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2025 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

2025 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 with the finite set.

A={x:x2+3x−4≥0},B={−4,−2,0,3}A=\{x:x^2+3x-4\ge0\},\quad B=\{-4,-2,0,3\}

Official paper · jm01-2025 · I.1 · PDF 2

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

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

Working and explanation

BUILD THE REASONING

Hint 1
Factor the quadratic.
Hint 2
Test which listed elements lie outside its roots.
Worked solution
  1. The upward quadratic is nonnegative outside its roots.

    (x+4)(x−1)≥0  ⟺  x≤−4 or x≥1(x+4)(x-1)\ge0\iff x\le-4\ \text{or}\ x\ge1
  2. Filter the four listed elements.

    A∩B={−4,3}A\cap B=\{-4,3\}

A: {−4,3}.

Checks and common pitfalls: The root −4 is included because the inequality is non-strict.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The upward quadratic is nonnegative outside its roots.
    (x+4)(x−1)≥0  ⟺  x≤−4 or x≥1(x+4)(x-1)\ge0\iff x\le-4\ \text{or}\ x\ge1
  • Filter the four listed elements.
    A∩B={−4,3}A\cap B=\{-4,3\}

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

02 / Standard#Your turn

The reciprocal numbers 1/α and 1/β are the roots; evaluate the exponential product.

2x2+2x−1=0,2α+12β+12x^2+2x-1=0,\quad 2^{\alpha+1}2^{\beta+1}

Official paper · jm01-2025 · I.2 · PDF 2

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

Skills and prerequisite lessons
  1. Option A11
  2. Option B22
  3. Option C44
  4. Option D1616
  5. Option E116\frac1{16}

Working and explanation

BUILD THE REASONING

Hint 1
Use Vieta for the reciprocal roots.
Hint 2
Their sum divided by their product equals α+β.
Worked solution
  1. Recover the sum of α and β.

    1α+1β=−1,1αβ=−12  ⟹  α+β=2\frac1\alpha+\frac1\beta=-1,\quad\frac1{\alpha\beta}=-\frac12\implies\alpha+\beta=2
  2. Add exponents with the same base.

    2α+12β+1=2α+β+2=162^{\alpha+1}2^{\beta+1}=2^{\alpha+\beta+2}=16

D: 16.

Checks and common pitfalls: α and β themselves are not the roots of the printed quadratic.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Recover the sum of α and β.
    1α+1β=−1,1αβ=−12  ⟹  α+β=2\frac1\alpha+\frac1\beta=-1,\quad\frac1{\alpha\beta}=-\frac12\implies\alpha+\beta=2
  • Add exponents with the same base.
    2α+12β+1=2α+β+2=162^{\alpha+1}2^{\beta+1}=2^{\alpha+\beta+2}=16

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

03 / Standard#Your turn

A cylinder’s radius increases 30% while its height decreases 30%. Find the volume change.

Official paper · jm01-2025 · I.3 · PDF 2

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

Skills and prerequisite lessons
  1. Increase 18.3%
  2. Increase 9%
  3. Decrease 9%
  4. Decrease 6%
  5. No change

Working and explanation

BUILD THE REASONING

Hint 1
Cylinder volume is proportional to radius squared times height.
Hint 2
Use multipliers 1.3 and 0.7.
Worked solution
  1. Square only the radius multiplier.

    VnewVold=(1.3)2(0.7)=1.183\frac{V_{\rm new}}{V_{\rm old}}=(1.3)^2(0.7)=1.183
  2. Subtract one to obtain the proportional increase.

    (1.183−1)⋅100%=18.3%(1.183-1)\cdot100\%=18.3\%

A: increase 18.3%.

Checks and common pitfalls: Equal percentage changes in radius and height do not cancel.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Square only the radius multiplier.
    VnewVold=(1.3)2(0.7)=1.183\frac{V_{\rm new}}{V_{\rm old}}=(1.3)^2(0.7)=1.183
  • Subtract one to obtain the proportional increase.
    (1.183−1)⋅100%=18.3%(1.183-1)\cdot100\%=18.3\%

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

04 / Standard#Your turn

Simplify the expression on its real domain.

m3/2−m−1/2m1/2+m−1/2\frac{m^{3/2}-m^{-1/2}}{m^{1/2}+m^{-1/2}}

Official paper · jm01-2025 · I.4 · PDF 2

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

Skills and prerequisite lessons
  1. Option Amm
  2. Option Bm+1m+1
  3. Option Cm−1m-1
  4. Option Dm2+1m^2+1
  5. Option Em2−1m^2-1

Working and explanation

BUILD THE REASONING

Hint 1
Negative half-powers require m>0.
Hint 2
Multiply numerator and denominator by √m.
Worked solution
  1. Clear fractional powers.

    m3/2−m−1/2m1/2+m−1/2=m2−1m+1\frac{m^{3/2}-m^{-1/2}}{m^{1/2}+m^{-1/2}}=\frac{m^2-1}{m+1}
  2. Factor the difference of squares; m+1 is nonzero on the domain.

