← Senior Mathematics Studio

LEARN · EXPLAIN · REVISE

2024 JM01

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

15 multiple-choice questions · 5 written questions · 10 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

2024 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 a from the stated intersection.

A={x:x2−3x−4≤0}, B={x:3x+a≥0}, A∩B=[2,4]A=\{x:x^2-3x-4\le0\},\ B=\{x:3x+a\ge0\},\ A\cap B=[2,4]

Official paper · jm01-2024 · I.1 · PDF 2

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

Skills and prerequisite lessons
  1. Option A−12-12
  2. Option B−6-6
  3. Option C−3-3
  4. Option D66
  5. Option E1212

Working and explanation

BUILD THE REASONING

Hint 1
Factor the quadratic.
Hint 2
Match the left endpoint of B with 2.
Worked solution
  1. The quadratic is nonpositive between its roots.

    A=[−1,4],B=[−a/3,∞)A=[-1,4],\quad B=[-a/3,\infty)
  2. The intersection begins at 2, so −a/3=2.

    a=−6a=-6

B: a=−6.

Checks and common pitfalls: Dividing by positive 3 does not reverse the inequality.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The quadratic is nonpositive between its roots.
    A=[−1,4],B=[−a/3,∞)A=[-1,4],\quad B=[-a/3,\infty)
  • The intersection begins at 2, so −a/3=2.
    a=−6a=-6

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

02 / Standard#Your turn

Find f(15).

f(x)=f(x+1)+1,f(0)=16f(x)=f(x+1)+1,\quad f(0)=16

Official paper · jm01-2024 · I.2 · PDF 2

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

Skills and prerequisite lessons
  1. Option A00
  2. Option B11
  3. Option C1515
  4. Option D1616
  5. Option E1717

Working and explanation

BUILD THE REASONING

Hint 1
Rearrange to express the next value.
Hint 2
Apply fifteen decreases of one.
Worked solution
  1. Each unit increase of the argument lowers the value by one.

    f(x+1)=f(x)−1f(x+1)=f(x)-1
  2. Iterate from zero.

    f(15)=16−15=1f(15)=16-15=1

B: 1.

Checks and common pitfalls: The recurrence decreases, rather than increases, the value.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Each unit increase of the argument lowers the value by one.
    f(x+1)=f(x)−1f(x+1)=f(x)-1
  • Iterate from zero.
    f(15)=16−15=1f(15)=16-15=1

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

03 / Standard#Your turn

If x increases by 4, how does y change?

4x+5y=x(y+1)−(x−1)(y−1)4x+5y=x(y+1)-(x-1)(y-1)

Official paper · jm01-2024 · I.3 · PDF 2

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

Skills and prerequisite lessons
  1. Decreases by 8
  2. Decreases by 4
  3. Decreases by 2
  4. Increases by 4
  5. Increases by 8

Working and explanation

BUILD THE REASONING

Hint 1
Expand the right-hand side carefully.
Hint 2
Find the slope of y as a function of x.
Worked solution
  1. Cancel the xy terms.

    4x+5y=2x+y−1  ⟹  y=−x2−144x+5y=2x+y-1\implies y=-\frac x2-\frac14
  2. Multiply the slope by the change in x.

    Δy=−12(4)=−2\Delta y=-\frac12(4)=-2

C: y decreases by 2.

Checks and common pitfalls: The minus sign outside the product changes both inner signs.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Cancel the xy terms.
    4x+5y=2x+y−1  ⟹  y=−x2−144x+5y=2x+y-1\implies y=-\frac x2-\frac14
  • Multiply the slope by the change in x.
    Δy=−12(4)=−2\Delta y=-\frac12(4)=-2

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

04 / Standard#Your turn

Find the coefficient of x.

(x−2)5(2x−1)4(\sqrt{x}-2)^5(2x-1)^4

Official paper · jm01-2024 · I.4 · PDF 2

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

Skills and prerequisite lessons
  1. Option A−182-182
  2. Option B−178-178
  3. Option C176176
  4. Option D178178
  5. Option E184184

Working and explanation

BUILD THE REASONING

Hint 1
Only powers x⁰ and x¹ from the first factor can contribute.
Hint 2
The second factor contains integer powers only.
Worked solution
  1. Collect the required coefficients in both factors.

