← Senior Mathematics Studio

LEARN · EXPLAIN · REVISE

2026 JM01

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

15 multiple-choice questions · 5 written questions · 12 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

2026 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

Intersect the quadratic-inequality set with the absolute-value set.

A={x:x2+x−2≤0},B={x:∣x−1∣≥1}A=\{x:x^2+x-2\le0\},\quad B=\{x:|x-1|\ge1\}

Official paper · jm01-2026 · I.1 · PDF 2

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

Skills and prerequisite lessons
  1. Option A[−2,0][-2,0]
  2. Option B[−2,1][-2,1]
  3. Option C[0,2][0,2]
  4. Option D[−2,2][-2,2]
  5. Option ER\mathbb R

Working and explanation

BUILD THE REASONING

Hint 1
Factor the quadratic and locate its two roots.
Hint 2
The absolute value describes two exterior intervals.
Worked solution
  1. The upward quadratic is nonpositive between its roots.

    (x+2)(x−1)≤0  ⟺  −2≤x≤1(x+2)(x-1)\le0\iff -2\le x\le1
  2. Keep only points in both sets.

    B=(−∞,0]∪[2,∞),A∩B=[−2,0]B=(-\infty,0]\cup[2,\infty),\quad A\cap B=[-2,0]

A: [−2,0].

Checks and common pitfalls: The symbol ≥ includes both boundary points of B.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The upward quadratic is nonpositive between its roots.
    (x+2)(x−1)≤0  ⟺  −2≤x≤1(x+2)(x-1)\le0\iff -2\le x\le1
  • Keep only points in both sets.
    B=(−∞,0]∪[2,∞),A∩B=[−2,0]B=(-\infty,0]\cup[2,\infty),\quad A\cap B=[-2,0]

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

02 / Standard#Your turn

Determine x/y from the given rational equation.

3x+5y2y−x=5\frac{3x+5y}{2y-x}=5

Official paper · jm01-2026 · I.2 · PDF 2

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

Skills and prerequisite lessons
  1. Option A85\frac85
  2. Option B58\frac58
  3. Option C158\frac{15}8
  4. Option D815\frac8{15}
  5. Option E52\frac52

Working and explanation

BUILD THE REASONING

Hint 1
Multiply by the nonzero denominator.
Hint 2
Collect the x terms on one side.
Worked solution
  1. The original equation requires a nonzero denominator.

    2y−x≠0,3x+5y=10y−5x2y-x\ne0,\quad3x+5y=10y-5x
  2. If y were zero, x would also be zero, contradicting the denominator condition.

    8x=5y  ⟹  xy=588x=5y\implies \frac xy=\frac58

B: 5/8.

Checks and common pitfalls: Do not invert x/y when rearranging the ratio.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The original equation requires a nonzero denominator.
    2y−x≠0,3x+5y=10y−5x2y-x\ne0,\quad3x+5y=10y-5x
  • If y were zero, x would also be zero, contradicting the denominator condition.
    8x=5y  ⟹  xy=588x=5y\implies \frac xy=\frac58

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

03 / Standard#Your turn

Find a−b when the linear equation is an identity in x.

3x−a=5−bx3x-a=5-bx

Official paper · jm01-2026 · I.3 · PDF 2

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

Skills and prerequisite lessons
  1. Option A22
  2. Option B88
  3. Option C−2-2
  4. Option D−8-8
  5. Option E1515

Working and explanation

BUILD THE REASONING

Hint 1
Infinitely many solutions require equality of both coefficients.
Hint 2
Match both the x coefficient and constant term.
Worked solution
  1. Rearrange to a linear polynomial that vanishes for every real x.

    (3+b)x=a+5(3+b)x=a+5
  2. Both sides must have zero constant discrepancy and zero x coefficient.

    b=−3, a=−5,a−b=−2b=-3,\ a=-5,\quad a-b=-2

C: −2.

Checks and common pitfalls: One solution and infinitely many solutions impose different conditions.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Rearrange to a linear polynomial that vanishes for every real x.
    (3+b)x=a+5(3+b)x=a+5
  • Both sides must have zero constant discrepancy and zero x coefficient.
    b=−3, a=−5,a−b=−2b=-3,\ a=-5,\quad a-b=-2

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

04 / Standard#Your turn

Find the parameter range for two distinct real roots.

x2−6x+k=0x^2-6x+k=0

Official paper · jm01-2026 · I.4 · PDF 2

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

Skills and prerequisite lessons
  1. Option Ak>36k>36
  2. Option Bk>9k>9
  3. Option Ck=9k=9
  4. Option Dk<36k<36
  5. Option Ek<9k<9

Working and explanation

BUILD THE REASONING

Hint 1
Use the discriminant.
Hint 2
Distinct real roots require a strict inequality.
Worked solution
  1. Compute the discriminant.

