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2023 JM01

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

15 multiple-choice questions · 5 written questions · 14 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

2023 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 intersection.

M={x:x2−2x−8≥0},N=(0,6)M=\{x:x^2-2x-8\ge0\},\quad N=(0,6)

Official paper · jm01-2023 · I.1 · PDF 2

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

Skills and prerequisite lessons
  1. Option A[−2,4][-2,4]
  2. Option B[−2,0)[-2,0)
  3. Option C(0,4](0,4]
  4. Option D(0,6)(0,6)
  5. Option E[4,6)[4,6)

Working and explanation

BUILD THE REASONING

Hint 1
Find the two roots.
Hint 2
An upward parabola is nonnegative outside its roots.
Worked solution
  1. Solve the quadratic inequality.

    (x−4)(x+2)≥0  ⟺  x≤−2 or x≥4(x-4)(x+2)\ge0\iff x\le-2\text{ or }x\ge4
  2. Intersect with the open interval.

    M∩N=[4,6)M\cap N=[4,6)

E: [4,6).

Checks and common pitfalls: The endpoint 4 belongs; 6 does not.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Solve the quadratic inequality.
    (x−4)(x+2)≥0  ⟺  x≤−2 or x≥4(x-4)(x+2)\ge0\iff x\le-2\text{ or }x\ge4
  • Intersect with the open interval.
    M∩N=[4,6)M\cap N=[4,6)

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

02 / Standard#Your turn

Division of f(x) by x²−x−6 leaves remainder 3x−2. Find f(3).

Official paper · jm01-2023 · I.2 · PDF 2

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

Skills and prerequisite lessons
  1. Option A−2-2
  2. Option B00
  3. Option C33
  4. Option D77
  5. Option E99

Working and explanation

BUILD THE REASONING

Hint 1
Write the division identity.
Hint 2
The divisor vanishes at x=3.
Worked solution
  1. Introduce the polynomial quotient q.

    f(x)=(x2−x−6)q(x)+3x−2f(x)=(x^2-x-6)q(x)+3x-2
  2. Substitute the root of the divisor.

    f(3)=0q(3)+9−2=7f(3)=0q(3)+9-2=7

D: 7.

Checks and common pitfalls: The remainder is evaluated at 3; it is not itself f(3).

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Introduce the polynomial quotient q.
    f(x)=(x2−x−6)q(x)+3x−2f(x)=(x^2-x-6)q(x)+3x-2
  • Substitute the root of the divisor.
    f(3)=0q(3)+9−2=7f(3)=0q(3)+9-2=7

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

03 / Standard#Your turn

Evaluate the logarithm product.

log⁡9125 log⁡1217 log⁡253 log⁡1712\log_9 125\,\log_{12}17\,\log_{25}3\,\log_{17}12

Official paper · jm01-2023 · I.3 · PDF 2

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

Skills and prerequisite lessons
  1. Option Alog⁡173\log_{17}3
  2. Option B1/21/2
  3. Option C3/43/4
  4. Option Dlog⁡335\log_3 35
  5. Option Elog⁡1712\log_{17}12

Working and explanation

BUILD THE REASONING

Hint 1
Cancel reciprocal change-of-base factors.
Hint 2
Write 9,125,25 as powers.
Worked solution
  1. The middle reciprocal pair multiplies to one.

    log⁡1217log⁡1712=1\log_{12}17\log_{17}12=1
  2. Convert the remaining pair to natural logarithms.

    3ln⁡52ln⁡3ln⁡32ln⁡5=34\frac{3\ln5}{2\ln3}\frac{\ln3}{2\ln5}=\frac34

C: 3/4.

Checks and common pitfalls: Apply powers to both bases and arguments.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The middle reciprocal pair multiplies to one.
    log⁡1217log⁡1712=1\log_{12}17\log_{17}12=1
  • Convert the remaining pair to natural logarithms.
    3ln⁡52ln⁡3ln⁡32ln⁡5=34\frac{3\ln5}{2\ln3}\frac{\ln3}{2\ln5}=\frac34

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

04 / Standard#Your turn

Find the complete real solution set.

x2−3x+4x2−3x=12x^2-3x+4\sqrt{x^2-3x}=12

Official paper · jm01-2023 · I.4 · PDF 2

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

Skills and prerequisite lessons
  1. Option A−1{-1}
  2. Option B2,−6{2,-6}
  3. Option C−1,4{-1,4}
  4. Option D4{4}
  5. Option E3{3}

Working and explanation

BUILD THE REASONING

Hint 1
Set t=√(x²−3x), with t≥0.
Hint 2
Solve for t before returning to x.
Worked solution
  1. Factor the equation in t.

    t2+4t−12=(t−2)(t+6)=0  ⟹  t=2t^2+4t-12=(t-2)(t+6)=0\implies t=2
  2. Solve the remaining quadratic and check its radicand.

    x2−3x=4  ⟺  (x−4)(x+1)=0x^2-3x=4\iff(x-4)(x+1)=0

C: {−1,4}.