    (m−1)(m+1)m+1=m−1,m>0\frac{(m-1)(m+1)}{m+1}=m-1,\quad m>0

C: m−1, with m>0.

Checks and common pitfalls: Simplification does not enlarge the original domain.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Clear fractional powers.
    m3/2−m−1/2m1/2+m−1/2=m2−1m+1\frac{m^{3/2}-m^{-1/2}}{m^{1/2}+m^{-1/2}}=\frac{m^2-1}{m+1}
  • Factor the difference of squares; m+1 is nonzero on the domain.
    (m−1)(m+1)m+1=m−1,m>0\frac{(m-1)(m+1)}{m+1}=m-1,\quad m>0

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

05 / Standard#Your turn

Express the logarithm using p and q.

2p=5,2q=7,log⁡2(0.7)2^p=5,\quad2^q=7,\quad\log_2(0.7)

Official paper · jm01-2025 · I.5 · PDF 2

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

Skills and prerequisite lessons
  1. Option Aq+p−1q+p-1
  2. Option B2q−2p2q-2p
  3. Option Cq−p+1q-p+1
  4. Option Dq−p−1q-p-1
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Write 0.7 as 7/(2·5).
Hint 2
Turn division into subtraction of logarithms.
Worked solution
  1. Identify the known logarithms.

    p=log⁡25,q=log⁡27p=\log_2 5,\quad q=\log_2 7
  2. Split the quotient.

    log⁡272⋅5=q−1−p\log_2\frac7{2\cdot5}=q-1-p

D: q−p−1.

Checks and common pitfalls: The extra factor 2 in the denominator contributes −1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Identify the known logarithms.
    p=log⁡25,q=log⁡27p=\log_2 5,\quad q=\log_2 7
  • Split the quotient.
    log⁡272⋅5=q−1−p\log_2\frac7{2\cdot5}=q-1-p

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

06 / Standard#Your turn

Solve the strict absolute-value inequality.

∣x(x−5)∣<6|x(x-5)|<6

Official paper · jm01-2025 · I.6 · PDF 2

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

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

Working and explanation

BUILD THE REASONING

Hint 1
Replace |u|<6 by −6<u<6.
Hint 2
Intersect the solutions of two quadratic inequalities.
Worked solution
  1. The upper bound gives an interior interval.

    x2−5x−6<0  ⟺  −1<x<6x^2-5x-6<0\iff-1<x<6
  2. The lower bound excludes the closed interval [2,3].

    x2−5x+6>0  ⟺  x<2 or x>3  ⟹  x∈(−1,2)∪(3,6)x^2-5x+6>0\iff x<2\ \text{or}\ x>3\implies x\in(-1,2)\cup(3,6)

E: (−1,2)∪(3,6).

Checks and common pitfalls: All four boundary values are excluded.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The upper bound gives an interior interval.
    x2−5x−6<0  ⟺  −1<x<6x^2-5x-6<0\iff-1<x<6
  • The lower bound excludes the closed interval [2,3].
    x2−5x+6>0  ⟺  x<2 or x>3  ⟹  x∈(−1,2)∪(3,6)x^2-5x+6>0\iff x<2\ \text{or}\ x>3\implies x\in(-1,2)\cup(3,6)

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

07 / Standard#Your turn

Arrange four distinct girls and three distinct boys in a row with no adjacent boys.

Official paper · jm01-2025 · I.7 · PDF 2

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

Skills and prerequisite lessons
  1. Option A144144
  2. Option B288288
  3. Option C14401440
  4. Option D28802880
  5. Option E57605760

Working and explanation

BUILD THE REASONING

Hint 1
Arrange the girls first.
Hint 2
Choose three of the five gaps for the boys.
Worked solution
  1. Four girls create five gaps including the two ends.

    4!(53)4!\binom53
  2. Arrange the three different boys in the selected gaps.

    N=4!(53) 3!=24⋅10⋅6=1440N=4!\binom53\,3!=24\cdot10\cdot6=1440

C: 1440.