    Δ=(−6)2−4k=36−4k\Delta=(-6)^2-4k=36-4k
  2. Require positivity and solve.

    36−4k>0  ⟺  k<936-4k>0\iff k<9

E: k<9.

Checks and common pitfalls: At k=9 the two roots coincide.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the discriminant.
    Δ=(−6)2−4k=36−4k\Delta=(-6)^2-4k=36-4k
  • Require positivity and solve.
    36−4k>0  ⟺  k<936-4k>0\iff k<9

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

05 / Standard#Your turn

Find the remainder after division by x+3.

P(x)=∑j=01000xjP(x)=\sum_{j=0}^{1000}x^j

Official paper · jm01-2026 · I.5 · PDF 2

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

Skills and prerequisite lessons
  1. Option A14\frac14
  2. Option B31000+13^{1000}+1
  3. Option C1−310013\frac{1-3^{1001}}3
  4. Option D1+310014\frac{1+3^{1001}}4
  5. Option E1+310013\frac{1+3^{1001}}3

Working and explanation

BUILD THE REASONING

Hint 1
The remainder theorem substitutes the zero of the divisor.
Hint 2
The resulting sum is geometric with 1001 terms.
Worked solution
  1. Substitute −3, not 3.

    R=P(−3)=∑j=01000(−3)jR=P(-3)=\sum_{j=0}^{1000}(-3)^j
  2. Apply the finite geometric-sum formula.

    R=1−(−3)10011−(−3)=1+310014R=\frac{1-(-3)^{1001}}{1-(-3)}=\frac{1+3^{1001}}4

D: (1+3¹⁰⁰¹)/4.

Checks and common pitfalls: Degree 1000 gives 1001 terms because the constant term is included.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Substitute −3, not 3.
    R=P(−3)=∑j=01000(−3)jR=P(-3)=\sum_{j=0}^{1000}(-3)^j
  • Apply the finite geometric-sum formula.
    R=1−(−3)10011−(−3)=1+310014R=\frac{1-(-3)^{1001}}{1-(-3)}=\frac{1+3^{1001}}4

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

06 / Standard#Your turn

Find the sum of the squared roots without solving the quadratic.

2x2−5x+1=0,roots α,β2x^2-5x+1=0,\quad\text{roots }\alpha,\beta

Official paper · jm01-2026 · I.6 · PDF 2

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

Skills and prerequisite lessons
  1. Option A14\frac14
  2. Option B34\frac34
  3. Option C214\frac{21}4
  4. Option D234\frac{23}4
  5. Option E254\frac{25}4

Working and explanation

BUILD THE REASONING

Hint 1
Use the sum and product of roots.
Hint 2
Expand the square of the sum.
Worked solution
  1. Vieta gives both quantities.

    α+β=52,αβ=12\alpha+\beta=\frac52,\quad\alpha\beta=\frac12
  2. Subtract twice the product.

    α2+β2=(α+β)2−2αβ=254−1=214\alpha^2+\beta^2=(\alpha+\beta)^2-2\alpha\beta=\frac{25}4-1=\frac{21}4

C: 21/4.

Checks and common pitfalls: The middle term is 2αβ, not αβ.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Vieta gives both quantities.
    α+β=52,αβ=12\alpha+\beta=\frac52,\quad\alpha\beta=\frac12
  • Subtract twice the product.
    α2+β2=(α+β)2−2αβ=254−1=214\alpha^2+\beta^2=(\alpha+\beta)^2-2\alpha\beta=\frac{25}4-1=\frac{21}4

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

07 / Standard#Your turn

Express log base b of ab using x.

log⁡a(ab)=x\log_a(ab)=x

Official paper · jm01-2026 · I.7 · PDF 2

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

Skills and prerequisite lessons
  1. Option Axx+1\frac{x}{x+1}
  2. Option Bxx−1\frac{x}{x-1}
  3. Option C1x\frac1x
  4. Option Dx1−x\frac{x}{1-x}
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
First isolate log base a of b.
Hint 2
Change the base of the requested logarithm to a.
Worked solution
  1. The logarithms require positive bases different from one.

    a,b>0, a,b≠1,log⁡ab=x−1≠0a,b>0,\ a,b\ne1,\quad\log_a b=x-1\ne0
  2. Use change of base.

    log⁡b(ab)=log⁡a(ab)log⁡ab=xx−1\log_b(ab)=\frac{\log_a(ab)}{\log_a b}=\frac{x}{x-1}

B: x/(x−1).