Checks and common pitfalls: Reject t=−6 because t is a principal square root.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor the equation in t.
    t2+4t−12=(t−2)(t+6)=0  ⟹  t=2t^2+4t-12=(t-2)(t+6)=0\implies t=2
  • Solve the remaining quadratic and check its radicand.
    x2−3x=4  ⟺  (x−4)(x+1)=0x^2-3x=4\iff(x-4)(x+1)=0

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

05 / Standard#Your turn

The stated equation is quadratic and has exactly one real root. Find a.

4a2x2+2(a+3)x+9=04a^2x^2+2(a+3)x+9=0

Official paper · jm01-2023 · I.5 · PDF 2

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

Skills and prerequisite lessons
  1. Option A3/53/5
  2. −1 or 3/2
  3. Option C3/23/2
  4. −3/7 or 3/5
  5. Any real number

Working and explanation

BUILD THE REASONING

Hint 1
Quadratic means a≠0.
Hint 2
A repeated real root requires discriminant zero.
Worked solution
  1. Set the discriminant equal to zero.

    4(a+3)2−144a2=0  ⟺  (a+3)2=36a24(a+3)^2-144a^2=0\iff(a+3)^2=36a^2
  2. Solve the two linear equations; both satisfy a≠0.

    a+3=±6a  ⟹  a=3/5 or −3/7a+3=\pm6a\implies a=3/5\text{ or }-3/7

D: a=−3/7 or 3/5.

Checks and common pitfalls: a=0 gives a linear equation and violates the stated quadratic condition.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Set the discriminant equal to zero.
    4(a+3)2−144a2=0  ⟺  (a+3)2=36a24(a+3)^2-144a^2=0\iff(a+3)^2=36a^2
  • Solve the two linear equations; both satisfy a≠0.
    a+3=±6a  ⟹  a=3/5 or −3/7a+3=\pm6a\implies a=3/5\text{ or }-3/7

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

06 / Standard#Your turn

Find the constant term.

(2x−1x)6\left(2\sqrt x-\frac1{\sqrt x}\right)^6

Official paper · jm01-2023 · I.6 · PDF 2

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

Skills and prerequisite lessons
  1. Option A−8-8
  2. Option B88
  3. Option C−160-160
  4. Option D160160
  5. Option E11

Working and explanation

BUILD THE REASONING

Hint 1
Track the exponent when choosing k inverse-root factors.
Hint 2
The exponent must be zero.
Worked solution
  1. Write the general term.

    (6k)26−k(−1)kx3−k\binom6k2^{6-k}(-1)^kx^{3-k}
  2. Choose k=3 and evaluate.

    (63)23(−1)3=−160\binom632^3(-1)^3=-160

C: −160.

Checks and common pitfalls: The odd number of negative factors makes the term negative.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write the general term.
    (6k)26−k(−1)kx3−k\binom6k2^{6-k}(-1)^kx^{3-k}
  • Choose k=3 and evaluate.
    (63)23(−1)3=−160\binom632^3(-1)^3=-160

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

07 / Standard#Your turn

Find all a for which f is increasing throughout (2,4).

f(x)=ax2+4x+1f(x)=ax^2+4x+1

Official paper · jm01-2023 · I.7 · PDF 2

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

Skills and prerequisite lessons
  1. Option A[−1/2,0)[-1/2,0)
  2. Option B(0,1/2](0,1/2]
  3. Option C[−1/2,1/2][-1/2,1/2]
  4. Option D[−1/2,∞)[-1/2,\infty)
  5. Option E[1/2,∞)[1/2,\infty)

Working and explanation

BUILD THE REASONING

Hint 1
For a≥0 the derivative is positive on the interval.
Hint 2
For a<0 its smallest limiting derivative occurs at x=4.
Worked solution
  1. Differentiate.

    f′(x)=2ax+4f'(x)=2ax+4
  2. In the negative-a case require 8a+4≥0; equality is allowed because 4 is excluded.

    a≥−1/2a\ge-1/2

D: a≥−1/2.

