← Senior Mathematics Studio

LEARN · EXPLAIN · REVISE

2022 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

2022 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

Which set is empty? Variables are real.

Official paper · jm01-2022 · I.1 · PDF 2

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

Skills and prerequisite lessons
  1. Option A{0}\{0\}
  2. Option B{x:sin⁡x+cos⁡x=3}\{x:\sin x+\cos x=3\}
  3. Option C{x:x2−1=0}\{x:x^2-1=0\}
  4. Option D{∅}\{\varnothing\}
  5. Option E{(x,y):x2+y2=0}\{(x,y):x^2+y^2=0\}

Working and explanation

BUILD THE REASONING

Hint 1
Bound sin x+cos x.
Hint 2
A set containing the empty set is not itself empty.
Worked solution
  1. The trigonometric sum cannot attain 3.

    ∣sin⁡x+cos⁡x∣=∣2sin⁡(x+π/4)∣≤2<3|\sin x+\cos x|=|\sqrt2\sin(x+\pi/4)|\le\sqrt2<3
  2. The other sets contain 0, ±1, ∅, or (0,0), respectively.

B.

Checks and common pitfalls: Distinguish ∅ from {∅}.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The trigonometric sum cannot attain 3.
    ∣sin⁡x+cos⁡x∣=∣2sin⁡(x+π/4)∣≤2<3|\sin x+\cos x|=|\sqrt2\sin(x+\pi/4)|\le\sqrt2<3
  • The other sets contain 0, ±1, ∅, or (0,0), respectively.

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

02 / Standard#Your turn

For a>b>0 and m>0, which inequality always holds?

Official paper · jm01-2022 · I.2 · PDF 2

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

Skills and prerequisite lessons
  1. Option Aba>b+ma+m\frac ba>\frac{b+m}{a+m}
  2. Option Bab<a−mb−m\frac ab<\frac{a-m}{b-m}
  3. Option Cba<b+ma+m\frac ba<\frac{b+m}{a+m}
  4. Option Dab>a−mb−m\frac ab>\frac{a-m}{b-m}
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
The denominators a and a+m are positive.
Hint 2
Subtract b/a from (b+m)/(a+m).
Worked solution
  1. Put the difference over a common denominator.

    b+ma+m−ba=m(a−b)a(a+m)\frac{b+m}{a+m}-\frac ba=\frac{m(a-b)}{a(a+m)}
  2. Every factor has the required positive sign.

    m(a−b)>0,a(a+m)>0  ⟹  ba<b+ma+mm(a-b)>0,\quad a(a+m)>0\implies\frac ba<\frac{b+m}{a+m}

C.

Checks and common pitfalls: Expressions involving b−m can change sign or be undefined.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Put the difference over a common denominator.
    b+ma+m−ba=m(a−b)a(a+m)\frac{b+m}{a+m}-\frac ba=\frac{m(a-b)}{a(a+m)}
  • Every factor has the required positive sign.
    m(a−b)>0,a(a+m)>0  ⟹  ba<b+ma+mm(a-b)>0,\quad a(a+m)>0\implies\frac ba<\frac{b+m}{a+m}

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

03 / Standard#Your turn

The polynomial has equal remainders on division by x−2 and x+1. Find a.

f(x)=x3+3x2+ax+bf(x)=x^3+3x^2+ax+b

Official paper · jm01-2022 · I.3 · PDF 2

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

Skills and prerequisite lessons
  1. Option A44
  2. Option B−3-3
  3. Option C−4-4
  4. Option D99
  5. Option E−6-6

Working and explanation

BUILD THE REASONING

Hint 1
Use f(2)=f(−1).
Hint 2
The constant b cancels.
Worked solution
  1. Evaluate the two remainders.

    f(2)=20+2a+b,f(−1)=2−a+bf(2)=20+2a+b,\quad f(-1)=2-a+b
  2. Solve the resulting linear equation.

    20+2a=2−a  ⟹  a=−620+2a=2-a\implies a=-6

E: −6.

Checks and common pitfalls: The root of x+1 is −1, not 1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Evaluate the two remainders.
    f(2)=20+2a+b,f(−1)=2−a+bf(2)=20+2a+b,\quad f(-1)=2-a+b
  • Solve the resulting linear equation.
    20+2a=2−a  ⟹  a=−620+2a=2-a\implies a=-6

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

04 / Standard#Your turn

Simplify the principal square root.