Checks and common pitfalls: x=1 would force b=1, which is not a logarithm base.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The logarithms require positive bases different from one.
    a,b>0, a,b≠1,log⁡ab=x−1≠0a,b>0,\ a,b\ne1,\quad\log_a b=x-1\ne0
  • Use change of base.
    log⁡b(ab)=log⁡a(ab)log⁡ab=xx−1\log_b(ab)=\frac{\log_a(ab)}{\log_a b}=\frac{x}{x-1}

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

08 / Standard#Your turn

Find the tangent at the given point on the circle.

x2+y2+2x−6y−15=0,T=(−4,−1)x^2+y^2+2x-6y-15=0,\quad T=(-4,-1)

Official paper · jm01-2026 · I.8 · PDF 2

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

Skills and prerequisite lessons
  1. Option A4x−3y+13=04x-3y+13=0
  2. Option B3x−4y+8=03x-4y+8=0
  3. Option C4x−3y−13=04x-3y-13=0
  4. Option D3x+4y+16=03x+4y+16=0
  5. Option E3x+4y−16=03x+4y-16=0

Working and explanation

BUILD THE REASONING

Hint 1
Complete squares to find the centre.
Hint 2
The tangent is perpendicular to the radius at T.
Worked solution
  1. The centre-to-point vector is normal to the tangent.

    (x+1)2+(y−3)2=25, C=(−1,3), CT→=(−3,−4)(x+1)^2+(y-3)^2=25,\ C=(-1,3),\ \overrightarrow{CT}=(-3,-4)
  2. Use the point-normal form.

    3(x+4)+4(y+1)=0  ⟺  3x+4y+16=03(x+4)+4(y+1)=0\iff3x+4y+16=0

D: 3x+4y+16=0.

Checks and common pitfalls: Use the centre, rather than the origin, to obtain the radius direction.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The centre-to-point vector is normal to the tangent.
    (x+1)2+(y−3)2=25, C=(−1,3), CT→=(−3,−4)(x+1)^2+(y-3)^2=25,\ C=(-1,3),\ \overrightarrow{CT}=(-3,-4)
  • Use the point-normal form.
    3(x+4)+4(y+1)=0  ⟺  3x+4y+16=03(x+4)+4(y+1)=0\iff3x+4y+16=0

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

09 / Standard#Your turn

Recover f(−2) using the cancellation of odd powers.

f(x)=ax3−8x2+bx−4,f(2)=−6f(x)=ax^3-8x^2+bx-4,\quad f(2)=-6

Official paper · jm01-2026 · I.9 · PDF 3

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

Skills and prerequisite lessons
  1. Option A66
  2. Option B3636
  3. Option C6666
  4. Option D−36-36
  5. Option E−66-66

Working and explanation

BUILD THE REASONING

Hint 1
Add f(x) and f(−x).
Hint 2
The terms involving a and b cancel.
Worked solution
  1. Only the even-power and constant terms remain.

    f(x)+f(−x)=−16x2−8f(x)+f(-x)=-16x^2-8
  2. Evaluate the identity at x=2.

    −6+f(−2)=−72  ⟹  f(−2)=−66-6+f(-2)=-72\implies f(-2)=-66

E: −66.

Checks and common pitfalls: Do not assume a polynomial with mixed powers is odd.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Only the even-power and constant terms remain.
    f(x)+f(−x)=−16x2−8f(x)+f(-x)=-16x^2-8
  • Evaluate the identity at x=2.
    −6+f(−2)=−72  ⟹  f(−2)=−66-6+f(-2)=-72\implies f(-2)=-66

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

10 / Standard#Your turn

Count five-person committees from six boys and four girls, with at least three boys and one girl.

Official paper · jm01-2026 · I.10 · PDF 3

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

Skills and prerequisite lessons
  1. Option A180180
  2. Option B200200
  3. Option C240240
  4. Option D252252
  5. Option E280280

Working and explanation

BUILD THE REASONING

Hint 1
List the possible numbers of boys and girls.
Hint 2
The cases are (3,2) and (4,1).
Worked solution
  1. Choose the members independently within each case.

    N3,2=(63)(42)=120,N4,1=(64)(41)=60N_{3,2}=\binom63\binom42=120,\quad N_{4,1}=\binom64\binom41=60
  2. The two cases are disjoint, so add.

    N=120+60=180N=120+60=180

A: 180 committees.