Checks and common pitfalls: The endpoint case a=−1/2 is still strictly increasing on the open interval.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Differentiate.
    f′(x)=2ax+4f'(x)=2ax+4
  • In the negative-a case require 8a+4≥0; equality is allowed because 4 is excluded.
    a≥−1/2a\ge-1/2

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

08 / Standard#Your turn

Solve f(1/2−3|x|)+f(5)>0.

f(t)={log⁡2t0<t≤4t2−8t+17t>4f(t)=\begin{cases}\log_2t&0<t\le4\\t^2-8t+17&t>4\end{cases}

Official paper · jm01-2023 · I.8 · PDF 2

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

Skills and prerequisite lessons
  1. Option A(−1/12,1/12)(-1/12,1/12)
  2. Option B(−1/6,1/6)(-1/6,1/6)
  3. Option C(−1/4,1/4)(-1/4,1/4)
  4. Option D(−1/3,1/3)(-1/3,1/3)
  5. Option E(−1/2,1/2)(-1/2,1/2)

Working and explanation

BUILD THE REASONING

Hint 1
Compute f(5) from the second branch.
Hint 2
The other input is at most 1/2 and must be positive.
Worked solution
  1. Use the logarithmic branch with its domain.

    f(5)=2,log⁡2(1/2−3∣x∣)>−2f(5)=2,\quad\log_2(1/2-3|x|)>-2
  2. Since the base is greater than one, preserve the inequality direction.

    1/2−3∣x∣>1/4  ⟺  ∣x∣<1/121/2-3|x|>1/4\iff|x|<1/12

A: −1/12<x<1/12.

Checks and common pitfalls: The positive logarithm argument is automatically enforced by the stronger final bound.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Use the logarithmic branch with its domain.
    f(5)=2,log⁡2(1/2−3∣x∣)>−2f(5)=2,\quad\log_2(1/2-3|x|)>-2
  • Since the base is greater than one, preserve the inequality direction.
    1/2−3∣x∣>1/4  ⟺  ∣x∣<1/121/2-3|x|>1/4\iff|x|<1/12

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

09 / Standard#Your turn

A vertical cylindrical tank has radius 3 m, height 8 m and initial water depth 5 m. A radius-2 m sphere is fully submerged. Find the water rise.

Official paper · jm01-2023 · I.9 · PDF 3

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

Skills and prerequisite lessons
  1. Option A2/32/3
  2. Option B3/23/2
  3. Option C11
  4. Option D16/2716/27
  5. Option E32/2732/27

Working and explanation

BUILD THE REASONING

Hint 1
The displaced water volume equals the sphere volume.
Hint 2
Divide by the tank’s horizontal cross-sectional area.
Worked solution
  1. Find the displaced volume.

    V=43π(2)3=32π3V=\frac43\pi(2)^3=\frac{32\pi}3
  2. Convert volume to height and check no overflow.

    Δh=32π/39π=3227,5+32/27<8\Delta h=\frac{32\pi/3}{9\pi}=\frac{32}{27},\quad5+32/27<8

E: 32/27 m.

Checks and common pitfalls: Use the tank area, not the sphere’s great-circle area.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the displaced volume.
    V=43π(2)3=32π3V=\frac43\pi(2)^3=\frac{32\pi}3
  • Convert volume to height and check no overflow.
    Δh=32π/39π=3227,5+32/27<8\Delta h=\frac{32\pi/3}{9\pi}=\frac{32}{27},\quad5+32/27<8

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

10 / Standard#Your turn

An arithmetic sequence has a₇=80 and a₁₆=26. Find a₃₄.

Official paper · jm01-2023 · I.10 · PDF 3

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

Skills and prerequisite lessons
  1. Option A−6-6
  2. Option B−82-82
  3. Option C−88-88
  4. Option D−198-198
  5. Option E−204-204

Working and explanation

BUILD THE REASONING

Hint 1
There are nine common differences between the given terms.
Hint 2
Advance eighteen terms from a₁₆.
Worked solution
  1. Find d.

    d=(26−80)/(16−7)=−6d=(26-80)/(16-7)=-6
  2. Evaluate the required term.

    a34=26+18(−6)=−82a_{34}=26+18(-6)=-82

B: −82.

Checks and common pitfalls: Use index differences, not the indices themselves.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find d.
    d=(26−80)/(16−7)=−6d=(26-80)/(16-7)=-6
  • Evaluate the required term.
    a34=26+18(−6)=−82a_{34}=26+18(-6)=-82

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

11 / Standard#Your turn

Find the line through the midpoint of A(3,−8), B(−7,4), perpendicular to 3x−4y+14=0.

Official paper · jm01-2023 · I.11 · PDF 3

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

Skills and prerequisite lessons
  1. Option A4x+3y+14=04x+3y+14=0
  2. Option B3x+4y+14=03x+4y+14=0
  3. Option C3x−4y−14=03x-4y-14=0
  4. Option D4x−3y+14=04x-3y+14=0
  5. Option E4x+3y−14=04x+3y-14=0

Working and explanation

BUILD THE REASONING

Hint 1
Average the coordinates.
Hint 2
Use the negative reciprocal slope.
Worked solution
  1. The midpoint is (−2,−2); the required slope is −4/3.

    m0=3/4,m=−4/3m_0=3/4,\quad m=-4/3
  2. Use point-slope form.

    y+2=−43(x+2)  ⟺  4x+3y+14=0y+2=-\frac43(x+2)\iff4x+3y+14=0

A.