    [x0](x−2)5=−32,[x](x−2)5=(52)(−2)3=−80[x^0](\sqrt x-2)^5=-32,\quad[x](\sqrt x-2)^5=\binom52(-2)^3=-80
  2. The second factor has constant 1 and x coefficient −8.

    [x]=(−32)(−8)+(−80)(1)=176[x]=(-32)(-8)+(-80)(1)=176

C: 176.

Checks and common pitfalls: A √x term cannot combine with an integer power to produce x.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Collect the required coefficients in both factors.
    [x0](x−2)5=−32,[x](x−2)5=(52)(−2)3=−80[x^0](\sqrt x-2)^5=-32,\quad[x](\sqrt x-2)^5=\binom52(-2)^3=-80
  • The second factor has constant 1 and x coefficient −8.
    [x]=(−32)(−8)+(−80)(1)=176[x]=(-32)(-8)+(-80)(1)=176

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

05 / Standard#Your turn

A moving point stays a fixed distance from (2,3), and its locus passes through the origin. Find the locus.

Official paper · jm01-2024 · I.5 · PDF 2

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

Skills and prerequisite lessons
  1. Option Ax2+y2−13=0x^2+y^2-13=0
  2. Option Bx2+y2+4x−6y=0x^2+y^2+4x-6y=0
  3. Option Cx2+y2+4x+6y=0x^2+y^2+4x+6y=0
  4. Option Dx2+y2−4x−6y=0x^2+y^2-4x-6y=0
  5. Option Ex2+y2−4x−6y+13=0x^2+y^2-4x-6y+13=0

Working and explanation

BUILD THE REASONING

Hint 1
The fixed point is the circle centre.
Hint 2
Use its distance from the origin as the radius.
Worked solution
  1. Square the radius.

    r2=22+32=13r^2=2^2+3^2=13
  2. Expand the standard circle equation.

    (x−2)2+(y−3)2=13  ⟺  x2+y2−4x−6y=0(x-2)^2+(y-3)^2=13\iff x^2+y^2-4x-6y=0

D.

Checks and common pitfalls: The constant cancels because the circle passes through (0,0).

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Square the radius.
    r2=22+32=13r^2=2^2+3^2=13
  • Expand the standard circle equation.
    (x−2)2+(y−3)2=13  ⟺  x2+y2−4x−6y=0(x-2)^2+(y-3)^2=13\iff x^2+y^2-4x-6y=0

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

06 / Standard#Your turn

Evaluate using common logarithms.

3log⁡(1/2)+log⁡16log⁡4+log⁡5−1\frac{3\log(1/2)+\log16}{\log4+\log5-1}

Official paper · jm01-2024 · I.6 · PDF 2

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

Skills and prerequisite lessons
  1. Option A11
  2. Option B−1-1
  3. Option C22
  4. Option D−2-2
  5. Option E44

Working and explanation

BUILD THE REASONING

Hint 1
Write every numerator term using log 2.
Hint 2
Use 1=log 10 in the denominator.
Worked solution
  1. Simplify the numerator.

    3log⁡(1/2)+log⁡16=(−3+4)log⁡2=log⁡23\log(1/2)+\log16=(-3+4)\log2=\log2
  2. Simplify the denominator and divide.

    log⁡4+log⁡5−1=log⁡(20/10)=log⁡2≠0\log4+\log5-1=\log(20/10)=\log2\ne0

A: 1.

Checks and common pitfalls: The logarithm is of 1/2; it is not log 12.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Simplify the numerator.
    3log⁡(1/2)+log⁡16=(−3+4)log⁡2=log⁡23\log(1/2)+\log16=(-3+4)\log2=\log2
  • Simplify the denominator and divide.
    log⁡4+log⁡5−1=log⁡(20/10)=log⁡2≠0\log4+\log5-1=\log(20/10)=\log2\ne0

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

07 / Standard#Your turn

A real geometric sequence satisfies a₂+a₅=9 and a₇+a₁₀=288. Find a₂₀.

Official paper · jm01-2024 · I.7 · PDF 2

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

Skills and prerequisite lessons
  1. Option A3276832768
  2. Option B6553665536
  3. Option C131072131072
  4. Option D262144262144
  5. Option E524288524288

Working and explanation

BUILD THE REASONING

Hint 1
The second sum is r⁵ times the first.
Hint 2
Recover a₂ before moving to a₂₀.
Worked solution
  1. Divide the two nonzero sums.

    r5=288/9=32  ⟹  r=2r^5=288/9=32\implies r=2
  2. Find a₂ and advance eighteen places.

    a2(1+23)=9  ⟹  a2=1,a20=218=262144a_2(1+2^3)=9\implies a_2=1,\quad a_{20}=2^{18}=262144

D: 262144.