Checks and common pitfalls: A committee has no ordering; permutations would overcount.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Choose the members independently within each case.
    N3,2=(63)(42)=120,N4,1=(64)(41)=60N_{3,2}=\binom63\binom42=120,\quad N_{4,1}=\binom64\binom41=60
  • The two cases are disjoint, so add.
    N=120+60=180N=120+60=180

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

11 / Standard#Your turn

Find all real solutions of the radical equation.

3x2−4x+1−3x2−2x+4=−1\sqrt{3x^2-4x+1}-\sqrt{3x^2-2x+4}=-1

Official paper · jm01-2026 · I.11 · PDF 3

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

Skills and prerequisite lessons
  1. Option A{0}\{0\}
  2. Option B{1}\{1\}
  3. Option C{0,2}\{0,2\}
  4. Option D{0,3}\{0,3\}
  5. None of these

Working and explanation

BUILD THE REASONING

Hint 1
Move one square root across before squaring.
Hint 2
After the first squaring, one root equals x+1.
Worked solution
  1. Isolate and square, retaining the nonnegative-root condition.

    3x2−2x+4=3x2−4x+1+1  ⟹  3x2−4x+1=x+1\sqrt{3x^2-2x+4}=\sqrt{3x^2-4x+1}+1\implies\sqrt{3x^2-4x+1}=x+1
  2. Square again and test both candidates in the original equation.

    3x2−4x+1=(x+1)2  ⟹  2x(x−3)=0;x=0:1−2=−1, x=3:4−5=−13x^2-4x+1=(x+1)^2\implies2x(x-3)=0;\quad x=0:1-2=-1,\ x=3:4-5=-1

D: {0,3}.

Checks and common pitfalls: Squaring gives candidates; substitution is still required.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Isolate and square, retaining the nonnegative-root condition.
    3x2−2x+4=3x2−4x+1+1  ⟹  3x2−4x+1=x+1\sqrt{3x^2-2x+4}=\sqrt{3x^2-4x+1}+1\implies\sqrt{3x^2-4x+1}=x+1
  • Square again and test both candidates in the original equation.
    3x2−4x+1=(x+1)2  ⟹  2x(x−3)=0;x=0:1−2=−1, x=3:4−5=−13x^2-4x+1=(x+1)^2\implies2x(x-3)=0;\quad x=0:1-2=-1,\ x=3:4-5=-1

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

12 / Standard#Your turn

Evaluate the double-angle quotient using the given tangent.

tan⁡(9π4+x)=−7,1−sin⁡2xcos⁡2x\tan\left(\frac{9\pi}4+x\right)=-7,\quad\frac{1-\sin2x}{\cos2x}

Official paper · jm01-2026 · I.12 · PDF 3

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

Skills and prerequisite lessons
  1. Option A−17-\frac17
  2. Option B−7-7
  3. Option C22
  4. Option D15\frac15
  5. Option E−5-5

Working and explanation

BUILD THE REASONING

Hint 1
Reduce the tangent angle modulo π.
Hint 2
Factor both numerator and denominator using sin x and cos x.
Worked solution
  1. The supplied angle differs from x+π/4 by two full tangent periods.

    sin⁡x+cos⁡xcos⁡x−sin⁡x=−7\frac{\sin x+\cos x}{\cos x-\sin x}=-7
  2. Use the reciprocal quotient; the supplied value excludes the cancelled zero factors.

    1−sin⁡2xcos⁡2x=(cos⁡x−sin⁡x)2(cos⁡x−sin⁡x)(cos⁡x+sin⁡x)=−17\frac{1-\sin2x}{\cos2x}=\frac{(\cos x-\sin x)^2}{(\cos x-\sin x)(\cos x+\sin x)}=-\frac17

A: −1/7.

Checks and common pitfalls: The requested quotient is the reciprocal, not the same tangent.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The supplied angle differs from x+π/4 by two full tangent periods.
    sin⁡x+cos⁡xcos⁡x−sin⁡x=−7\frac{\sin x+\cos x}{\cos x-\sin x}=-7
  • Use the reciprocal quotient; the supplied value excludes the cancelled zero factors.
    1−sin⁡2xcos⁡2x=(cos⁡x−sin⁡x)2(cos⁡x−sin⁡x)(cos⁡x+sin⁡x)=−17\frac{1-\sin2x}{\cos2x}=\frac{(\cos x-\sin x)^2}{(\cos x-\sin x)(\cos x+\sin x)}=-\frac17

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

13 / Standard#Your turn

Find a₅+a₇ for the geometric sequence with the two given constraints.