Checks and common pitfalls: The two end gaps are allowed and must be counted.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Four girls create five gaps including the two ends.
    4!(53)4!\binom53
  • Arrange the three different boys in the selected gaps.
    N=4!(53) 3!=24⋅10⋅6=1440N=4!\binom53\,3!=24\cdot10\cdot6=1440

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

08 / Standard#Your turn

Six shifted numbers have median 8. Find their mean.

x+2,x+3,x+4,x−4,x−5,x−6x+2,x+3,x+4,x-4,x-5,x-6

Official paper · jm01-2025 · I.8 · PDF 2

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

Skills and prerequisite lessons
  1. Option A33
  2. Option B77
  3. Option C88
  4. Option D99
  5. Option Exx

Working and explanation

BUILD THE REASONING

Hint 1
Sort the six expressions by their offsets.
Hint 2
The median is the average of the third and fourth sorted values.
Worked solution
  1. The middle two values are x−4 and x+2.

    (x−4)+(x+2)2=x−1=8  ⟹  x=9\frac{(x-4)+(x+2)}2=x-1=8\implies x=9
  2. The sum of all six offsets is −6.

    xˉ=6x−66=x−1=8\bar x=\frac{6x-6}6=x-1=8

C: 8.

Checks and common pitfalls: The unsorted third and fourth entries do not define the median.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The middle two values are x−4 and x+2.
    (x−4)+(x+2)2=x−1=8  ⟹  x=9\frac{(x-4)+(x+2)}2=x-1=8\implies x=9
  • The sum of all six offsets is −6.
    xˉ=6x−66=x−1=8\bar x=\frac{6x-6}6=x-1=8

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

09 / Standard#Your turn

Find the coefficient of x⁴y⁵ in the product.

(x+y3x2)(x+y)8\left(x+\frac{y^3}{x^2}\right)(x+y)^8

Official paper · jm01-2025 · I.9 · PDF 3

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

Skills and prerequisite lessons
  1. Option A6565
  2. Option B8484
  3. Option C9494
  4. Option D127127
  5. Option E176176

Working and explanation

BUILD THE REASONING

Hint 1
There are two ways to obtain the requested powers.
Hint 2
Track exponents after multiplying by x or y³/x².
Worked solution
  1. The x term needs x³y⁵ from the binomial.

    (85)=56\binom85=56
  2. The other term needs x⁶y²; add the contributions.

    (82)=28,56+28=84\binom82=28,\quad56+28=84

B: 84.

Checks and common pitfalls: The x⁻² factor changes the required binomial power.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The x term needs x³y⁵ from the binomial.
    (85)=56\binom85=56
  • The other term needs x⁶y²; add the contributions.
    (82)=28,56+28=84\binom82=28,\quad56+28=84

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

10 / Standard#Your turn

Find the shortest chord cut by a line through (1,1).

x2−4x+y2=0x^2-4x+y^2=0

Official paper · jm01-2025 · I.10 · PDF 3

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

Skills and prerequisite lessons
  1. Option A11
  2. Option B232\sqrt3
  3. Option C22
  4. Option D5\sqrt5
  5. Option E222\sqrt2

Working and explanation

BUILD THE REASONING

Hint 1
Find the centre and radius.
Hint 2
A shorter chord lies farther from the centre.
Worked solution
  1. Complete squares and compute the centre-to-fixed-point distance.

    (x−2)2+y2=4,C=(2,0), r=2, CP=2(x-2)^2+y^2=4,\quad C=(2,0),\ r=2,\ CP=\sqrt2
  2. The greatest possible line distance is CP, attained when the line is perpendicular to CP.

    ℓmin⁡=2r2−CP2=22\ell_{\min}=2\sqrt{r^2-CP^2}=2\sqrt2

E: 2√2.

Checks and common pitfalls: The fixed point lies inside the circle, so a tangent through it is impossible.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Complete squares and compute the centre-to-fixed-point distance.
    (x−2)2+y2=4,C=(2,0), r=2, CP=2(x-2)^2+y^2=4,\quad C=(2,0),\ r=2,\ CP=\sqrt2
  • The greatest possible line distance is CP, attained when the line is perpendicular to CP.
    ℓmin⁡=2r2−CP2=22\ell_{\min}=2\sqrt{r^2-CP^2}=2\sqrt2

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

11 / Standard#Your turn

A point on the downward parabola has focal distance 15 and distance 7 from the x-axis. Find p.

x2=−py,p>0x^2=-py,\quad p>0

Official paper · jm01-2025 · I.11 · PDF 3

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

Skills and prerequisite lessons
  1. Option A1414
  2. Option B1515
  3. Option C1616
  4. Option D2828
  5. Option E3232

Working and explanation

BUILD THE REASONING

Hint 1
The point’s ordinate must be −7.
Hint 2
Its distance to the directrix equals its focal distance.
Worked solution
  1. Identify the directrix using the standard coefficient 4a.

    ydirectrix=p4,yA=−7y_{\rm directrix}=\frac p4,\quad y_A=-7
  2. Apply the focus-directrix definition.