Checks and common pitfalls: From the second to the twentieth term there are eighteen ratios.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Divide the two nonzero sums.
    r5=288/9=32  ⟹  r=2r^5=288/9=32\implies r=2
  • Find a₂ and advance eighteen places.
    a2(1+23)=9  ⟹  a2=1,a20=218=262144a_2(1+2^3)=9\implies a_2=1,\quad a_{20}=2^{18}=262144

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

08 / Standard#Your turn

The mean of the data is 6.8. Find the median.

n, n−3, 2n+5, 4n−4, 5n+10n,\ n-3,\ 2n+5,\ 4n-4,\ 5n+10

Official paper · jm01-2024 · I.8 · PDF 2

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

Skills and prerequisite lessons
  1. Option A44
  2. Option B55
  3. Option C1515
  4. Option D00
  5. Option E−1-1

Working and explanation

BUILD THE REASONING

Hint 1
Use total=5×mean.
Hint 2
Sort the resulting five numbers.
Worked solution
  1. Solve for n.

    13n+8=5(6.8)=34  ⟹  n=213n+8=5(6.8)=34\implies n=2
  2. Take the central sorted entry.

    −1,2,4,9,20  ⟹  median⁡=4-1,2,4,9,20\implies\operatorname{median}=4

A: 4.

Checks and common pitfalls: The third listed expression need not be the median before sorting.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Solve for n.
    13n+8=5(6.8)=34  ⟹  n=213n+8=5(6.8)=34\implies n=2
  • Take the central sorted entry.
    −1,2,4,9,20  ⟹  median⁡=4-1,2,4,9,20\implies\operatorname{median}=4

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

09 / Standard#Your turn

Simplify for real m≠0.

1+(m4−12m2)2\sqrt{1+\left(\frac{m^4-1}{2m^2}\right)^2}

Official paper · jm01-2024 · I.9 · PDF 3

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

Skills and prerequisite lessons
  1. Option Am4+2m+12m2\frac{m^4+2m+1}{2m^2}
  2. Option Bm4−12m2\frac{m^4-1}{2m^2}
  3. Option Cm22+12m2\frac{m^2}{2}+\frac1{2m^2}
  4. Option Dm2+12\frac{\sqrt{m^2+1}}2
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Put the expression inside the root over a common denominator.
Hint 2
Check the sign before removing the square root.
Worked solution
  1. The numerator is a perfect square.

    1+(m4−1)24m4=(m4+1)24m41+\frac{(m^4-1)^2}{4m^4}=\frac{(m^4+1)^2}{4m^4}
  2. Both m⁴+1 and 2m² are positive.

    (m4+1)24m4=m4+12m2=m22+12m2\sqrt{\frac{(m^4+1)^2}{4m^4}}=\frac{m^4+1}{2m^2}=\frac{m^2}2+\frac1{2m^2}

C.

Checks and common pitfalls: Square roots return the nonnegative value; m=0 is excluded.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The numerator is a perfect square.
    1+(m4−1)24m4=(m4+1)24m41+\frac{(m^4-1)^2}{4m^4}=\frac{(m^4+1)^2}{4m^4}
  • Both m⁴+1 and 2m² are positive.
    (m4+1)24m4=m4+12m2=m22+12m2\sqrt{\frac{(m^4+1)^2}{4m^4}}=\frac{m^4+1}{2m^2}=\frac{m^2}2+\frac1{2m^2}

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

10 / Standard#Your turn

In acute triangle ABC, AB=8, AC=7 and sin C=4√3/7. Find BC.

Official paper · jm01-2024 · I.10 · PDF 3

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

Skills and prerequisite lessons
  1. Option A66
  2. Option B1212
  3. Option C22
  4. Option D33
  5. Option E55

Working and explanation

BUILD THE REASONING

Hint 1
C is acute, so cos C is positive.
Hint 2
Apply the cosine rule opposite AB.
Worked solution
  1. Find the cosine.

    cos⁡C=1−48/49=1/7\cos C=\sqrt{1-48/49}=1/7
  2. Let a=BC>0 and solve.