Checks and common pitfalls: The perpendicular slope changes sign as well as taking a reciprocal.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The midpoint is (−2,−2); the required slope is −4/3.
    m0=3/4,m=−4/3m_0=3/4,\quad m=-4/3
  • Use point-slope form.
    y+2=−43(x+2)  ⟺  4x+3y+14=0y+2=-\frac43(x+2)\iff4x+3y+14=0

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

12 / Standard#Your turn

The hyperbola has eccentricity 3. Minimise (b²+2)/a for a,b>0.

x2a2−y2b2=1\frac{x^2}{a^2}-\frac{y^2}{b^2}=1

Official paper · jm01-2023 · I.12 · PDF 3

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

Skills and prerequisite lessons
  1. Option A22
  2. Option B222\sqrt2
  3. Option C232\sqrt3
  4. Option D44
  5. Option E88

Working and explanation

BUILD THE REASONING

Hint 1
Convert eccentricity into a relation between a and b.
Hint 2
Apply AM–GM to two positive terms.
Worked solution
  1. Use c²=a²+b² and c/a=3.

    b2=8a2,b2+2a=8a+2ab^2=8a^2,\quad\frac{b^2+2}{a}=8a+\frac2a
  2. The product is constant and equality is attainable.

    8a+2/a≥216=8,8a=2/a  ⟺  a=1/28a+2/a\ge2\sqrt{16}=8,\quad8a=2/a\iff a=1/2

E: 8.

Checks and common pitfalls: The numerator is b²+2 as a whole.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Use c²=a²+b² and c/a=3.
    b2=8a2,b2+2a=8a+2ab^2=8a^2,\quad\frac{b^2+2}{a}=8a+\frac2a
  • The product is constant and equality is attainable.
    8a+2/a≥216=8,8a=2/a  ⟺  a=1/28a+2/a\ge2\sqrt{16}=8,\quad8a=2/a\iff a=1/2

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

13 / Standard#Your turn

A,B lie in quadrant II, with sin A=2/5 and sin B=4/5. Find sin(A+B).

Official paper · jm01-2023 · I.13 · PDF 3

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

Skills and prerequisite lessons
  1. Option A−6−42125\frac{-6-4\sqrt{21}}{25}
  2. Option B13/2513/25
  3. Option C18/2518/25
  4. Option D−12−22125\frac{-12-2\sqrt{21}}{25}
  5. Option E12+22125\frac{12+2\sqrt{21}}{25}

Working and explanation

BUILD THE REASONING

Hint 1
Both cosines are negative.
Hint 2
Use the sine addition formula.
Worked solution
  1. Determine the cosines with the quadrant signs.

    cos⁡A=−21/5,cos⁡B=−3/5\cos A=-\sqrt{21}/5,\quad\cos B=-3/5
  2. Substitute into the addition formula.

    sin⁡(A+B)=25(−35)+(−215)45=−6−42125\sin(A+B)=\frac25\left(-\frac35\right)+\left(-\frac{\sqrt{21}}5\right)\frac45=\frac{-6-4\sqrt{21}}{25}

A.

Checks and common pitfalls: Positive sine does not imply positive cosine in quadrant II.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Determine the cosines with the quadrant signs.
    cos⁡A=−21/5,cos⁡B=−3/5\cos A=-\sqrt{21}/5,\quad\cos B=-3/5
  • Substitute into the addition formula.
    sin⁡(A+B)=25(−35)+(−215)45=−6−42125\sin(A+B)=\frac25\left(-\frac35\right)+\left(-\frac{\sqrt{21}}5\right)\frac45=\frac{-6-4\sqrt{21}}{25}

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

14 / Standard#Your turn

The official graph has minimum 0, maximum 4, and a maximum at x=5π/3. Find a,b.

y=asin⁡(x−π/6)+by=a\sin(x-\pi/6)+b

Official paper · jm01-2023 · I.14 · PDF 3

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

Skills and prerequisite lessons
  1. Option Aa=−4,b=4a=-4, b=4
  2. Option Ba=−2,b=2a=-2, b=2
  3. Option Ca=2,b=−2a=2, b=-2
  4. Option Da=4,b=−4a=4, b=-4
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Use the midpoint and half-range of the vertical values.
Hint 2
At 5π/3 the sine is −1.
Worked solution
  1. Recover the midline and amplitude.

    b=(4+0)/2=2,∣a∣=(4−0)/2=2b=(4+0)/2=2,\quad|a|=(4-0)/2=2
  2. Use the maximum point to determine the sign.

