feasible value when y=x/m.

x,y>0,0<m<1,y2−2mxy+x2=a2x,y>0,\quad0<m<1,\quad y^2-2mxy+x^2=a^2

Official paper · jm01-2021 · II.3(b) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 7

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Divide the identity in part (a) by the positive number 1−m².
Hint 2
The subtractive square vanishes precisely when x=my.
Worked solution
  1. Obtain a sharp upper bound for positive y.

    y2=a21−m2−(x−my)21−m2≤a21−m2y^2=\frac{a^2}{1-m^2}-\frac{(x-my)^2}{1-m^2}\le\frac{a^2}{1-m^2}
  2. Equality is attained at positive coordinates because 0<m<1 and feasibility forces a≠0.

    y=∣a∣1−m2,x=my>0y=\frac{|a|}{\sqrt{1-m^2}},\quad x=my>0
  3. Since m is nonzero, the equality relation is equivalent to the printed form.

    x=my  ⟺  y=x/mx=my\iff y=x/m

The maximum occurs when x=my, equivalently y=x/m.

Checks and common pitfalls: The fraction x/m must not be misread as the product mx.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Obtain a sharp upper bound for positive y.
    y2=a21−m2−(x−my)21−m2≤a21−m2y^2=\frac{a^2}{1-m^2}-\frac{(x-my)^2}{1-m^2}\le\frac{a^2}{1-m^2}
  • Equality is attained at positive coordinates because 0<m<1 and feasibility forces a≠0.
    y=∣a∣1−m2,x=my>0y=\frac{|a|}{\sqrt{1-m^2}},\quad x=my>0
  • Since m is nonzero, the equality relation is equivalent to the printed form.
    x=my  ⟺  y=x/mx=my\iff y=x/m

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

22 / Standard#Your turn

Find the x-coordinate, in terms of a and m, where y is maximal.

x,y>0,0<m<1,y2−2mxy+x2=a2x,y>0,\quad0<m<1,\quad y^2-2mxy+x^2=a^2

Official paper · jm01-2021 · II.3(c) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 7

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use the equality condition from part (b).
Hint 2
Take the positive square root for y.
Worked solution
  1. Positive y and the squared bound give its maximum.

    ymax⁡=a2/(1−m2)=∣a∣/1−m2y_{\max}=\sqrt{a^2/(1-m^2)}=|a|/\sqrt{1-m^2}
  2. Multiply by m using x=my.

    x0=m∣a∣1−m2x_0=\frac{m|a|}{\sqrt{1-m^2}}

x=m|a|/√(1−m²).

Checks and common pitfalls: The sign of a is unspecified, so √(a²)=|a|.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Positive y and the squared bound give its maximum.
    ymax⁡=a2/(1−m2)=∣a∣/1−m2y_{\max}=\sqrt{a^2/(1-m^2)}=|a|/\sqrt{1-m^2}
  • Multiply by m using x=my.
    x0=m∣a∣1−m2x_0=\frac{m|a|}{\sqrt{1-m^2}}

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

23 / Standard#Your turn

An arithmetic sequence satisfies a₂=3 and a₂₀=39. Find its general term.

a2=3,a20=39a_2=3,\quad a_{20}=39

Official paper · jm01-2021 · II.4(a) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 7

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
There are eighteen common differences between the two given terms.
Hint 2
Recover the first term after finding the common difference.
Worked solution
  1. Compute the common difference.

    d=(39−3)/(20−2)=2d=(39-3)/(20-2)=2
  2. Find the first and general terms.

    a1=3−2=1;an=1+2(n−1)=2n−1a_1=3-2=1;\quad a_n=1+2(n-1)=2n-1

aₙ=2n−1.

Checks and common pitfalls: The index difference is 18, not 19 or 20.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the common difference.
    d=(39−3)/(20−2)=2d=(39-3)/(20-2)=2
  • Find the first and general terms.
    a1=3−2=1;an=1+2(n−1)=2n−1a_1=3-2=1;\quad a_n=1+2(n-1)=2n-1

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

24 / Standard#Your turn

For the same arithmetic sequence, Sₙ is the sum of 1/(aₖaₖ₊₁) from k=1 to n. Find n when Sₙ=10/21.

ak=2k−1,Sn=∑k=1n1akak+1a_k=2k-1,\quad S_n=\sum_{k=1}^n\frac1{a_ka_{k+1}}

Official paper · jm01-2021 · II.4(b) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 7

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Split each denominator into two simple fractions.
Hint 2
Consecutive terms then cancel.
Worked solution
  1. Use the difference between consecutive odd reciprocals.

    1(2k−1)(2k+1)=12(12k−1−12k+1)\frac1{(2k-1)(2k+1)}=\frac12\left(\frac1{2k-1}-\frac1{2k+1}\right)
  2. Telescope the sum and solve the rational equation.