7−43\sqrt{7-4\sqrt3}

Official paper · jm01-2022 · I.4 · PDF 2

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

Skills and prerequisite lessons
  1. Option A3−2\sqrt3-\sqrt2
  2. Option B2−32-\sqrt3
  3. Option C3−2\sqrt3-2
  4. Option D2−62-\sqrt6
  5. Option E2−232-2\sqrt3

Working and explanation

BUILD THE REASONING

Hint 1
Recognise 7 as 4+3.
Hint 2
Check which sign gives a nonnegative number.
Worked solution
  1. Identify the perfect square.

    7−43=(2−3)27-4\sqrt3=(2-\sqrt3)^2
  2. Since 2>√3, the principal root is positive.

    (2−3)2=∣2−3∣=2−3\sqrt{(2-\sqrt3)^2}=|2-\sqrt3|=2-\sqrt3

B: 2−√3.

Checks and common pitfalls: √(u²)=|u|, not automatically u.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Identify the perfect square.
    7−43=(2−3)27-4\sqrt3=(2-\sqrt3)^2
  • Since 2>√3, the principal root is positive.
    (2−3)2=∣2−3∣=2−3\sqrt{(2-\sqrt3)^2}=|2-\sqrt3|=2-\sqrt3

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

05 / Standard#Your turn

Find all p for which the equation has a real solution.

px2−2(p+3)x+p−1=0px^2-2(p+3)x+p-1=0

Official paper · jm01-2022 · I.5 · PDF 2

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

Skills and prerequisite lessons
  1. Option A0≤p≤5/70\le p\le5/7
  2. Option Bp≥−5/7p\ge-5/7
  3. Option C−5/7≤p≤1-5/7\le p\le1
  4. Option Dp≥−9/7p\ge-9/7
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Treat p=0 separately.
Hint 2
For p≠0 require a nonnegative discriminant.
Worked solution
  1. The quadratic discriminant simplifies to a linear expression.

    Δ=4(p+3)2−4p(p−1)=4(7p+9)≥0  ⟺  p≥−9/7\Delta=4(p+3)^2-4p(p-1)=4(7p+9)\ge0\iff p\ge-9/7
  2. At p=0, the linear equation −6x−1=0 also has a real solution, already inside this range.

D: p≥−9/7.

Checks and common pitfalls: The question says equation, so the linear case must not be discarded.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The quadratic discriminant simplifies to a linear expression.
    Δ=4(p+3)2−4p(p−1)=4(7p+9)≥0  ⟺  p≥−9/7\Delta=4(p+3)^2-4p(p-1)=4(7p+9)\ge0\iff p\ge-9/7
  • At p=0, the linear equation −6x−1=0 also has a real solution, already inside this range.

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

06 / Standard#Your turn

Find 1/a+1/b.

2a=5b=102^a=5^b=\sqrt{10}

Official paper · jm01-2022 · I.6 · PDF 2

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

Skills and prerequisite lessons
  1. Option A22
  2. Option B11
  3. Option C2\sqrt2
  4. Option D2/2\sqrt2/2
  5. Option E1/21/2

Working and explanation

BUILD THE REASONING

Hint 1
Take logarithms in each equality.
Hint 2
The reciprocal exponents share the same denominator.
Worked solution
  1. Express the reciprocals.

    1a=ln⁡2ln⁡10,1b=ln⁡5ln⁡10\frac1a=\frac{\ln2}{\ln\sqrt{10}},\quad\frac1b=\frac{\ln5}{\ln\sqrt{10}}
  2. Combine using ln2+ln5=ln10.

    1a+1b=ln⁡10(1/2)ln⁡10=2\frac1a+\frac1b=\frac{\ln10}{(1/2)\ln10}=2

A: 2.

Checks and common pitfalls: The common value is √10, so its logarithm is half ln10.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Express the reciprocals.
    1a=ln⁡2ln⁡10,1b=ln⁡5ln⁡10\frac1a=\frac{\ln2}{\ln\sqrt{10}},\quad\frac1b=\frac{\ln5}{\ln\sqrt{10}}
  • Combine using ln2+ln5=ln10.
    1a+1b=ln⁡10(1/2)ln⁡10=2\frac1a+\frac1b=\frac{\ln10}{(1/2)\ln10}=2

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

07 / Standard#Your turn

Two externally tangent circles of radii 3 and 4 touch the same straight line. A smaller circle occupies the bounded gap and is tangent to both and to the line. Find its radius.