    4=asin⁡(3π/2)+2=−a+2  ⟹  a=−24=a\sin(3\pi/2)+2=-a+2\implies a=-2

B: a=−2, b=2.

Checks and common pitfalls: Amplitude gives |a|, not its sign.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Recover the midline and amplitude.
    b=(4+0)/2=2,∣a∣=(4−0)/2=2b=(4+0)/2=2,\quad|a|=(4-0)/2=2
  • Use the maximum point to determine the sign.
    4=asin⁡(3π/2)+2=−a+2  ⟹  a=−24=a\sin(3\pi/2)+2=-a+2\implies a=-2

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

15 / Standard#Your turn

Rotate A(−2,3) clockwise by 90° about the origin, reflect in the x-axis, then move down 3 units. Find the final point.

Official paper · jm01-2023 · I.15 · PDF 3

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

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

Working and explanation

BUILD THE REASONING

Hint 1
A clockwise quarter-turn maps (x,y) to (y,−x).
Hint 2
Apply transformations in the stated order.
Worked solution
  1. Rotate and reflect.

    (−2,3)→(3,2)→(3,−2)(-2,3)\to(3,2)\to(3,-2)
  2. Subtract 3 from the final y-coordinate.

    (3,−2)→(3,−5)(3,-2)\to(3,-5)

E: (3,−5).

Checks and common pitfalls: Changing the transformation order changes the result.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Rotate and reflect.
    (−2,3)→(3,2)→(3,−2)(-2,3)\to(3,2)\to(3,-2)
  • Subtract 3 from the final y-coordinate.
    (3,−2)→(3,−5)(3,-2)\to(3,-5)

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

16 / Standard#Your turn

Independent tosses have P(head)=1/4. Find the probability of at most one head in ten tosses.

Official paper · jm01-2023 · 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
At most one includes zero heads.
Hint 2
Add the binomial probabilities for 0 and 1.
Worked solution
  1. Write the two disjoint cases.

    P=(3/4)10+(101)(1/4)(3/4)9P=(3/4)^{10}+\binom{10}1(1/4)(3/4)^9
  2. Factor the common term.

    P=134(3/4)9P=\frac{13}4(3/4)^9

Probability (13/4)(3/4)⁹.

Checks and common pitfalls: “At most” includes zero, unlike “exactly one”.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write the two disjoint cases.
    P=(3/4)10+(101)(1/4)(3/4)9P=(3/4)^{10}+\binom{10}1(1/4)(3/4)^9
  • Factor the common term.
    P=134(3/4)9P=\frac{13}4(3/4)^9

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

17 / Standard#Your turn

For this coin, find the probability that the first head occurs on toss 10.

Official paper · jm01-2023 · 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
The first nine tosses must be tails.
Hint 2
The tenth toss must be a head.
Worked solution
  1. Specify the unique outcome pattern.

    T9HT^9H
  2. Multiply the independent probabilities.

    P=(3/4)9(1/4)=39/410P=(3/4)^9(1/4)=3^9/4^{10}

3⁹/4¹⁰.

Checks and common pitfalls: No binomial coefficient is needed because the head position is fixed.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Specify the unique outcome pattern.
    T9HT^9H
  • Multiply the independent probabilities.
    P=(3/4)9(1/4)=39/410P=(3/4)^9(1/4)=3^9/4^{10}

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

18 / Standard#Your turn

Find the probability that the third head occurs on toss 10.

Official paper · jm01-2023 · 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
Exactly two heads must occur among the first nine tosses.
Hint 2
Fix a head on the last toss.
Worked solution
  1. Count the choices for the earlier two heads.

    P=(92)(1/4)2(3/4)7(1/4)P=\binom92(1/4)^2(3/4)^7(1/4)
  2. Simplify the powers.

    P=36⋅37410=(3/4)9P=\frac{36\cdot3^7}{4^{10}}=(3/4)^9

(3/4)⁹.

Checks and common pitfalls: Choosing three heads anywhere in ten does not enforce the last-head time.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Count the choices for the earlier two heads.
    P=(92)(1/4)2(3/4)7(1/4)P=\binom92(1/4)^2(3/4)^7(1/4)
  • Simplify the powers.
    P=36⋅37410=(3/4)9P=\frac{36\cdot3^7}{4^{10}}=(3/4)^9

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

19 / Standard#Your turn

Find the focus of x²=4y.

Official paper · jm01-2023 · 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
Compare with x²=4py.
Hint 2
The axis is vertical and the parabola opens upward.
Worked solution
  1. Identify the focal parameter.

    4p=4  ⟹  p=14p=4\implies p=1
  2. Place the focus p units above the vertex.

    F=(0,p)=(0,1)F=(0,p)=(0,1)

F=(0,1).