    64=a2+49−2(7)a(1/7)  ⟹  (a−5)(a+3)=0  ⟹  a=564=a^2+49-2(7)a(1/7)\implies(a-5)(a+3)=0\implies a=5

E: 5.

Checks and common pitfalls: The acute-angle condition selects the positive cosine.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the cosine.
    cos⁡C=1−48/49=1/7\cos C=\sqrt{1-48/49}=1/7
  • Let a=BC>0 and solve.
    64=a2+49−2(7)a(1/7)  ⟹  (a−5)(a+3)=0  ⟹  a=564=a^2+49-2(7)a(1/7)\implies(a-5)(a+3)=0\implies a=5

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

11 / Standard#Your turn

A parabola passes through (−2,0), (6,0), and (0,4). Find its maximum ordinate.

Official paper · jm01-2024 · I.11 · PDF 3

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

Skills and prerequisite lessons
  1. Option A83\frac83
  2. Option B163\frac{16}3
  3. Option C44
  4. Option D88
  5. Option E1616

Working and explanation

BUILD THE REASONING

Hint 1
Use its two zeros to factor its equation.
Hint 2
The vertex is midway between the zeros.
Worked solution
  1. Determine the leading coefficient.

    y=a(x+2)(x−6),4=−12a  ⟹  a=−1/3y=a(x+2)(x-6),\quad4=-12a\implies a=-1/3
  2. Evaluate at the symmetry axis.

    x=2,y=−13(4)(−4)=163x=2,\quad y=-\frac13(4)(-4)=\frac{16}3

B: 16/3.

Checks and common pitfalls: The negative leading coefficient makes the vertex a maximum.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Determine the leading coefficient.
    y=a(x+2)(x−6),4=−12a  ⟹  a=−1/3y=a(x+2)(x-6),\quad4=-12a\implies a=-1/3
  • Evaluate at the symmetry axis.
    x=2,y=−13(4)(−4)=163x=2,\quad y=-\frac13(4)(-4)=\frac{16}3

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

12 / Standard#Your turn

Which listed interval is entirely an interval of increase?

f(x)=5cos⁡(x+π/3)f(x)=5\cos(x+\pi/3)

Official paper · jm01-2024 · I.12 · PDF 3

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

Skills and prerequisite lessons
  1. Option A(0,π/2)(0,\pi/2)
  2. Option B(π/2,π)(\pi/2,\pi)
  3. Option C(π,3π/2)(\pi,3\pi/2)
  4. Option D(3π/2,2π)(3\pi/2,2\pi)
  5. Option E(π/3,5π/6)(\pi/3,5\pi/6)

Working and explanation

BUILD THE REASONING

Hint 1
Cosine increases when its argument lies between π and 2π.
Hint 2
Shift that interval left by π/3.
Worked solution
  1. Find one complete increasing interval.

    π<x+π/3<2π  ⟺  2π/3<x<5π/3\pi<x+\pi/3<2\pi\iff2\pi/3<x<5\pi/3
  2. Only option C lies wholly inside this interval.

    (π,3π/2)⊂(2π/3,5π/3)(\pi,3\pi/2)\subset(2\pi/3,5\pi/3)

C.

Checks and common pitfalls: An option that overlaps an increasing interval is insufficient.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find one complete increasing interval.
    π<x+π/3<2π  ⟺  2π/3<x<5π/3\pi<x+\pi/3<2\pi\iff2\pi/3<x<5\pi/3
  • Only option C lies wholly inside this interval.
    (π,3π/2)⊂(2π/3,5π/3)(\pi,3\pi/2)\subset(2\pi/3,5\pi/3)

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

13 / Standard#Your turn

Solve on the stated interval.

1+sin⁡θ−2cos⁡2θ=0,0≤θ<π1+\sin\theta-2\cos^2\theta=0,\quad0\le\theta<\pi

Official paper · jm01-2024 · I.13 · PDF 3

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

Skills and prerequisite lessons
  1. Option Aπ/6 or 5π/6\pi/6\text{ or }5\pi/6
  2. Option Bπ/3\pi/3
  3. Option Cπ/6 or π/3\pi/6\text{ or }\pi/3
  4. Option Dπ/6 or π/2\pi/6\text{ or }\pi/2
  5. Option Eπ/3 or π/2\pi/3\text{ or }\pi/2

Working and explanation

BUILD THE REASONING

Hint 1
Replace cos²θ by 1−sin²θ.
Hint 2
Sine is nonnegative on this interval.
Worked solution
  1. Factor the quadratic in sine.