    7+p4=15  ⟹  p=327+\frac p4=15\implies p=32

E: 32.

Checks and common pitfalls: The coefficient p here is four times the focal distance parameter.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Identify the directrix using the standard coefficient 4a.
    ydirectrix=p4,yA=−7y_{\rm directrix}=\frac p4,\quad y_A=-7
  • Apply the focus-directrix definition.
    7+p4=15  ⟹  p=327+\frac p4=15\implies p=32

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

12 / Standard#Your turn

John and Anna each shoot three times, with independent hit probabilities 1/3 and 2/3. Find the probability of four total hits.

Official paper · jm01-2025 · I.12 · PDF 3

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

Skills and prerequisite lessons
  1. Option A1627\frac{16}{27}
  2. Option B6481\frac{64}{81}
  3. Option C2581\frac{25}{81}
  4. Option D58243\frac{58}{243}
  5. Option E34243\frac{34}{243}

Working and explanation

BUILD THE REASONING

Hint 1
List the possible hit-count pairs.
Hint 2
Use (1,3), (2,2), and (3,1).
Worked solution
  1. Calculate the required binomial probabilities for each person.

    PJ(1,2,3)=(49,29,127),PA(1,2,3)=(29,49,827)P_J(1,2,3)=\left(\frac49,\frac29,\frac1{27}\right),\quad P_A(1,2,3)=\left(\frac29,\frac49,\frac8{27}\right)
  2. Multiply within each independent pair, then add.

    P=49827+2949+12729=58243P=\frac49\frac8{27}+\frac29\frac49+\frac1{27}\frac29=\frac{58}{243}

D: 58/243.

Checks and common pitfalls: The six shots do not share one success probability.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Calculate the required binomial probabilities for each person.
    PJ(1,2,3)=(49,29,127),PA(1,2,3)=(29,49,827)P_J(1,2,3)=\left(\frac49,\frac29,\frac1{27}\right),\quad P_A(1,2,3)=\left(\frac29,\frac49,\frac8{27}\right)
  • Multiply within each independent pair, then add.
    P=49827+2949+12729=58243P=\frac49\frac8{27}+\frac29\frac49+\frac1{27}\frac29=\frac{58}{243}

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

13 / Standard#Your turn

Find the seventh term of the arithmetic sequence.

2S32=3S2S4,a1=42S_3^2=3S_2S_4,\quad a_1=4

Official paper · jm01-2025 · I.13 · PDF 3

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

Skills and prerequisite lessons
  1. Option A−14-14
  2. Option B−8-8
  3. Option C−2-2
  4. Option D1010
  5. Option E1818

Working and explanation

BUILD THE REASONING

Hint 1
Express S₂,S₃,S₄ using the common difference.
Hint 2
The quadratic terms cancel when expanded.
Worked solution
  1. Write and substitute the three sums.

    S2=8+d,S3=12+3d,S4=16+6dS_2=8+d,\quad S_3=12+3d,\quad S_4=16+6d
  2. Solve for d and use the seventh-term formula.

    2(12+3d)2=3(8+d)(16+6d)  ⟹  d=−2,a7=4+6d=−82(12+3d)^2=3(8+d)(16+6d)\implies d=-2,\quad a_7=4+6d=-8

B: −8.

Checks and common pitfalls: S₃² means the square of the third partial sum.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write and substitute the three sums.
    S2=8+d,S3=12+3d,S4=16+6dS_2=8+d,\quad S_3=12+3d,\quad S_4=16+6d
  • Solve for d and use the seventh-term formula.
    2(12+3d)2=3(8+d)(16+6d)  ⟹  d=−2,a7=4+6d=−82(12+3d)^2=3(8+d)(16+6d)\implies d=-2,\quad a_7=4+6d=-8

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

14 / Standard#Your turn

Maximise the linear objective over the feasible region.

3x+4y≤7,x−2y≥−1,y≥−1,z=3x+y3x+4y\le7,\quad x-2y\ge-1,\quad y\ge-1,\quad z=3x+y

Official paper · jm01-2025 · I.14 · PDF 3

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

Skills and prerequisite lessons
  1. Option A44
  2. Option B66
  3. Option C77
  4. Option D1010
  5. Option E1111

Working and explanation

BUILD THE REASONING

Hint 1
Use the first constraint to bound 3x+y.
Hint 2
Then use y≥−1 and test attainability.
Worked solution
  1. Eliminate x from an upper bound for the objective.

    3x+y≤7−3y≤103x+y\le7-3y\le10
  2. Both bounds attain equality at a feasible point.

    (x,y)=(113,−1),x−2y=173≥−1(x,y)=\left(\frac{11}3,-1\right),\quad x-2y=\frac{17}3\ge-1

D: maximum 10.