Official paper · jm01-2022 · I.7 · PDF 2

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

Skills and prerequisite lessons
  1. Option A84−48384-48\sqrt3
  2. Option B2−1\sqrt2-1
  3. Option C22−22\sqrt2-2
  4. Option D6−426-4\sqrt2
  5. Option E42−24342-24\sqrt3

Working and explanation

BUILD THE REASONING

Hint 1
For radii R,r tangent to the line, the horizontal centre separation is 2√(Rr).
Hint 2
The small-circle centre lies horizontally between the large centres.
Worked solution
  1. Derive and add the two horizontal gaps.

    d2=(R+r)2−(R−r)2=4Rr,23r+24r=212d^2=(R+r)^2-(R-r)^2=4Rr,\quad2\sqrt{3r}+2\sqrt{4r}=2\sqrt{12}
  2. Solve for r and rationalise.

    r=12(3+2)2=127+43=84−483r=\frac{12}{(\sqrt3+2)^2}=\frac{12}{7+4\sqrt3}=84-48\sqrt3

A: 84−48√3.

Checks and common pitfalls: The bounded-gap condition selects the sum of the two horizontal separations.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Derive and add the two horizontal gaps.
    d2=(R+r)2−(R−r)2=4Rr,23r+24r=212d^2=(R+r)^2-(R-r)^2=4Rr,\quad2\sqrt{3r}+2\sqrt{4r}=2\sqrt{12}
  • Solve for r and rationalise.
    r=12(3+2)2=127+43=84−483r=\frac{12}{(\sqrt3+2)^2}=\frac{12}{7+4\sqrt3}=84-48\sqrt3

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

08 / Standard#Your turn

Each of three independent games is won with probability 1/4. Find the probability of at least one win.

Official paper · jm01-2022 · I.8 · PDF 2

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

Skills and prerequisite lessons
  1. Option A1/641/64
  2. Option B27/6427/64
  3. Option C35/6435/64
  4. Option D37/6437/64
  5. Option E43/6443/64

Working and explanation

BUILD THE REASONING

Hint 1
Use the complement of losing all games.
Hint 2
Each loss has probability 3/4.
Worked solution
  1. Multiply the three loss probabilities.

    P(no wins)=(3/4)3=27/64P(\text{no wins})=(3/4)^3=27/64
  2. Subtract from one.

    P(at least one)=1−27/64=37/64P(\text{at least one})=1-27/64=37/64

D: 37/64.

Checks and common pitfalls: Adding three win probabilities double-counts outcomes with multiple wins.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Multiply the three loss probabilities.
    P(no wins)=(3/4)3=27/64P(\text{no wins})=(3/4)^3=27/64
  • Subtract from one.
    P(at least one)=1−27/64=37/64P(\text{at least one})=1-27/64=37/64

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

09 / Standard#Your turn

Choose the labelled shaded region. The four original diagrams are described equivalently by their sides of the boundary lines below.

y−2x≤4,x+y≥5,y≥2y-2x\le4,\quad x+y\ge5,\quad y\ge2

Official paper · jm01-2022 · I.9 · PDF 3

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

Skills and prerequisite lessons
  1. I: above y=2 and y=2x+4; below y=5−x
  2. II: above y=2, y=2x+4 and y=5−x
  3. III: above y=2; below y=2x+4 and y=5−x
  4. IV: above y=2 and y=5−x; below y=2x+4
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Isolate y in each inequality.
Hint 2
A boundary is included when equality is allowed.
Worked solution
  1. Convert the system to vertical comparisons.

    y≤2x+4,y≥5−x,y≥2y\le2x+4,\quad y\ge5-x,\quad y\ge2
  2. This is the region above both lower boundaries and below the rising line: IV.

D: region IV.

Checks and common pitfalls: All three conditions must hold simultaneously.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Convert the system to vertical comparisons.
    y≤2x+4,y≥5−x,y≥2y\le2x+4,\quad y\ge5-x,\quad y\ge2
  • This is the region above both lower boundaries and below the rising line: IV.

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

10 / Standard#Your turn

A line through (1,2) is perpendicular to 2x−3y=4. Find its y-intercept.