2S3=a4−a1,a3+a5=72S_3=a_4-a_1,\quad a_3+a_5=7

Official paper · jm01-2026 · I.13 · PDF 3

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

Skills and prerequisite lessons
  1. Option A55
  2. Option B77
  3. Option C2121
  4. Option D6363
  5. Option E3535

Working and explanation

BUILD THE REASONING

Hint 1
Write the first terms using first term a and ratio r.
Hint 2
Factor r³−1 instead of dividing prematurely by r−1.
Worked solution
  1. The nonzero sum ensures a is nonzero.

    2a(1+r+r2)=a(r3−1)  ⟹  (r−3)(r2+r+1)=02a(1+r+r^2)=a(r^3-1)\implies(r-3)(r^2+r+1)=0
  2. For real r, the quadratic factor is positive; shifting both terms by two multiplies the sum by r².

    r=3,a5+a7=r2(a3+a5)=9⋅7=63r=3,\quad a_5+a_7=r^2(a_3+a_5)=9\cdot7=63

D: 63.

Checks and common pitfalls: There is no real root of r²+r+1=0.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The nonzero sum ensures a is nonzero.
    2a(1+r+r2)=a(r3−1)  ⟹  (r−3)(r2+r+1)=02a(1+r+r^2)=a(r^3-1)\implies(r-3)(r^2+r+1)=0
  • For real r, the quadratic factor is positive; shifting both terms by two multiplies the sum by r².
    r=3,a5+a7=r2(a3+a5)=9⋅7=63r=3,\quad a_5+a_7=r^2(a_3+a_5)=9\cdot7=63

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

14 / Standard#Your turn

Find the parameter range making the function strictly decreasing on (−1,∞).

f(x)=−3x2+2(a−1)x+2f(x)=-3x^2+2(a-1)x+2

Official paper · jm01-2026 · I.14 · PDF 3

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

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

Working and explanation

BUILD THE REASONING

Hint 1
Translate the condition on pairs of points into strict decrease.
Hint 2
The vertex of this downward parabola must be at or left of −1.
Worked solution
  1. Write the vertex coordinate.

    xv=a−13x_v=\frac{a-1}3
  2. To be decreasing throughout the open interval, the vertex may equal its left endpoint.

    a−13≤−1  ⟺  a≤−2\frac{a-1}3\le-1\iff a\le-2

B: a≤−2.

Checks and common pitfalls: Equality is allowed: the interval excludes −1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write the vertex coordinate.
    xv=a−13x_v=\frac{a-1}3
  • To be decreasing throughout the open interval, the vertex may equal its left endpoint.
    a−13≤−1  ⟺  a≤−2\frac{a-1}3\le-1\iff a\le-2

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

15 / Standard#Your turn

Determine the range of a quadratic g when the composite has range [0,∞).

f(t)={∣t∣,∣t∣≥4,t,∣t∣<4.f(t)=\begin{cases}\sqrt{|t|},&|t|\ge4,\\t,&|t|<4.\end{cases}

Official paper · jm01-2026 · I.15 · PDF 3

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

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

Working and explanation

BUILD THE REASONING

Hint 1
A quadratic range is a single closed half-line.
Hint 2
f(t)=0 only at t=0; negative t between −4 and 0 give negative outputs.
Worked solution
  1. The range of g must include 0 but cannot include any t in (−4,0). A downward half-line through 0 is therefore impossible.

  2. The only upward half-line satisfying these conditions starts at 0; its image under f is the desired range.

    g(R)=[0,∞),f([0,∞))=[0,4)∪[2,∞)=[0,∞)g(\mathbb R)=[0,\infty),\quad f([0,\infty))=[0,4)\cup[2,\infty)=[0,\infty)

C: [0,∞).

Checks and common pitfalls: A disconnected set cannot be the range of a real quadratic.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The range of g must include 0 but cannot include any t in (−4,0). A downward half-line through 0 is therefore impossible.
  • The only upward half-line satisfying these conditions starts at 0; its image under f is the desired range.
    g(R)=[0,∞),f([0,∞))=[0,4)∪[2,∞)=[0,∞)g(\mathbb R)=[0,\infty),\quad f([0,\infty))=[0,4)\cup[2,\infty)=[0,\infty)

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

16 / Standard#Your turn

Complete the distribution of team A’s score for three independent shots with success probabilities 3/4, 2/3 and 1/2.

Official paper · jm01-2026 · II.1(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
Each score is a count of successes.
Hint 2
Multiply three linear probability-generating factors.
Worked solution
  1. For each shooter, use miss probability plus hit probability times t.

    G(t)=(14+34t)(13+23t)(12+12t)G(t)=\left(\frac14+\frac34t\right)\left(\frac13+\frac23t\right)\left(\frac12+\frac12t\right)
  2. Expand; the coefficient of t to power k is the probability of score k.