Checks and common pitfalls: The coefficient 4 is four times the focal distance.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Identify the focal parameter.
    4p=4  ⟹  p=14p=4\implies p=1
  • Place the focus p units above the vertex.
    F=(0,p)=(0,1)F=(0,p)=(0,1)

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

20 / Standard#Your turn

A slope-3/4 line through the focus meets x²=4y at A,B. Find AB.

Official paper · jm01-2023 · 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
The line equation is y=3x/4+1.
Hint 2
Solve the intersection quadratic.
Worked solution
  1. Find the two points.

    x2=3x+4  ⟹  x=−1,4;A=(−1,1/4), B=(4,4)x^2=3x+4\implies x=-1,4;\quad A=(-1,1/4),\ B=(4,4)
  2. Use the distance formula.

    AB=52+(15/4)2=25/4AB=\sqrt{5^2+(15/4)^2}=25/4

AB=25/4.

Checks and common pitfalls: The horizontal difference alone is not the chord length.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the two points.
    x2=3x+4  ⟹  x=−1,4;A=(−1,1/4), B=(4,4)x^2=3x+4\implies x=-1,4;\quad A=(-1,1/4),\ B=(4,4)
  • Use the distance formula.
    AB=52+(15/4)2=25/4AB=\sqrt{5^2+(15/4)^2}=25/4

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

21 / Standard#Your turn

A slope-1 line meets the parabola at C,D and the y-axis at M, with M between C,D as in the diagram. If DM=3CM, find CD.

x2=4yx^2=4y

Official paper · jm01-2023 · II.2(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
Let the line be y=x+t.
Hint 2
Opposite sides of M give opposite-signed abscissae.
Worked solution
  1. Vieta gives the sum, and the diagram gives the signed ratio.

    x2−4x−4t=0,xC+xD=4,xD=−3xCx^2-4x-4t=0,\quad x_C+x_D=4,\quad x_D=-3x_C
  2. Solve and convert the horizontal span to chord length.

    xC=−2, xD=6,CD=1+12(6+2)=82x_C=-2,\ x_D=6,\quad CD=\sqrt{1+1^2}(6+2)=8\sqrt2

CD=8√2.

Checks and common pitfalls: The diagram’s betweenness condition is essential; unsigned lengths alone allow another configuration.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Vieta gives the sum, and the diagram gives the signed ratio.
    x2−4x−4t=0,xC+xD=4,xD=−3xCx^2-4x-4t=0,\quad x_C+x_D=4,\quad x_D=-3x_C
  • Solve and convert the horizontal span to chord length.
    xC=−2, xD=6,CD=1+12(6+2)=82x_C=-2,\ x_D=6,\quad CD=\sqrt{1+1^2}(6+2)=8\sqrt2

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

22 / Standard#Your turn

Sₙ=3ⁿ⁺¹−2k is the partial sum of a geometric sequence. Find k and aₙ.

Official paper · jm01-2023 · II.3(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
Compute a₁ separately, then a₂ and a₃ by differences.
Hint 2
Use a₂²=a₁a₃.
Worked solution
  1. The first three terms are 9−2k,18,54.

    182=54(9−2k)  ⟹  k=3/218^2=54(9-2k)\implies k=3/2
  2. Identify first term 6 and ratio 3.

    an=6⋅3n−1=2⋅3na_n=6\cdot3^{n-1}=2\cdot3^n

k=3/2; aₙ=2·3ⁿ.

Checks and common pitfalls: The difference formula for n≥2 cannot determine a₁ without checking S₁.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The first three terms are 9−2k,18,54.
    182=54(9−2k)  ⟹  k=3/218^2=54(9-2k)\implies k=3/2
  • Identify first term 6 and ratio 3.
    an=6⋅3n−1=2⋅3na_n=6\cdot3^{n-1}=2\cdot3^n

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

23 / Standard#Your turn

Find the first n-term sum Tₙ of bₙ.

an=2⋅3n,bn=1an+log⁡2ana_n=2\cdot3^n,\quad b_n=\frac1{a_n}+\log_2a_n

Official paper · jm01-2023 · II.3(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
Separate reciprocal and logarithmic contributions.
Hint 2
Use a geometric sum and 1+⋯+n.
Worked solution
  1. Expand the logarithm.

    bn=12⋅3n+1+nlog⁡23b_n=\frac1{2\cdot3^n}+1+n\log_2 3
  2. Sum each component.

    Tn=14(1−3−n)+n+n(n+1)2log⁡23T_n=\frac14(1-3^{-n})+n+\frac{n(n+1)}2\log_2 3

Tₙ=(1−3⁻ⁿ)/4+n+n(n+1)log₂3/2.