Official paper · jm01-2022 · I.10 · PDF 3

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

Skills and prerequisite lessons
  1. Option A(0,7/2)(0,7/2)
  2. Option B(0,5/2)(0,5/2)
  3. Option C(0,3)(0,3)
  4. Option D(0,−1/2)(0,-1/2)
  5. Option E(0,3/2)(0,3/2)

Working and explanation

BUILD THE REASONING

Hint 1
The given line has slope 2/3.
Hint 2
Use perpendicular slope −3/2.
Worked solution
  1. Form the line equation.

    y−2=−32(x−1)y-2=-\frac32(x-1)
  2. Set x=0.

    y=2+3/2=7/2y=2+3/2=7/2

A: (0,7/2).

Checks and common pitfalls: A y-intercept has x=0.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Form the line equation.
    y−2=−32(x−1)y-2=-\frac32(x-1)
  • Set x=0.
    y=2+3/2=7/2y=2+3/2=7/2

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

11 / Standard#Your turn

There are 6400 seats in rows of 32. No row may contain more than four consecutive occupied seats. Find the maximum occupancy.

Official paper · jm01-2022 · I.11 · PDF 3

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

Skills and prerequisite lessons
  1. Option A50005000
  2. Option B52005200
  3. Option C54005400
  4. Option D56005600
  5. Option E58005800

Working and explanation

BUILD THE REASONING

Hint 1
Each block of five seats needs an empty seat.
Hint 2
Construct a pattern achieving the upper bound.
Worked solution
  1. The first 30 seats contain six disjoint five-seat blocks, hence at least six vacancies per row.

    occupied per row≤32−6=26\text{occupied per row}\le32-6=26
  2. Repeat four occupied then one empty six times, then occupy the last two.

    rows=6400/32=200,max⁡=26(200)=5200\text{rows}=6400/32=200,\quad\max=26(200)=5200

B: 5200.

Checks and common pitfalls: The final partial block need not contain another empty seat.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The first 30 seats contain six disjoint five-seat blocks, hence at least six vacancies per row.
    occupied per row≤32−6=26\text{occupied per row}\le32-6=26
  • Repeat four occupied then one empty six times, then occupy the last two.
    rows=6400/32=200,max⁡=26(200)=5200\text{rows}=6400/32=200,\quad\max=26(200)=5200

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

12 / Standard#Your turn

The real roots x₁,x₂ of 3x²−8x+m=0 have reciprocal arithmetic mean 2. Find m.

Official paper · jm01-2022 · I.12 · PDF 3

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

Skills and prerequisite lessons
  1. Option A−2-2
  2. Option B−1-1
  3. Option C44
  4. Option D11
  5. Option E22

Working and explanation

BUILD THE REASONING

Hint 1
The sum of reciprocals is 4.
Hint 2
Use root sum divided by root product.
Worked solution
  1. Apply Vieta and the mean condition.

    1x1+1x2=8/3m/3=8m=4  ⟹  m=2\frac1{x_1}+\frac1{x_2}=\frac{8/3}{m/3}=\frac8m=4\implies m=2
  2. Check reality and nonzero roots.

    Δ=64−12(2)=40>0,x1x2=2/3≠0\Delta=64-12(2)=40>0,\quad x_1x_2=2/3\ne0

E: m=2.

Checks and common pitfalls: Mean 2 means sum 4, not sum 2.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply Vieta and the mean condition.
    1x1+1x2=8/3m/3=8m=4  ⟹  m=2\frac1{x_1}+\frac1{x_2}=\frac{8/3}{m/3}=\frac8m=4\implies m=2
  • Check reality and nonzero roots.
    Δ=64−12(2)=40>0,x1x2=2/3≠0\Delta=64-12(2)=40>0,\quad x_1x_2=2/3\ne0

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

13 / Standard#Your turn

Choose two distinct digits uniformly in order from 1,2,3,4,5 to form a two-digit number. Find the probability it is below 40.

Official paper · jm01-2022 · I.13 · PDF 3

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

Skills and prerequisite lessons
  1. Option A1/51/5
  2. Option B2/52/5
  3. Option C3/53/5
  4. Option D4/54/5
  5. Option E11

Working and explanation

BUILD THE REASONING

Hint 1
The tens digit must be 1,2 or 3.
Hint 2
There are four choices for the units digit after each tens choice.
Worked solution
  1. Count all ordered pairs.

    N=5⋅4=20N=5\cdot4=20
  2. Count favourable pairs.

    Nf=3⋅4=12,P=12/20=3/5N_f=3\cdot4=12,\quad P=12/20=3/5

C: 3/5.