    G(t)=1+6t+11t2+6t324G(t)=\frac{1+6t+11t^2+6t^3}{24}

Scores 0,1,2,3 have probabilities 1/24, 1/4, 11/24, 1/4.

Checks and common pitfalls: The three success probabilities differ, so one binomial distribution does not apply to team A.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For each shooter, use miss probability plus hit probability times t.
    G(t)=(14+34t)(13+23t)(12+12t)G(t)=\left(\frac14+\frac34t\right)\left(\frac13+\frac23t\right)\left(\frac12+\frac12t\right)
  • Expand; the coefficient of t to power k is the probability of score k.
    G(t)=1+6t+11t2+6t324G(t)=\frac{1+6t+11t^2+6t^3}{24}

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

17 / Standard#Your turn

Team B also has three independent shots, each with probability 3/4. Find the probability that the total score is three and B beats A.

Official paper · jm01-2026 · II.1(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
List score pairs (A,B) satisfying both conditions.
Hint 2
Only (0,3) and (1,2) qualify.
Worked solution
  1. Find B’s probabilities with the binomial formula.

    P(B=3)=2764,P(B=2)=(32)(34)214=2764P(B=3)=\frac{27}{64},\quad P(B=2)=\binom32\left(\frac34\right)^2\frac14=\frac{27}{64}
  2. Independence allows multiplication; the two disjoint cases are then added.

    P=1242764+142764=63512P=\frac1{24}\frac{27}{64}+\frac14\frac{27}{64}=\frac{63}{512}

63/512.

Checks and common pitfalls: Total score three alone would also include pairs where A wins.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find B’s probabilities with the binomial formula.
    P(B=3)=2764,P(B=2)=(32)(34)214=2764P(B=3)=\frac{27}{64},\quad P(B=2)=\binom32\left(\frac34\right)^2\frac14=\frac{27}{64}
  • Independence allows multiplication; the two disjoint cases are then added.
    P=1242764+142764=63512P=\frac1{24}\frac{27}{64}+\frac14\frac{27}{64}=\frac{63}{512}

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

18 / Standard#Your turn

Find the y-intercept P and vertex Q.

y=−x2+4x+5y=-x^2+4x+5

Official paper · jm01-2026 · II.2(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
Substitute x=0 for P.
Hint 2
Complete the square for Q.
Worked solution
  1. At x=0 the ordinate is 5.

    P=(0,5)P=(0,5)
  2. The square vanishes at the vertex.

    y=9−(x−2)2,Q=(2,9)y=9-(x-2)^2,\quad Q=(2,9)

P=(0,5), Q=(2,9).

Checks and common pitfalls: The vertex ordinate is 9, not the constant term 5.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • At x=0 the ordinate is 5.
    P=(0,5)P=(0,5)
  • The square vanishes at the vertex.
    y=9−(x−2)2,Q=(2,9)y=9-(x-2)^2,\quad Q=(2,9)

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

19 / Standard#Your turn

For M on the x-axis, minimise PM+QM using P=(0,5), Q=(2,9), and find M.

Official paper · jm01-2026 · II.2(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
Reflect one endpoint across the x-axis.
Hint 2
Use the straight segment from the reflected point to the other endpoint.
Worked solution
  1. Reflect P to P′; distances to points on the x-axis are unchanged.

    P′=(0,−5),PM=P′M,P′M+MQ≥P′QP'=(0,-5),\quad PM=P'M,\quad P'M+MQ\ge P'Q
  2. Equality holds where the segment crosses the axis.

    P′Q: y=7x−5,M=(57,0)P'Q:\ y=7x-5,\quad M=\left(\frac57,0\right)
  3. Compute the straight-line distance.

    min⁡(PM+QM)=22+142=102\min(PM+QM)=\sqrt{2^2+14^2}=10\sqrt2

Minimum 10√2, attained at M=(5/7,0).

Checks and common pitfalls: Connecting P directly to Q does not cross the x-axis and cannot realise the constrained path.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Reflect P to P′; distances to points on the x-axis are unchanged.
    P′=(0,−5),PM=P′M,P′M+MQ≥P′QP'=(0,-5),\quad PM=P'M,\quad P'M+MQ\ge P'Q
  • Equality holds where the segment crosses the axis.
    P′Q: y=7x−5,M=(57,0)P'Q:\ y=7x-5,\quad M=\left(\frac57,0\right)
  • Compute the straight-line distance.
    min⁡(PM+QM)=22+142=102\min(PM+QM)=\sqrt{2^2+14^2}=10\sqrt2

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

20 / Standard#Your turn

Find the general term of an arithmetic sequence with a₅=44 and S₅=140.