    2sin⁡2θ+sin⁡θ−1=(2sin⁡θ−1)(sin⁡θ+1)=02\sin^2\theta+\sin\theta-1=(2\sin\theta-1)(\sin\theta+1)=0
  2. Discard sinθ=−1 and retain both acute/supplementary angles.

    sin⁡θ=1/2  ⟹  θ=π/6,5π/6\sin\theta=1/2\implies\theta=\pi/6,5\pi/6

A.

Checks and common pitfalls: Do not omit the second-quadrant solution.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor the quadratic in sine.
    2sin⁡2θ+sin⁡θ−1=(2sin⁡θ−1)(sin⁡θ+1)=02\sin^2\theta+\sin\theta-1=(2\sin\theta-1)(\sin\theta+1)=0
  • Discard sinθ=−1 and retain both acute/supplementary angles.
    sin⁡θ=1/2  ⟹  θ=π/6,5π/6\sin\theta=1/2\implies\theta=\pi/6,5\pi/6

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

14 / Standard#Your turn

Evaluate the symmetric expression.

x2−3x+1=0,x4+x−4=?x^2-3x+1=0,\quad x^4+x^{-4}=?

Official paper · jm01-2024 · I.14 · PDF 3

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

Skills and prerequisite lessons
  1. Option A22
  2. Option B4747
  3. Option C4949
  4. Option D7979
  5. Option E8181

Working and explanation

BUILD THE REASONING

Hint 1
Divide by x; x is nonzero.
Hint 2
Square twice and subtract the cross term each time.
Worked solution
  1. Find x²+x⁻².

    x+x−1=3  ⟹  x2+x−2=9−2=7x+x^{-1}=3\implies x^2+x^{-2}=9-2=7
  2. Square again.

    x4+x−4=72−2=47x^4+x^{-4}=7^2-2=47

B: 47.

Checks and common pitfalls: The product x²·x⁻² is 1, so the cross term is 2.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find x²+x⁻².
    x+x−1=3  ⟹  x2+x−2=9−2=7x+x^{-1}=3\implies x^2+x^{-2}=9-2=7
  • Square again.
    x4+x−4=72−2=47x^4+x^{-4}=7^2-2=47

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

15 / Standard#Your turn

An even function decreases strictly on (−∞,0). Choose the correct ordering; write a=2^(−7/3), b=3^(−2/7), c=log₃(2/7).

Official paper · jm01-2024 · I.15 · PDF 3

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

Skills and prerequisite lessons
  1. Option Af(a)>f(b)>f(c)f(a)>f(b)>f(c)
  2. Option Bf(b)>f(c)>f(a)f(b)>f(c)>f(a)
  3. Option Cf(c)>f(a)>f(b)f(c)>f(a)>f(b)
  4. Option Df(b)>f(a)>f(c)f(b)>f(a)>f(c)
  5. Option Ef(c)>f(b)>f(a)f(c)>f(b)>f(a)

Working and explanation

BUILD THE REASONING

Hint 1
Evenness makes f increase with positive |x|.
Hint 2
Compare a,b with 1/2 and |c| with 1.
Worked solution
  1. Obtain strict size bounds.

    0<a<1/4<1/2<b<1,2/7<1/3  ⟹  c<−10<a<1/4<1/2<b<1,\quad2/7<1/3\implies c<-1
  2. Order by absolute arguments.

    ∣c∣>b>a>0  ⟹  f(c)=f(∣c∣)>f(b)>f(a)|c|>b>a>0\implies f(c)=f(|c|)>f(b)>f(a)

E.

Checks and common pitfalls: A negative argument can have the largest value because f is even.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Obtain strict size bounds.
    0<a<1/4<1/2<b<1,2/7<1/3  ⟹  c<−10<a<1/4<1/2<b<1,\quad2/7<1/3\implies c<-1
  • Order by absolute arguments.
    ∣c∣>b>a>0  ⟹  f(c)=f(∣c∣)>f(b)>f(a)|c|>b>a>0\implies f(c)=f(|c|)>f(b)>f(a)

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

16 / Standard#Your turn

Four items are chosen uniformly without replacement from ten, of which three are defective. Find the probability of at least two defectives.