Checks and common pitfalls: The digits cannot repeat, but the order matters.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Count all ordered pairs.
    N=5⋅4=20N=5\cdot4=20
  • Count favourable pairs.
    Nf=3⋅4=12,P=12/20=3/5N_f=3\cdot4=12,\quad P=12/20=3/5

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

14 / Standard#Your turn

Solve the exponential equation.

6x−2x=2x+1−6x+1+2x+26^x-2^x=2^{x+1}-6^{x+1}+2^{x+2}

Official paper · jm01-2022 · I.14 · PDF 3

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

Skills and prerequisite lessons
  1. Option Ax=−1x=-1
  2. Option Bx=−1/2x=-1/2
  3. Option Cx=0x=0
  4. Option Dx=1/2x=1/2
  5. Option Ex=1x=1

Working and explanation

BUILD THE REASONING

Hint 1
Factor shifted powers into constants times 6ˣ and 2ˣ.
Hint 2
Divide by the positive factor 2ˣ.
Worked solution
  1. Collect the two exponential bases.

    6x−2x=6⋅2x−6⋅6x  ⟹  7⋅6x=7⋅2x6^x-2^x=6\cdot2^x-6\cdot6^x\implies7\cdot6^x=7\cdot2^x
  2. Use injectivity of the exponential.

    3x=1  ⟹  x=03^x=1\implies x=0

C: x=0.

Checks and common pitfalls: 6ˣ⁺¹ is 6·6ˣ, not 6ˣ+1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Collect the two exponential bases.
    6x−2x=6⋅2x−6⋅6x  ⟹  7⋅6x=7⋅2x6^x-2^x=6\cdot2^x-6\cdot6^x\implies7\cdot6^x=7\cdot2^x
  • Use injectivity of the exponential.
    3x=1  ⟹  x=03^x=1\implies x=0

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

15 / Standard#Your turn

A person walks n km east, turns right 150°, then walks 3 km. The final distance from the start is √3 km. Find n.

Official paper · jm01-2022 · I.15 · PDF 3

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

Skills and prerequisite lessons
  1. Option A333\sqrt3
  2. Option B3/3\sqrt3/3
  3. Option C1/31/3
  4. Option D33
  5. √3 or 2√3

Working and explanation

BUILD THE REASONING

Hint 1
The second displacement has components 3cos150° and −3sin150°.
Hint 2
Square the final distance.
Worked solution
  1. Form the distance equation.

    (n−33/2)2+(−3/2)2=3(n-3\sqrt3/2)^2+(-3/2)^2=3
  2. Factor the resulting quadratic.

    n2−33n+6=(n−3)(n−23)=0n^2-3\sqrt3n+6=(n-\sqrt3)(n-2\sqrt3)=0

E: n=√3 or 2√3.

Checks and common pitfalls: The turning angle is 150°; the triangle’s interior angle is its supplement 30°.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Form the distance equation.
    (n−33/2)2+(−3/2)2=3(n-3\sqrt3/2)^2+(-3/2)^2=3
  • Factor the resulting quadratic.
    n2−33n+6=(n−3)(n−23)=0n^2-3\sqrt3n+6=(n-\sqrt3)(n-2\sqrt3)=0

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

16 / Standard#Your turn

A quadratic passes through (5,0), has symmetry axis x=2 and minimum −9. Find a,b,c.

f(x)=ax2+bx+cf(x)=ax^2+bx+c

Official paper · jm01-2022 · 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
Start with vertex form.
Hint 2
Use the point (5,0) to find the scale.
Worked solution
  1. Write f(x)=a(x−2)²−9 with a>0.

    0=9a−9  ⟹  a=10=9a-9\implies a=1
  2. Expand the result.

    f(x)=(x−2)2−9=x2−4x−5f(x)=(x-2)^2-9=x^2-4x-5

a=1, b=−4, c=−5.

Checks and common pitfalls: The minimum specifies the vertex ordinate, not the constant term c.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write f(x)=a(x−2)²−9 with a>0.
    0=9a−9  ⟹  a=10=9a-9\implies a=1
  • Expand the result.
    f(x)=(x−2)2−9=x2−4x−5f(x)=(x-2)^2-9=x^2-4x-5

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

17 / Standard#Your turn

Translate that graph 3 units left, then 3 units up. Find its new function.

f(x)=(x−2)2−9f(x)=(x-2)^2-9

Official paper · jm01-2022 · 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
A left shift replaces x by x+3.
Hint 2
An upward shift adds 3 outside the function.
Worked solution
  1. Apply the two transformations.

    y=f(x+3)+3y=f(x+3)+3
  2. Simplify.

    y=(x+1)2−6=x2+2x−5y=(x+1)^2-6=x^2+2x-5

y=(x+1)²−6.