Checks and common pitfalls: The first reciprocal term is 1/6, not 1/2.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expand the logarithm.
    bn=12⋅3n+1+nlog⁡23b_n=\frac1{2\cdot3^n}+1+n\log_2 3
  • Sum each component.
    Tn=14(1−3−n)+n+n(n+1)2log⁡23T_n=\frac14(1-3^{-n})+n+\frac{n(n+1)}2\log_2 3

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

24 / Standard#Your turn

For positive integer n, find the n maximising −5cₙ²+cₙ, where cₙ=2/aₙ and aₙ=2·3ⁿ.

Official paper · jm01-2023 · II.3(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
Complete the square in cₙ.
Hint 2
The available values are discrete powers 3⁻ⁿ.
Worked solution
  1. The continuous maximum is at c=1/10.

    −5c2+c=1/20−5(c−1/10)2-5c^2+c=1/20-5(c-1/10)^2
  2. Of the decreasing values 1/3,1/9,1/27,…, 1/9 is closest to 1/10.

    ∣1/9−1/10∣=1/90<1/10−1/27,n=2, f(2)=4/81|1/9-1/10|=1/90<1/10-1/27,\quad n=2,\ f(2)=4/81

n=2; the maximum is 4/81.

Checks and common pitfalls: The continuous optimum need not be an available sequence value.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The continuous maximum is at c=1/10.
    −5c2+c=1/20−5(c−1/10)2-5c^2+c=1/20-5(c-1/10)^2
  • Of the decreasing values 1/3,1/9,1/27,…, 1/9 is closest to 1/10.
    ∣1/9−1/10∣=1/90<1/10−1/27,n=2, f(2)=4/81|1/9-1/10|=1/90<1/10-1/27,\quad n=2,\ f(2)=4/81

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

25 / Standard#Your turn

Determine f from its least positive period 3π. The printed question does not state the sign of w.

f(x)=3sin⁡(2wx)−2cos⁡2(wx)f(x)=\sqrt3\sin(2wx)-2\cos^2(wx)

Official paper · jm01-2023 · II.4(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
Use 2cos²t=1+cos2t.
Hint 2
A positive period uses the absolute frequency |2w|.
Worked solution
  1. Combine the sine and cosine.

    f(x)=3sin⁡(2wx)−cos⁡(2wx)−1=2sin⁡(2wx−π/6)−1f(x)=\sqrt3\sin(2wx)-\cos(2wx)-1=2\sin(2wx-\pi/6)-1
  2. The period determines two possible signs.

    2π∣2w∣=3π  ⟹  w=±1/3,f(x)=2sin⁡(±2x/3−π/6)−1\frac{2\pi}{|2w|}=3\pi\implies w=\pm1/3,\quad f(x)=2\sin(\pm2x/3-\pi/6)-1

w=±1/3; the official answer selects the positive branch.

Checks and common pitfalls: A period alone determines |w|, not its sign.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Combine the sine and cosine.
    f(x)=3sin⁡(2wx)−cos⁡(2wx)−1=2sin⁡(2wx−π/6)−1f(x)=\sqrt3\sin(2wx)-\cos(2wx)-1=2\sin(2wx-\pi/6)-1
  • The period determines two possible signs.
    2π∣2w∣=3π  ⟹  w=±1/3,f(x)=2sin⁡(±2x/3−π/6)−1\frac{2\pi}{|2w|}=3\pi\implies w=\pm1/3,\quad f(x)=2\sin(\pm2x/3-\pi/6)-1

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

26 / Standard#Your turn

In triangle ABC, f(C)=0 and 2sin²B=cosB+cos(A−C), with f from part (a). Find sin A.

Official paper · jm01-2023 · 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 0<C<π to choose the allowed branch and angle.
Hint 2
When C=π/2, A and B are complementary.
Worked solution
  1. For w<0 the sine argument is in (−5π/6,−π/6), so f(C)<0. Hence w=1/3.

  2. Solve the positive-branch equation in its allowed argument range.

    sin⁡(2C/3−π/6)=1/2,−π/6<2C/3−π/6<π/2  ⟹  C=π/2\sin(2C/3-\pi/6)=1/2,\quad-\pi/6<2C/3-\pi/6<\pi/2\implies C=\pi/2
  3. Reduce to a quadratic in sin A and keep its positive root.

    sin⁡2B=sin⁡A  ⟹  1−sin⁡2A=sin⁡A  ⟹  sin⁡A=5−12\sin^2B=\sin A\implies1-\sin^2A=\sin A\implies\sin A=\frac{\sqrt5-1}2

sin A=(√5−1)/2.

Checks and common pitfalls: The square in sin²B denotes a power, not sin(2B).