Official paper · jm01-2024 · 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 samples containing two or three defectives.
Hint 2
Divide by the total number of four-item samples.
Worked solution
  1. The two cases are disjoint.

    N=(32)(72)+(33)(71)=63+7=70N=\binom32\binom72+\binom33\binom71=63+7=70
  2. Use the equally likely sample count.

    P=70(104)=70210=13P=\frac{70}{\binom{10}4}=\frac{70}{210}=\frac13

Probability 1/3.

Checks and common pitfalls: Sampling is without replacement, so a binomial model is inappropriate.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The two cases are disjoint.
    N=(32)(72)+(33)(71)=63+7=70N=\binom32\binom72+\binom33\binom71=63+7=70
  • Use the equally likely sample count.
    P=70(104)=70210=13P=\frac{70}{\binom{10}4}=\frac{70}{210}=\frac13

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

17 / Standard#Your turn

For the same sample, find the expected number of defective items.

Official paper · jm01-2024 · 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
Use an indicator for each of the four draws.
Hint 2
Each draw has marginal defective probability 3/10.
Worked solution
  1. Write the count as a sum.

    X=I1+I2+I3+I4,E(Ij)=3/10X=I_1+I_2+I_3+I_4,\quad E(I_j)=3/10
  2. Linearity does not require independence.

    E(X)=4(3/10)=6/5E(X)=4(3/10)=6/5

Expected count 6/5.

Checks and common pitfalls: An expected count need not be an integer.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write the count as a sum.
    X=I1+I2+I3+I4,E(Ij)=3/10X=I_1+I_2+I_3+I_4,\quad E(I_j)=3/10
  • Linearity does not require independence.
    E(X)=4(3/10)=6/5E(X)=4(3/10)=6/5

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

18 / Standard#Your turn

Find tan(α+β).

0<α,β<π2,tan⁡α=15,cos⁡β=313130<\alpha,\beta<\frac\pi2,\quad\tan\alpha=\frac15,\quad\cos\beta=\frac{3\sqrt{13}}{13}

Official paper · jm01-2024 · 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
Use the acute-angle condition to find sinβ.
Hint 2
Apply the tangent addition formula.
Worked solution
  1. Recover the other trigonometric ratios of β.

    sin⁡β=21313,tan⁡β=2/3\sin\beta=\frac{2\sqrt{13}}{13},\quad\tan\beta=2/3
  2. The denominator is nonzero.

    tan⁡(α+β)=1/5+2/31−(1/5)(2/3)=1\tan(\alpha+\beta)=\frac{1/5+2/3}{1-(1/5)(2/3)}=1

tan(α+β)=1.

Checks and common pitfalls: The tangent addition denominator has a minus sign.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Recover the other trigonometric ratios of β.
    sin⁡β=21313,tan⁡β=2/3\sin\beta=\frac{2\sqrt{13}}{13},\quad\tan\beta=2/3
  • The denominator is nonzero.
    tan⁡(α+β)=1/5+2/31−(1/5)(2/3)=1\tan(\alpha+\beta)=\frac{1/5+2/3}{1-(1/5)(2/3)}=1

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

19 / Standard#Your turn

Find cos(α+2β).

0<α,β<π2,tan⁡α=15,cos⁡β=313130<\alpha,\beta<\frac\pi2,\quad\tan\alpha=\frac15,\quad\cos\beta=\frac{3\sqrt{13}}{13}

Official paper · jm01-2024 · 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 part (a) and 0<α+β<π to identify the sum.
Hint 2
Write α+2β=(α+β)+β.
Worked solution
  1. Tangent equals one only at π/4 in this range.

    α+β=π/4\alpha+\beta=\pi/4
  2. Apply cosine addition.

    cos⁡(α+2β)=22(31313−21313)=2626\cos(\alpha+2\beta)=\frac{\sqrt2}2\left(\frac{3\sqrt{13}}{13}-\frac{2\sqrt{13}}{13}\right)=\frac{\sqrt{26}}{26}

√26/26.

Checks and common pitfalls: Do not infer an angle from tangent without its range.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Tangent equals one only at π/4 in this range.
    α+β=π/4\alpha+\beta=\pi/4
  • Apply cosine addition.
    cos⁡(α+2β)=22(31313−21313)=2626\cos(\alpha+2\beta)=\frac{\sqrt2}2\left(\frac{3\sqrt{13}}{13}-\frac{2\sqrt{13}}{13}\right)=\frac{\sqrt{26}}{26}

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

20 / Standard#Your turn

An arithmetic sequence starts at 3, and a₁,a₂,a₅ form a geometric sequence. Find every possible general term.