Official paper · jm01-2026 · II.3(a) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Express a₅ in terms of the first term and common difference.
Hint 2
Use the first-plus-last form of the sum.
Worked solution
  1. Solve the two linear constraints.

    a1+4d=44,52(a1+44)=140  ⟹  a1=12, d=8a_1+4d=44,\quad\frac52(a_1+44)=140\implies a_1=12,\ d=8
  2. Substitute into the nth-term formula.

    an=12+8(n−1)=8n+4a_n=12+8(n-1)=8n+4

aₙ=8n+4 for n≥1.

Checks and common pitfalls: The fifth term is four differences after the first.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Solve the two linear constraints.
    a1+4d=44,52(a1+44)=140  ⟹  a1=12, d=8a_1+4d=44,\quad\frac52(a_1+44)=140\implies a_1=12,\ d=8
  • Substitute into the nth-term formula.
    an=12+8(n−1)=8n+4a_n=12+8(n-1)=8n+4

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

21 / Standard#Your turn

For the preceding sequence, sum bₙ=1/Sₙ to obtain Tₙ.

Official paper · jm01-2026 · II.3(b) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
First calculate Sₙ.
Hint 2
Split 1/[n(n+2)] into two simple fractions.
Worked solution
  1. Find and decompose the reciprocal partial sum.

    Sn=n2(12+8n+4)=4n(n+2),bn=18(1n−1n+2)S_n=\frac n2(12+8n+4)=4n(n+2),\quad b_n=\frac18\left(\frac1n-\frac1{n+2}\right)
  2. All interior terms cancel, leaving two initial and two terminal terms.

    Tn=18(1+12−1n+1−1n+2)=316−18(1n+1+1n+2)T_n=\frac18\left(1+\frac12-\frac1{n+1}-\frac1{n+2}\right)=\frac3{16}-\frac18\left(\frac1{n+1}+\frac1{n+2}\right)

Tₙ=3/16−(1/8)(1/(n+1)+1/(n+2)).

Checks and common pitfalls: A gap of two in the denominators leaves two terminal terms.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find and decompose the reciprocal partial sum.
    Sn=n2(12+8n+4)=4n(n+2),bn=18(1n−1n+2)S_n=\frac n2(12+8n+4)=4n(n+2),\quad b_n=\frac18\left(\frac1n-\frac1{n+2}\right)
  • All interior terms cancel, leaving two initial and two terminal terms.
    Tn=18(1+12−1n+1−1n+2)=316−18(1n+1+1n+2)T_n=\frac18\left(1+\frac12-\frac1{n+1}-\frac1{n+2}\right)=\frac3{16}-\frac18\left(\frac1{n+1}+\frac1{n+2}\right)

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

22 / Standard#Your turn

Prove both bounds for Tₙ, for every positive integer n.

112≤Tn<316\frac1{12}\le T_n<\frac3{16}

Official paper · jm01-2026 · II.3(c) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Every bₙ is positive.
Hint 2
The subtracted remainder in the formula is also positive.
Worked solution
  1. Positive summands make the partial sums increasing, with minimum at n=1.

    Tn≥T1=b1=14⋅1⋅3=112T_n\ge T_1=b_1=\frac1{4\cdot1\cdot3}=\frac1{12}
  2. For every finite positive n the remainder is strictly positive.

    18(1n+1+1n+2)>0  ⟹  Tn<316\frac18\left(\frac1{n+1}+\frac1{n+2}\right)>0\implies T_n<\frac3{16}

The lower bound is attained only at n=1; the upper bound is never attained.

Checks and common pitfalls: A limit need not be an attained maximum of the sequence.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Positive summands make the partial sums increasing, with minimum at n=1.
    Tn≥T1=b1=14⋅1⋅3=112T_n\ge T_1=b_1=\frac1{4\cdot1\cdot3}=\frac1{12}
  • For every finite positive n the remainder is strictly positive.
    18(1n+1+1n+2)>0  ⟹  Tn<316\frac18\left(\frac1{n+1}+\frac1{n+2}\right)>0\implies T_n<\frac3{16}

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

23 / Standard#Your turn

Find the horizontal hyperbola through (2√3,2) with eccentricity √6/2.

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

Official paper · jm01-2026 · II.4(a) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Relate eccentricity to a and b.
Hint 2
For a hyperbola, c²=a²+b².
Worked solution
  1. Square the eccentricity relation.

    c2a2=32,b2=c2−a2=a22\frac{c^2}{a^2}=\frac32,\quad b^2=c^2-a^2=\frac{a^2}2
  2. Substitute the point and solve for positive semiaxes.