Checks and common pitfalls: An upper bound is a maximum only after a feasible equality case is found.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Eliminate x from an upper bound for the objective.
    3x+y≤7−3y≤103x+y\le7-3y\le10
  • Both bounds attain equality at a feasible point.
    (x,y)=(113,−1),x−2y=173≥−1(x,y)=\left(\frac{11}3,-1\right),\quad x-2y=\frac{17}3\ge-1

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

15 / Standard#Your turn

Use the periodic extension to identify the incorrect inequality.

f(x+2)=f(x),f(x)=1+∣x−5∣(4≤x≤6)f(x+2)=f(x),\quad f(x)=1+|x-5|\quad(4\le x\le6)

Official paper · jm01-2025 · I.15 · PDF 3

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

Skills and prerequisite lessons
  1. Option Af(sin⁡π6)>f(cos⁡π6)f(\sin\frac\pi6)>f(\cos\frac\pi6)
  2. Option Bf(sin⁡π3)>f(cos⁡π3)f(\sin\frac\pi3)>f(\cos\frac\pi3)
  3. Option Cf(cos⁡π)<f(sin⁡π)f(\cos\pi)<f(\sin\pi)
  4. Option Df(sin⁡2π3)<f(cos⁡2π3)f(\sin\frac{2\pi}3)<f(\cos\frac{2\pi}3)
  5. Option Ef(sin⁡π2)<f(cos⁡π2)f(\sin\frac\pi2)<f(\cos\frac\pi2)

Working and explanation

BUILD THE REASONING

Hint 1
Reduce all arguments to [0,2] using periodicity.
Hint 2
On [0,1], the function equals 2−x.
Worked solution
  1. The translated formula is a V-shape centred at 1.

    f(x)=1+∣x−1∣ (0≤x≤2),f(0)=2, f(1)=1f(x)=1+|x-1|\ (0\le x\le2),\quad f(0)=2,\ f(1)=1
  2. Evaluate the relevant half-angle inputs.

    f(1/2)=f(−1/2)=32,f(3/2)=2−32<32f(1/2)=f(-1/2)=\frac32,\quad f(\sqrt3/2)=2-\frac{\sqrt3}2<\frac32
  3. Thus B reverses the correct inequality; A,C,D,E hold.

B is the incorrect inequality.

Checks and common pitfalls: The function is periodic but not increasing on each whole period.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The translated formula is a V-shape centred at 1.
    f(x)=1+∣x−1∣ (0≤x≤2),f(0)=2, f(1)=1f(x)=1+|x-1|\ (0\le x\le2),\quad f(0)=2,\ f(1)=1
  • Evaluate the relevant half-angle inputs.
    f(1/2)=f(−1/2)=32,f(3/2)=2−32<32f(1/2)=f(-1/2)=\frac32,\quad f(\sqrt3/2)=2-\frac{\sqrt3}2<\frac32
  • Thus B reverses the correct inequality; A,C,D,E hold.

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

16 / Standard#Your turn

Find the general terms of both sequences.

Sn=n2+2n,b1=2,b3=2a4,bn geometric with r>0S_n=n^2+2n,\quad b_1=2,\quad b_3=2a_4,\quad b_n\text{ geometric with }r>0

Official paper · jm01-2025 · 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
Use aₙ=Sₙ−Sₙ₋₁ and separately check n=1.
Hint 2
Use b₃=b₁r² and the positive-ratio condition.
Worked solution
  1. Subtract consecutive partial sums; the same formula also gives a₁=3.

    an=(n2+2n)−[(n−1)2+2(n−1)]=2n+1a_n=(n^2+2n)-[(n-1)^2+2(n-1)]=2n+1
  2. Use a₄=9 to determine the ratio.

    2r2=18, r>0  ⟹  r=3,bn=2⋅3n−12r^2=18,\ r>0\implies r=3,\quad b_n=2\cdot3^{n-1}

aₙ=2n+1; bₙ=2·3ⁿ⁻¹.

Checks and common pitfalls: The negative square root is excluded by the given positive ratio.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Subtract consecutive partial sums; the same formula also gives a₁=3.
    an=(n2+2n)−[(n−1)2+2(n−1)]=2n+1a_n=(n^2+2n)-[(n-1)^2+2(n-1)]=2n+1
  • Use a₄=9 to determine the ratio.
    2r2=18, r>0  ⟹  r=3,bn=2⋅3n−12r^2=18,\ r>0\implies r=3,\quad b_n=2\cdot3^{n-1}

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

17 / Standard#Your turn

Sum cₙ=aₙbₙ for the preceding two sequences.

cn=2(2n+1)3n−1c_n=2(2n+1)3^{n-1}

Official paper · jm01-2025 · 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
Look for consecutive differences involving n3ⁿ.
Hint 2
Compare 2n3ⁿ with 2(n−1)3ⁿ⁻¹.
Worked solution
  1. Rewrite each summand as a difference.

    ck=2k3k−2(k−1)3k−1c_k=2k3^k-2(k-1)3^{k-1}
  2. Sum from k=1 to n; all internal terms cancel.