Official paper · jm01-2024 · 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
Write a₂ and a₅ using the common difference d.
Hint 2
The middle geometric term squared equals the outer product.
Worked solution
  1. Form and factor the equation.

    (3+d)2=3(3+4d)  ⟺  d(d−6)=0(3+d)^2=3(3+4d)\iff d(d-6)=0
  2. Retain both valid common differences.

    d=0  ⟹  an=3;d=6  ⟹  an=6n−3d=0\implies a_n=3;\quad d=6\implies a_n=6n-3

aₙ=3 or aₙ=6n−3.

Checks and common pitfalls: A constant sequence is also both arithmetic and geometric.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Form and factor the equation.
    (3+d)2=3(3+4d)  ⟺  d(d−6)=0(3+d)^2=3(3+4d)\iff d(d-6)=0
  • Retain both valid common differences.
    d=0  ⟹  an=3;d=6  ⟹  an=6n−3d=0\implies a_n=3;\quad d=6\implies a_n=6n-3

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

21 / Standard#Your turn

For each sequence in part (a), decide whether Sₙ≥12n+36 holds for a positive integer n, and find the least such n.

Official paper · jm01-2024 · 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
Find the partial sum in each case.
Hint 2
Keep the constant-sequence case separate.
Worked solution
  1. The constant case cannot satisfy the inequality.

    Sn=3n:3n≥12n+36  ⟺  n≤−4S_n=3n:\quad3n\ge12n+36\iff n\le-4
  2. For the increasing case, solve the quadratic inequality.

    Sn=3n2,n2−4n−12=(n−6)(n+2)≥0  ⟹  n≥6S_n=3n^2,\quad n^2-4n-12=(n-6)(n+2)\ge0\implies n\ge6

No positive n for aₙ=3; least n=6 for aₙ=6n−3.

Checks and common pitfalls: An answer of 6 alone omits the other valid sequence.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The constant case cannot satisfy the inequality.
    Sn=3n:3n≥12n+36  ⟺  n≤−4S_n=3n:\quad3n\ge12n+36\iff n\le-4
  • For the increasing case, solve the quadratic inequality.
    Sn=3n2,n2−4n−12=(n−6)(n+2)≥0  ⟹  n≥6S_n=3n^2,\quad n^2-4n-12=(n-6)(n+2)\ge0\implies n\ge6

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

22 / Standard#Your turn

Solve f(x)≥0 when a=8.

f(x)=a−∣x−3∣−∣x−7∣f(x)=a-|x-3|-|x-7|

Official paper · jm01-2024 · 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
The expression is a sum of distances from 3 and 7.
Hint 2
Split at 3 and 7 or use symmetry about 5.
Worked solution
  1. Between 3 and 7 the distance sum is 4; outside it is 2|x−5|.

    ∣x−3∣+∣x−7∣=max⁡(4,2∣x−5∣)|x-3|+|x-7|=\max(4,2|x-5|)
  2. Require that sum not exceed 8.

    ∣x−5∣≤4  ⟺  1≤x≤9|x-5|\le4\iff1\le x\le9

x∈[1,9].

Checks and common pitfalls: Include endpoints because the inequality is non-strict.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Between 3 and 7 the distance sum is 4; outside it is 2|x−5|.
    ∣x−3∣+∣x−7∣=max⁡(4,2∣x−5∣)|x-3|+|x-7|=\max(4,2|x-5|)
  • Require that sum not exceed 8.
    ∣x−5∣≤4  ⟺  1≤x≤9|x-5|\le4\iff1\le x\le9

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

23 / Standard#Your turn

For the same f, g(x)=xf(x) has minimum −1 on [−1,1]. Find all a.

Official paper · jm01-2024 · II.4(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
Both absolute-value arguments are negative on this interval.
Hint 2
Check whether the quadratic vertex lies inside the interval.
Worked solution
  1. Reduce to a quadratic and locate its vertex.

    g(x)=2x2+(a−10)x,x0=(10−a)/4g(x)=2x^2+(a-10)x,\quad x_0=(10-a)/4
  2. For 6≤a≤14 the minimum is the vertex value.