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For w<0 the sine argument is in (−5π/6,−π/6), so f(C)<0. Hence w=1/3.
  • Solve the positive-branch equation in its allowed argument range.
    sin⁡(2C/3−π/6)=1/2,−π/6<2C/3−π/6<π/2  ⟹  C=π/2\sin(2C/3-\pi/6)=1/2,\quad-\pi/6<2C/3-\pi/6<\pi/2\implies C=\pi/2
  • Reduce to a quadratic in sin A and keep its positive root.
    sin⁡2B=sin⁡A  ⟹  1−sin⁡2A=sin⁡A  ⟹  sin⁡A=5−12\sin^2B=\sin A\implies1-\sin^2A=\sin A\implies\sin A=\frac{\sqrt5-1}2

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

27 / Standard#Your turn

Draw the feasible region, including its boundary.

3x+2y≥13,x≤5,2x−2y+3≥03x+2y\ge13,\quad x\le5,\quad2x-2y+3\ge0

Official paper · jm01-2023 · 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
Find the pairwise intersections of the boundary lines.
Hint 2
Check which side of each line satisfies the inequality.
Worked solution
  1. Solve for the three vertices.

    A=(2,7/2),B=(5,13/2),C=(5,−1)A=(2,7/2),\quad B=(5,13/2),\quad C=(5,-1)
  2. The region is the closed triangle above y=(13−3x)/2, below y=x+3/2 and left of x=5.

2023 JM01 II.5: closed feasible trianglexyA (2, 7/2)B (5, 13/2)C (5, −1)0

The closed triangle with vertices (2,7/2), (5,13/2), (5,−1).

Checks and common pitfalls: All three inequalities are non-strict, so all edges belong.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Solve for the three vertices.
    A=(2,7/2),B=(5,13/2),C=(5,−1)A=(2,7/2),\quad B=(5,13/2),\quad C=(5,-1)
  • The region is the closed triangle above y=(13−3x)/2, below y=x+3/2 and left of x=5.

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

28 / Standard#Your turn

Find the range of z=y/x over the feasible region.

3x+2y≥13,x≤5,2x−2y+3≥03x+2y\ge13,\quad x\le5,\quad2x-2y+3\ge0

Official paper · jm01-2023 · 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
Every feasible x lies in [2,5], so division preserves inequalities.
Hint 2
Use lower and upper boundary formulae for y.
Worked solution
  1. For each x, bound the ratio.

    132x−32≤yx≤1+32x,2≤x≤5\frac{13}{2x}-\frac32\le\frac yx\le1+\frac{3}{2x},\quad2\le x\le5
  2. Both bounds decrease with x; extrema occur at C and A.

    zmin⁡=1310−32=−15,zmax⁡=1+34=74z_{\min}=\frac{13}{10}-\frac32=-\frac15,\quad z_{\max}=1+\frac34=\frac74

−1/5≤z≤7/4.

Checks and common pitfalls: A ratio is not a linear objective; justify the range using x>0 or slopes.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For each x, bound the ratio.
    132x−32≤yx≤1+32x,2≤x≤5\frac{13}{2x}-\frac32\le\frac yx\le1+\frac{3}{2x},\quad2\le x\le5
  • Both bounds decrease with x; extrema occur at C and A.
    zmin⁡=1310−32=−15,zmax⁡=1+34=74z_{\min}=\frac{13}{10}-\frac32=-\frac15,\quad z_{\max}=1+\frac34=\frac74

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

29 / Standard#Your turn

Find the minimum of t=x²+y² over the feasible region.

3x+2y≥13,x≤5,2x−2y+3≥03x+2y\ge13,\quad x\le5,\quad2x-2y+3\ge0

Official paper · jm01-2023 · II.5(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 constraint 3x+2y≥13.
Hint 2
Apply Cauchy–Schwarz and check its equality point.
Worked solution
  1. Bound the squared distance.

    13(x2+y2)≥(3x+2y)2≥169  ⟹  t≥1313(x^2+y^2)\ge(3x+2y)^2\ge169\implies t\ge13
  2. Equality requires (x,y) proportional to (3,2), with 3x+2y=13; the resulting point is feasible.

    (x,y)=(3,2),x≤5,2x−2y+3=5≥0(x,y)=(3,2),\quad x\le5,\quad2x-2y+3=5\ge0

Minimum 13 at (3,2).

Checks and common pitfalls: The nearest point may lie on an edge rather than at a vertex.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Bound the squared distance.
    13(x2+y2)≥(3x+2y)2≥169  ⟹  t≥1313(x^2+y^2)\ge(3x+2y)^2\ge169\implies t\ge13
  • Equality requires (x,y) proportional to (3,2), with 3x+2y=13; the resulting point is feasible.
    (x,y)=(3,2),x≤5,2x−2y+3=5≥0(x,y)=(3,2),\quad x\le5,\quad2x-2y+3=5\ge0

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

Focus on one question

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