Checks and common pitfalls: Horizontal and vertical changes act in different places in the formula.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply the two transformations.
    y=f(x+3)+3y=f(x+3)+3
  • Simplify.
    y=(x+1)2−6=x2+2x−5y=(x+1)^2-6=x^2+2x-5

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

18 / Standard#Your turn

Find the maximum and minimum of g(x)=f(3sin x).

f(t)=(t−2)2−9f(t)=(t-2)^2-9

Official paper · jm01-2022 · II.1(c) · 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 inner value t=3sin x ranges over [−3,3].
Hint 2
Compare the vertex and both endpoints.
Worked solution
  1. The vertex t=2 belongs to the inner range.

    gmin⁡=f(2)=−9g_{\min}=f(2)=-9
  2. The farthest endpoint from 2 is −3.

    gmax⁡=f(−3)=25−9=16g_{\max}=f(-3)=25-9=16

Maximum 16; minimum −9.

Checks and common pitfalls: Optimise f over the inner range, not over all real t.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The vertex t=2 belongs to the inner range.
    gmin⁡=f(2)=−9g_{\min}=f(2)=-9
  • The farthest endpoint from 2 is −3.
    gmax⁡=f(−3)=25−9=16g_{\max}=f(-3)=25-9=16

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

19 / Standard#Your turn

A geometric sequence has a₁=1; a₁,4a₂,16a₃ form an arithmetic sequence. Given bₙ=naₙ/4, find both general terms.

Official paper · jm01-2022 · 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
Let q be the geometric ratio.
Hint 2
Twice the middle arithmetic term equals the outer sum.
Worked solution
  1. Solve the repeated-root quadratic for q.

    8q=1+16q2  ⟺  (4q−1)2=0  ⟹  q=1/48q=1+16q^2\iff(4q-1)^2=0\implies q=1/4
  2. Insert q into the two definitions.

    an=41−n,bn=n4 41−n=n4na_n=4^{1-n},\quad b_n=\frac n4\,4^{1-n}=\frac n{4^n}

aₙ=4¹⁻ⁿ; bₙ=n/4ⁿ.

Checks and common pitfalls: The factors 4 and 16 apply to the sequence terms before testing arithmeticity.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Solve the repeated-root quadratic for q.
    8q=1+16q2  ⟺  (4q−1)2=0  ⟹  q=1/48q=1+16q^2\iff(4q-1)^2=0\implies q=1/4
  • Insert q into the two definitions.
    an=41−n,bn=n4 41−n=n4na_n=4^{1-n},\quad b_n=\frac n4\,4^{1-n}=\frac n{4^n}

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

20 / Standard#Your turn

Find Sₙ=Σaⱼ and Tₙ=Σbⱼ for the sequences in part (a).

an=41−n,bn=n4−na_n=4^{1-n},\quad b_n=n4^{-n}

Official paper · jm01-2022 · 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
Use a geometric sum for Sₙ.
Hint 2
Subtract Tₙ from 4Tₙ to remove the varying coefficients.
Worked solution
  1. Compute the geometric sum.

    Sn=1−4−n1−1/4=43(1−4−n)S_n=\frac{1-4^{-n}}{1-1/4}=\frac43(1-4^{-n})
  2. Shift and subtract the arithmetic-geometric sum.

    3Tn=1+14+⋯+14n−1−n4n=43(1−4−n)−n4−n3T_n=1+\frac14+\cdots+\frac1{4^{n-1}}-\frac n{4^n}=\frac43(1-4^{-n})-n4^{-n}
  3. Divide by three.

    Tn=49−3n+49⋅4nT_n=\frac49-\frac{3n+4}{9\cdot4^n}

Sₙ=4(1−4⁻ⁿ)/3; Tₙ=4/9−(3n+4)/(9·4ⁿ).