    −(a−10)28=−1  ⟹  a=10±22-\frac{(a-10)^2}{8}=-1\implies a=10\pm2\sqrt2
  3. Outside this range the minimum is at an endpoint; each resulting candidate violates its case.

    a<6: a−8=−1  ⟹  a=7;a>14: 12−a=−1  ⟹  a=13a<6:\ a-8=-1\implies a=7;\quad a>14:\ 12-a=-1\implies a=13

a=10±2√2.

Checks and common pitfalls: The unconstrained vertex formula requires its vertex to be in [−1,1].

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Reduce to a quadratic and locate its vertex.
    g(x)=2x2+(a−10)x,x0=(10−a)/4g(x)=2x^2+(a-10)x,\quad x_0=(10-a)/4
  • For 6≤a≤14 the minimum is the vertex value.
    −(a−10)28=−1  ⟹  a=10±22-\frac{(a-10)^2}{8}=-1\implies a=10\pm2\sqrt2
  • Outside this range the minimum is at an endpoint; each resulting candidate violates its case.
    a<6: a−8=−1  ⟹  a=7;a>14: 12−a=−1  ⟹  a=13a<6:\ a-8=-1\implies a=7;\quad a>14:\ 12-a=-1\implies a=13

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

24 / Standard#Your turn

A horizontal hyperbola has eccentricity √10/2 and contains (2√2,3). Find its equation.

x2a2−y2b2=1,a,b>0\frac{x^2}{a^2}-\frac{y^2}{b^2}=1,\quad a,b>0

Official paper · jm01-2024 · 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
Use e²=1+b²/a².
Hint 2
Substitute the given point.
Worked solution
  1. Relate the two squared parameters.

    b2a2=52−1=32\frac{b^2}{a^2}=\frac52-1=\frac32
  2. Solve using the point condition.

    8a2−9(3/2)a2=1  ⟹  a2=2, b2=3\frac8{a^2}-\frac9{(3/2)a^2}=1\implies a^2=2,\ b^2=3

x²/2−y²/3=1.

Checks and common pitfalls: For a hyperbola, c²=a²+b².

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Relate the two squared parameters.
    b2a2=52−1=32\frac{b^2}{a^2}=\frac52-1=\frac32
  • Solve using the point condition.
    8a2−9(3/2)a2=1  ⟹  a2=2, b2=3\frac8{a^2}-\frac9{(3/2)a^2}=1\implies a^2=2,\ b^2=3

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

25 / Standard#Your turn

The line y=x+m meets this hyperbola at P,Q, and OP⊥OQ. Find m.

x22−y23=1\frac{x^2}{2}-\frac{y^2}{3}=1

Official paper · jm01-2024 · 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
Use Vieta instead of solving for both intersections.
Hint 2
Perpendicular position vectors have zero dot product.
Worked solution
  1. Substitute the line and read the root sum/product.

    x2−4mx−2m2−6=0,x1+x2=4m,x1x2=−2m2−6x^2-4mx-2m^2-6=0,\quad x_1+x_2=4m,\quad x_1x_2=-2m^2-6
  2. Impose the dot product condition.

    0=x1x2+(x1+m)(x2+m)=2(−2m2−6)+4m2+m2=m2−120=x_1x_2+(x_1+m)(x_2+m)=2(-2m^2-6)+4m^2+m^2=m^2-12
  3. Both signs give two distinct intersections.

    m=±23,Δ=24m2+24>0m=\pm2\sqrt3,\quad\Delta=24m^2+24>0

m=±2√3.

Checks and common pitfalls: A perpendicularity condition uses a dot product, not equal slopes.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Substitute the line and read the root sum/product.
    x2−4mx−2m2−6=0,x1+x2=4m,x1x2=−2m2−6x^2-4mx-2m^2-6=0,\quad x_1+x_2=4m,\quad x_1x_2=-2m^2-6
  • Impose the dot product condition.
    0=x1x2+(x1+m)(x2+m)=2(−2m2−6)+4m2+m2=m2−120=x_1x_2+(x_1+m)(x_2+m)=2(-2m^2-6)+4m^2+m^2=m^2-12
  • Both signs give two distinct intersections.
    m=±23,Δ=24m2+24>0m=\pm2\sqrt3,\quad\Delta=24m^2+24>0

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 ↗