    Tn=∑k=1n[2k3k−2(k−1)3k−1]=2n3nT_n=\sum_{k=1}^n[2k3^k-2(k-1)3^{k-1}]=2n3^n

Tₙ=2n·3ⁿ.

Checks and common pitfalls: A product sequence is not obtained by multiplying the two partial sums.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Rewrite each summand as a difference.
    ck=2k3k−2(k−1)3k−1c_k=2k3^k-2(k-1)3^{k-1}
  • Sum from k=1 to n; all internal terms cancel.
    Tn=∑k=1n[2k3k−2(k−1)3k−1]=2n3nT_n=\sum_{k=1}^n[2k3^k-2(k-1)3^{k-1}]=2n3^n

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

18 / Standard#Your turn

Determine the three parameters in the factorisation using the leading coefficient, constant term and remainder.

f(x)=8x4+ax3+bx2+cx+9=(px2−3x+3)(2x2+qx+r),f(−1)=−10f(x)=8x^4+ax^3+bx^2+cx+9=(px^2-3x+3)(2x^2+qx+r),\quad f(-1)=-10

Official paper · jm01-2025 · 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 the x⁴ coefficient and the constant term.
Hint 2
Then substitute x=−1.
Worked solution
  1. The extreme coefficients determine p and r.

    2p=8,3r=9  ⟹  p=4, r=32p=8,\quad3r=9\implies p=4,\ r=3
  2. The remainder theorem determines q.

    f(−1)=(4+3+3)(2−q+3)=10(5−q)=−10  ⟹  q=6f(-1)=(4+3+3)(2-q+3)=10(5-q)=-10\implies q=6

p=4, q=6, r=3.

Checks and common pitfalls: Dividing by x+1 means substituting −1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The extreme coefficients determine p and r.
    2p=8,3r=9  ⟹  p=4, r=32p=8,\quad3r=9\implies p=4,\ r=3
  • The remainder theorem determines q.
    f(−1)=(4+3+3)(2−q+3)=10(5−q)=−10  ⟹  q=6f(-1)=(4+3+3)(2-q+3)=10(5-q)=-10\implies q=6

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

19 / Standard#Your turn

Find all real zeros of the factorised polynomial.

f(x)=(4x2−3x+3)(2x2+6x+3)f(x)=(4x^2-3x+3)(2x^2+6x+3)

Official paper · jm01-2025 · 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
Set each factor equal to zero.
Hint 2
One factor has negative discriminant.
Worked solution
  1. The first factor has no real zero.

    Δ1=9−48=−39<0\Delta_1=9-48=-39<0
  2. Solve the second factor by the quadratic formula.

    x=−6±36−244=−3±32x=\frac{-6\pm\sqrt{36-24}}4=\frac{-3\pm\sqrt3}2

The real roots are (−3±√3)/2.

Checks and common pitfalls: A degree-four polynomial need not have four real roots.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The first factor has no real zero.
    Δ1=9−48=−39<0\Delta_1=9-48=-39<0
  • Solve the second factor by the quadratic formula.
    x=−6±36−244=−3±32x=\frac{-6\pm\sqrt{36-24}}4=\frac{-3\pm\sqrt3}2

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

20 / Standard#Your turn

In a nondegenerate triangle, determine cos C from the half-angle relation.

sin⁡(A+B)=6sin⁡2C2\sin(A+B)=6\sin^2\frac C2

Official paper · jm01-2025 · 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
Use A+B=π−C.
Hint 2
Divide by the positive sin(C/2).
Worked solution
  1. Convert sin C to half-angle factors.

    2sin⁡C2cos⁡C2=6sin⁡2C2  ⟹  tan⁡C2=132\sin\frac C2\cos\frac C2=6\sin^2\frac C2\implies\tan\frac C2=\frac13
  2. Apply the tangent half-angle expression for cosine.

    cos⁡C=1−tan⁡2(C/2)1+tan⁡2(C/2)=45\cos C=\frac{1-\tan^2(C/2)}{1+\tan^2(C/2)}=\frac45

cos C=4/5.