Checks and common pitfalls: The shifted subtraction leaves a final −n/4ⁿ term.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the geometric sum.
    Sn=1−4−n1−1/4=43(1−4−n)S_n=\frac{1-4^{-n}}{1-1/4}=\frac43(1-4^{-n})
  • Shift and subtract the arithmetic-geometric sum.
    3Tn=1+14+⋯+14n−1−n4n=43(1−4−n)−n4−n3T_n=1+\frac14+\cdots+\frac1{4^{n-1}}-\frac n{4^n}=\frac43(1-4^{-n})-n4^{-n}
  • Divide by three.
    Tn=49−3n+49⋅4nT_n=\frac49-\frac{3n+4}{9\cdot4^n}

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

21 / Standard#Your turn

The vertical ellipse has eccentricity √2/2 and contains (2√2,4). Find its equation.

x2b2+y2a2=1,a>b>0\frac{x^2}{b^2}+\frac{y^2}{a^2}=1,\quad a>b>0

Official paper · jm01-2022 · 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
Use e²=1−b²/a².
Hint 2
Substitute the given point.
Worked solution
  1. The squared semiaxes satisfy b²=a²/2.

    1−b2a2=1/21-\frac{b^2}{a^2}=1/2
  2. Use the point condition to find both.

    8a2/2+16a2=1  ⟹  a2=32,b2=16\frac8{a^2/2}+\frac{16}{a^2}=1\implies a^2=32,\quad b^2=16

x²/16+y²/32=1.

Checks and common pitfalls: The larger denominator lies under y² for a vertical major axis.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The squared semiaxes satisfy b²=a²/2.
    1−b2a2=1/21-\frac{b^2}{a^2}=1/2
  • Use the point condition to find both.
    8a2/2+16a2=1  ⟹  a2=32,b2=16\frac8{a^2/2}+\frac{16}{a^2}=1\implies a^2=32,\quad b^2=16

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

22 / Standard#Your turn

A secant y=k₁x+d, with k₁d≠0, meets that ellipse at A,B. M is the midpoint, and OM has slope k₂. Prove k₁k₂=−2.

x2/16+y2/32=1x^2/16+y^2/32=1

Official paper · jm01-2022 · 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
Use Vieta for the intersection abscissae.
Hint 2
The midpoint also lies on the secant.
Worked solution
  1. Obtain the midpoint abscissa.

    (2+k12)x2+2k1dx+d2−32=0  ⟹  xM=−k1d2+k12(2+k_1^2)x^2+2k_1dx+d^2-32=0\implies x_M=-\frac{k_1d}{2+k_1^2}
  2. Compute its ordinate and ratio; xM≠0 follows from k₁d≠0.

    yM=2d2+k12,k2=yMxM=−2k1  ⟹  k1k2=−2y_M=\frac{2d}{2+k_1^2},\quad k_2=\frac{y_M}{x_M}=-\frac2{k_1}\implies k_1k_2=-2

k₁k₂=−2.

Checks and common pitfalls: The nonzero slope and intercept conditions ensure OM has a defined finite slope.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Obtain the midpoint abscissa.
    (2+k12)x2+2k1dx+d2−32=0  ⟹  xM=−k1d2+k12(2+k_1^2)x^2+2k_1dx+d^2-32=0\implies x_M=-\frac{k_1d}{2+k_1^2}
  • Compute its ordinate and ratio; xM≠0 follows from k₁d≠0.
    yM=2d2+k12,k2=yMxM=−2k1  ⟹  k1k2=−2y_M=\frac{2d}{2+k_1^2},\quad k_2=\frac{y_M}{x_M}=-\frac2{k_1}\implies k_1k_2=-2

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

23 / Standard#Your turn

Write √3cosθ−sinθ as r cos(θ+β), and give its range.

Official paper · jm01-2022 · 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
The amplitude is √(3+1).
Hint 2
Match cosine and sine coefficients in the addition formula.
Worked solution
  1. Choose r=2 and β=π/6.

    2cos⁡(θ+π/6)=3cos⁡θ−sin⁡θ2\cos(\theta+\pi/6)=\sqrt3\cos\theta-\sin\theta
  2. Use the full cosine range.

    −2≤3cos⁡θ−sin⁡θ≤2-2\le\sqrt3\cos\theta-\sin\theta\le2

2cos(θ+π/6), range [−2,2].