    Sn=12(1−12n+1)=n2n+1S_n=\frac12\left(1-\frac1{2n+1}\right)=\frac n{2n+1}
  3. The resulting n is a positive integer.

    n/(2n+1)=10/21⇒21n=20n+10⇒n=10n/(2n+1)=10/21\Rightarrow21n=20n+10\Rightarrow n=10

n=10.

Checks and common pitfalls: Retain the factor 1/2 in the partial-fraction identity.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Use the difference between consecutive odd reciprocals.
    1(2k−1)(2k+1)=12(12k−1−12k+1)\frac1{(2k-1)(2k+1)}=\frac12\left(\frac1{2k-1}-\frac1{2k+1}\right)
  • Telescope the sum and solve the rational equation.
    Sn=12(1−12n+1)=n2n+1S_n=\frac12\left(1-\frac1{2n+1}\right)=\frac n{2n+1}
  • The resulting n is a positive integer.
    n/(2n+1)=10/21⇒21n=20n+10⇒n=10n/(2n+1)=10/21\Rightarrow21n=20n+10\Rightarrow n=10

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

25 / Standard#Your turn

For triangle ABC with the stated conditions, find sin²C.

A+B+C=π,sin⁡(C−A)=1,cos⁡B=22/3A+B+C=\pi,\quad\sin(C-A)=1,\quad\cos B=2\sqrt2/3

Official paper · jm01-2021 · II.5(a) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 7

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
The triangle-angle ranges make C−A=π/2.
Hint 2
Use the angle sum to express 2C in terms of B.
Worked solution
  1. The cosine determines positive sine of the interior angle B.

    sin⁡B=1−8/9=1/3\sin B=\sqrt{1-8/9}=1/3
  2. Combine C−A=π/2 with A+B+C=π.

    2C=3π/2−B⇒cos⁡2C=−sin⁡B=−1/32C=3\pi/2-B\Rightarrow\cos2C=-\sin B=-1/3
  3. Use the power-reduction identity.

    sin⁡2C=(1−cos⁡2C)/2=(1+1/3)/2=2/3\sin^2C=(1-\cos2C)/2=(1+1/3)/2=2/3

sin²C=2/3.

Checks and common pitfalls: The requested expression is sine squared, not sine of twice the angle.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The cosine determines positive sine of the interior angle B.
    sin⁡B=1−8/9=1/3\sin B=\sqrt{1-8/9}=1/3
  • Combine C−A=π/2 with A+B+C=π.
    2C=3π/2−B⇒cos⁡2C=−sin⁡B=−1/32C=3\pi/2-B\Rightarrow\cos2C=-\sin B=-1/3
  • Use the power-reduction identity.
    sin⁡2C=(1−cos⁡2C)/2=(1+1/3)/2=2/3\sin^2C=(1-\cos2C)/2=(1+1/3)/2=2/3

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

26 / Standard#Your turn

Under the same angle conditions, AC=5. Find the triangle area.

A+B+C=π,sin⁡(C−A)=1,cos⁡B=22/3,AC=5A+B+C=\pi,\quad\sin(C-A)=1,\quad\cos B=2\sqrt2/3,\quad AC=5

Official paper · jm01-2021 · II.5(b) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 7

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
C is obtuse because C=A+π/2.
Hint 2
Use the sine rule to find BC, then the two-side area formula.
Worked solution
  1. Choose the correct cosine sign for the obtuse angle.

    sin⁡C=2/3,cos⁡C=−1/3,sin⁡A=sin⁡(C−π/2)=1/3\sin C=\sqrt{2/3},\quad\cos C=-1/\sqrt3,\quad\sin A=\sin(C-\pi/2)=1/\sqrt3
  2. Match opposite sides in the sine rule.

    BC=ACsin⁡Asin⁡B=51/31/3=53BC=AC\frac{\sin A}{\sin B}=5\frac{1/\sqrt3}{1/3}=5\sqrt3
  3. The included angle between AC and BC is C.

    S=12(5)(53)2/3=2522S=\frac12(5)(5\sqrt3)\sqrt{2/3}=\frac{25\sqrt2}2

Area =25√2/2.

Checks and common pitfalls: Taking cos C positive would contradict the obtuse-angle condition.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Choose the correct cosine sign for the obtuse angle.
    sin⁡C=2/3,cos⁡C=−1/3,sin⁡A=sin⁡(C−π/2)=1/3\sin C=\sqrt{2/3},\quad\cos C=-1/\sqrt3,\quad\sin A=\sin(C-\pi/2)=1/\sqrt3
  • Match opposite sides in the sine rule.
    BC=ACsin⁡Asin⁡B=51/31/3=53BC=AC\frac{\sin A}{\sin B}=5\frac{1/\sqrt3}{1/3}=5\sqrt3
  • The included angle between AC and BC is C.
    S=12(5)(53)2/3=2522S=\frac12(5)(5\sqrt3)\sqrt{2/3}=\frac{25\sqrt2}2

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

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