Checks and common pitfalls: C=0 is excluded because C is an interior angle of a nondegenerate triangle.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Convert sin C to half-angle factors.
    2sin⁡C2cos⁡C2=6sin⁡2C2  ⟹  tan⁡C2=132\sin\frac C2\cos\frac C2=6\sin^2\frac C2\implies\tan\frac C2=\frac13
  • Apply the tangent half-angle expression for cosine.
    cos⁡C=1−tan⁡2(C/2)1+tan⁡2(C/2)=45\cos C=\frac{1-\tan^2(C/2)}{1+\tan^2(C/2)}=\frac45

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

21 / Standard#Your turn

With A=45° and cos C=4/5, calculate sin(2B).

Official paper · jm01-2025 · 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
Express B using the other two angles.
Hint 2
Use sin(2B)=−cos(2C).
Worked solution
  1. Double B=π−A−C.

    2B=3π2−2C,sin⁡2B=−cos⁡2C2B=\frac{3\pi}2-2C,\quad\sin2B=-\cos2C
  2. Substitute the known cosine into the double-angle identity.

    sin⁡2B=1−2cos⁡2C=1−2(45)2=−725\sin2B=1-2\cos^2C=1-2\left(\frac45\right)^2=-\frac7{25}

sin(2B)=−7/25.

Checks and common pitfalls: The factor 2 in 1−2cos²C must be retained.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Double B=π−A−C.
    2B=3π2−2C,sin⁡2B=−cos⁡2C2B=\frac{3\pi}2-2C,\quad\sin2B=-\cos2C
  • Substitute the known cosine into the double-angle identity.
    sin⁡2B=1−2cos⁡2C=1−2(45)2=−725\sin2B=1-2\cos^2C=1-2\left(\frac45\right)^2=-\frac7{25}

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

22 / Standard#Your turn

Use the isosceles triangle ABC with D on AB and A,E,F,C in order on AC; AD=AE, G=DF∩BE and ∠AFD=∠DEB. Prove △DEG∼△DFE.

Original schematic for the triangle-similarity proofABCDEFG

Official paper · jm01-2025 · 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 the given angle and the collinear rays at E and F.
Hint 2
The angle at D is shared.
Worked solution
  1. E,G,B are collinear, and F,E,A lie on one ray from F.

    ∠DEG=∠DEB=∠AFD=∠DFE\angle DEG=\angle DEB=\angle AFD=\angle DFE
  2. D,G,F lie on one ray from D, giving the second equal angle.

    ∠EDG=∠FDE  ⟹  △DEG∼△DFE(AA)\angle EDG=\angle FDE\implies\triangle DEG\sim\triangle DFE\quad(AA)

△DEG∼△DFE by AA.

Checks and common pitfalls: Preserve the correspondence D↔D, E↔F, G↔E when using ratios.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • E,G,B are collinear, and F,E,A lie on one ray from F.
    ∠DEG=∠DEB=∠AFD=∠DFE\angle DEG=\angle DEB=\angle AFD=\angle DFE
  • D,G,F lie on one ray from D, giving the second equal angle.
    ∠EDG=∠FDE  ⟹  △DEG∼△DFE(AA)\angle EDG=\angle FDE\implies\triangle DEG\sim\triangle DFE\quad(AA)

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

23 / Standard#Your turn

Use the isosceles triangle ABC with D on AB and A,E,F,C in order on AC; AD=AE, G=DF∩BE and ∠AFD=∠DEB. Prove △DEF∼△BDE.

Original schematic for the triangle-similarity proofABCDEFG

Official paper · jm01-2025 · 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
AD=AE makes triangle ADE isosceles.
Hint 2
Use supplementary angles along AB and AC.
Worked solution
  1. Equal base angles in ADE give equal supplementary angles.

    ∠ADE=∠AED  ⟹  ∠BDE=∠DEF\angle ADE=\angle AED\implies\angle BDE=\angle DEF
  2. The given angle gives the other equal pair.

    ∠DFE=∠AFD=∠DEB  ⟹  △DEF∼△BDE\angle DFE=\angle AFD=\angle DEB\implies\triangle DEF\sim\triangle BDE

△DEF∼△BDE by AA.

Checks and common pitfalls: The exterior angles here are supplements of the equal base angles.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Equal base angles in ADE give equal supplementary angles.
    ∠ADE=∠AED  ⟹  ∠BDE=∠DEF\angle ADE=\angle AED\implies\angle BDE=\angle DEF
  • The given angle gives the other equal pair.
    ∠DFE=∠AFD=∠DEB  ⟹  △DEF∼△BDE\angle DFE=\angle AFD=\angle DEB\implies\triangle DEF\sim\triangle BDE

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

24 / Standard#Your turn

Use the two established similarities to prove the product identity.