Checks and common pitfalls: The minus sine coefficient corresponds to a positive phase inside cosine.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Choose r=2 and β=π/6.
    2cos⁡(θ+π/6)=3cos⁡θ−sin⁡θ2\cos(\theta+\pi/6)=\sqrt3\cos\theta-\sin\theta
  • Use the full cosine range.
    −2≤3cos⁡θ−sin⁡θ≤2-2\le\sqrt3\cos\theta-\sin\theta\le2

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

24 / Standard#Your turn

Solve in radians on 0≤θ≤2π.

3cos⁡θ−sin⁡θ=−1\sqrt3\cos\theta-\sin\theta=-1

Official paper · jm01-2022 · 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
Use part (a) to obtain cos(θ+π/6)=−1/2.
Hint 2
Shift the argument interval before selecting the angles.
Worked solution
  1. The shifted angle is in [π/6,13π/6].

    θ+π/6=2π/3 or 4π/3\theta+\pi/6=2\pi/3\text{ or }4\pi/3
  2. Subtract the phase.

    θ=π/2 or 7π/6\theta=\pi/2\text{ or }7\pi/6

θ=π/2 or 7π/6.

Checks and common pitfalls: Both cosine solutions must be retained.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The shifted angle is in [π/6,13π/6].
    θ+π/6=2π/3 or 4π/3\theta+\pi/6=2\pi/3\text{ or }4\pi/3
  • Subtract the phase.
    θ=π/2 or 7π/6\theta=\pi/2\text{ or }7\pi/6

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

25 / Standard#Your turn

If 0≤θ≤π and √3cosθ−sinθ=−1/2, find sin(θ/2+π/12).

Official paper · jm01-2022 · II.4(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
Set u=θ/2+π/12.
Hint 2
Use cos2u=1−2sin²u, then choose the sign from u’s range.
Worked solution
  1. The auxiliary-angle expression gives cos2u=−1/4.

    2cos⁡(θ+π/6)=−1/2  ⟹  sin⁡2u=1+1/42=5/82\cos(\theta+\pi/6)=-1/2\implies\sin^2u=\frac{1+1/4}2=5/8
  2. u lies in [π/12,7π/12], where sine is positive.

    sin⁡u=5/8=104\sin u=\sqrt{5/8}=\frac{\sqrt{10}}4

√10/4.

Checks and common pitfalls: This subpart has right side −1/2, different from part (b).

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The auxiliary-angle expression gives cos2u=−1/4.
    2cos⁡(θ+π/6)=−1/2  ⟹  sin⁡2u=1+1/42=5/82\cos(\theta+\pi/6)=-1/2\implies\sin^2u=\frac{1+1/4}2=5/8
  • u lies in [π/12,7π/12], where sine is positive.
    sin⁡u=5/8=104\sin u=\sqrt{5/8}=\frac{\sqrt{10}}4

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

26 / Standard#Your turn

Prove by mathematical induction that 3⁴ⁿ⁺²+5²ⁿ⁺¹ is divisible by 14 for every positive integer n.

Official paper · jm01-2022 · II.5 · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Check n=1 explicitly.
Hint 2
Relate the n=k+1 expression to 25 times the n=k expression.
Worked solution
  1. The base case is a multiple of 14.

    36+53=729+125=854=14⋅613^6+5^3=729+125=854=14\cdot61
  2. Assume 14 divides Aₖ=3⁴ᵏ⁺²+5²ᵏ⁺¹.

  3. Express the next term as a sum of two multiples of 14.

    Ak+1=81⋅34k+2+25⋅52k+1=25Ak+56⋅34k+2A_{k+1}=81\cdot3^{4k+2}+25\cdot5^{2k+1}=25A_k+56\cdot3^{4k+2}
  4. The induction hypothesis and 56=4·14 complete the inductive step, hence the claim holds for all positive n.

Divisible by 14 for every positive integer n.

Checks and common pitfalls: State both the induction hypothesis and how it proves the next case.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The base case is a multiple of 14.
    36+53=729+125=854=14⋅613^6+5^3=729+125=854=14\cdot61
  • Assume 14 divides Aₖ=3⁴ᵏ⁺²+5²ᵏ⁺¹.
  • Express the next term as a sum of two multiples of 14.
    Ak+1=81⋅34k+2+25⋅52k+1=25Ak+56⋅34k+2A_{k+1}=81\cdot3^{4k+2}+25\cdot5^{2k+1}=25A_k+56\cdot3^{4k+2}
  • The induction hypothesis and 56=4·14 complete the inductive step, hence the claim holds for all positive n.

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

Focus on one question

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