DG⋅DF=DB⋅EFDG\cdot DF=DB\cdot EF
Original schematic for the triangle-similarity proofABCDEFG

Official paper · jm01-2025 · 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
Express DE² using each similarity.
Hint 2
Equate the two products.
Worked solution
  1. The first similarity gives a mean-proportional relation.

    DEDF=DGDE  ⟹  DE2=DG⋅DF\frac{DE}{DF}=\frac{DG}{DE}\implies DE^2=DG\cdot DF
  2. The second similarity expresses the same square.

    DEDB=EFDE  ⟹  DE2=DB⋅EF\frac{DE}{DB}=\frac{EF}{DE}\implies DE^2=DB\cdot EF
  3. Both expressions equal DE².

    DG⋅DF=DB⋅EFDG\cdot DF=DB\cdot EF

DG·DF=DB·EF.

Checks and common pitfalls: Ratios must follow the vertex correspondence, not visual side lengths.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The first similarity gives a mean-proportional relation.
    DEDF=DGDE  ⟹  DE2=DG⋅DF\frac{DE}{DF}=\frac{DG}{DE}\implies DE^2=DG\cdot DF
  • The second similarity expresses the same square.
    DEDB=EFDE  ⟹  DE2=DB⋅EF\frac{DE}{DB}=\frac{EF}{DE}\implies DE^2=DB\cdot EF
  • Both expressions equal DE².
    DG⋅DF=DB⋅EFDG\cdot DF=DB\cdot EF

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

25 / Standard#Your turn

Find the locus equation, retaining the condition that both slopes exist.

A=(−22,0), B=(22,0),mAMmBM=−12A=(-2\sqrt2,0),\ B=(2\sqrt2,0),\quad m_{AM}m_{BM}=-\frac12

Official paper · jm01-2025 · 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
Write each slope from its two coordinates.
Hint 2
Record the excluded vertical-line abscissas before multiplying denominators.
Worked solution
  1. Both slopes exist only away from the two endpoint abscissas.

    yx+22yx−22=−12,x≠±22\frac y{x+2\sqrt2}\frac y{x-2\sqrt2}=-\frac12,\quad x\ne\pm2\sqrt2
  2. Clear the nonzero denominator and rearrange.

    2y2=8−x2  ⟹  x28+y24=1,M≠(±22,0)2y^2=8-x^2\implies\frac{x^2}8+\frac{y^2}4=1,\quad M\ne(\pm2\sqrt2,0)

Ellipse x²/8+y²/4=1 with the two vertices (±2√2,0) excluded under the literal slope condition.

Checks and common pitfalls: Clearing denominators can add points at which the original slopes were undefined.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Both slopes exist only away from the two endpoint abscissas.
    yx+22yx−22=−12,x≠±22\frac y{x+2\sqrt2}\frac y{x-2\sqrt2}=-\frac12,\quad x\ne\pm2\sqrt2
  • Clear the nonzero denominator and rearrange.
    2y2=8−x2  ⟹  x28+y24=1,M≠(±22,0)2y^2=8-x^2\implies\frac{x^2}8+\frac{y^2}4=1,\quad M\ne(\pm2\sqrt2,0)

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

26 / Standard#Your turn

A secant y=kx+b has nonzero k,b and chord midpoint D on the preceding ellipse. Find the slope of OD.

x28+y24=1\frac{x^2}8+\frac{y^2}4=1

Official paper · jm01-2025 · 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
Eliminate y and apply the root-sum formula.
Hint 2
The midpoint’s ordinate also lies on the secant line.
Worked solution
  1. Substitution gives a quadratic for the two intersection abscissas.

    (1+2k2)x2+4kbx+2b2−8=0  ⟹  xD=−2kb1+2k2(1+2k^2)x^2+4kbx+2b^2-8=0\implies x_D=-\frac{2kb}{1+2k^2}
  2. Recover y_D and divide; k,b nonzero ensure x_D is nonzero.

    yD=kxD+b=b1+2k2,mOD=yDxD=−12ky_D=kx_D+b=\frac b{1+2k^2},\quad m_{OD}=\frac{y_D}{x_D}=-\frac1{2k}

Slope −1/(2k).

Checks and common pitfalls: The midpoint need not lie on the ellipse; it lies on the secant.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Substitution gives a quadratic for the two intersection abscissas.
    (1+2k2)x2+4kbx+2b2−8=0  ⟹  xD=−2kb1+2k2(1+2k^2)x^2+4kbx+2b^2-8=0\implies x_D=-\frac{2kb}{1+2k^2}
  • Recover y_D and divide; k,b nonzero ensure x_D is nonzero.
    yD=kxD+b=b1+2k2,mOD=yDxD=−12ky_D=kx_D+b=\frac b{1+2k^2},\quad m_{OD}=\frac{y_D}{x_D}=-\frac1{2k}

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

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