    12a2−4a2/2=1  ⟹  a2=4, b2=2\frac{12}{a^2}-\frac4{a^2/2}=1\implies a^2=4,\ b^2=2

x²/4−y²/2=1.

Checks and common pitfalls: For a hyperbola c² is a²+b², unlike the corresponding ellipse relation.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Square the eccentricity relation.
    c2a2=32,b2=c2−a2=a22\frac{c^2}{a^2}=\frac32,\quad b^2=c^2-a^2=\frac{a^2}2
  • Substitute the point and solve for positive semiaxes.
    12a2−4a2/2=1  ⟹  a2=4, b2=2\frac{12}{a^2}-\frac4{a^2/2}=1\implies a^2=4,\ b^2=2

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

24 / Standard#Your turn

The line y=x−6 meets this hyperbola at A,B. With M=(2,0), prove AM is perpendicular to BM.

Official paper · jm01-2026 · 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
Eliminate y to obtain a quadratic for the intersections.
Hint 2
Use the root sum and product in the product of slopes.
Worked solution
  1. Substitution gives two real roots and their symmetric sums.

    x2−2(x−6)2=4  ⟹  x2−24x+76=0,x1+x2=24, x1x2=76x^2-2(x-6)^2=4\implies x^2-24x+76=0,\quad x_1+x_2=24,\ x_1x_2=76
  2. Neither root equals 2, so both slopes exist.

    m1m2=(x1−6)(x2−6)(x1−2)(x2−2)=76−6(24)+3676−2(24)+4=−1m_1m_2=\frac{(x_1-6)(x_2-6)}{(x_1-2)(x_2-2)}=\frac{76-6(24)+36}{76-2(24)+4}=-1
  3. A slope product of −1 proves perpendicularity.

AM⊥BM.

Checks and common pitfalls: The two slope denominators use x₁−2 and x₂−2 respectively.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Substitution gives two real roots and their symmetric sums.
    x2−2(x−6)2=4  ⟹  x2−24x+76=0,x1+x2=24, x1x2=76x^2-2(x-6)^2=4\implies x^2-24x+76=0,\quad x_1+x_2=24,\ x_1x_2=76
  • Neither root equals 2, so both slopes exist.
    m1m2=(x1−6)(x2−6)(x1−2)(x2−2)=76−6(24)+3676−2(24)+4=−1m_1m_2=\frac{(x_1-6)(x_2-6)}{(x_1-2)(x_2-2)}=\frac{76-6(24)+36}{76-2(24)+4}=-1
  • A slope product of −1 proves perpendicularity.

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

25 / Standard#Your turn

Calculate the next two terms of the recurrence.

f(x)=3xx+3,x1=32,xn=f(xn−1)f(x)=\frac{3x}{x+3},\quad x_1=\frac32,\quad x_n=f(x_{n-1})

Official paper · jm01-2026 · II.5(a)(i) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Substitute x₁ into f.
Hint 2
Then use the newly obtained x₂.
Worked solution
  1. Evaluate the first substitution.

    x2=3(3/2)3/2+3=1x_2=\frac{3(3/2)}{3/2+3}=1
  2. Apply the same function once more.

    x3=3⋅11+3=34x_3=\frac{3\cdot1}{1+3}=\frac34

x₂=1, x₃=3/4.

Checks and common pitfalls: The recurrence iterates f; it does not substitute the index n into f.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Evaluate the first substitution.
    x2=3(3/2)3/2+3=1x_2=\frac{3(3/2)}{3/2+3}=1
  • Apply the same function once more.
    x3=3⋅11+3=34x_3=\frac{3\cdot1}{1+3}=\frac34

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

26 / Standard#Your turn

Prove the recurrence formula by induction and give f(xₙ), as requested by the printed wording.

x1=32,xn+1=3xnxn+3x_1=\frac32,\quad x_{n+1}=\frac{3x_n}{x_n+3}

Official paper · jm01-2026 · II.5(a)(ii) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
The first three terms suggest xₙ=3/(n+1).
Hint 2
Distinguish the nth term from its image under f.
Worked solution
  1. The base case n=1 gives 3/2, as required.

    x1=31+1x_1=\frac3{1+1}
  2. Assume the formula for k, then apply the recurrence.

    xk+1=3⋅3/(k+1)3/(k+1)+3=3k+2x_{k+1}=\frac{3\cdot3/(k+1)}{3/(k+1)+3}=\frac3{k+2}
  3. Thus induction establishes xₙ; applying f increases the index by one.

    xn=3n+1,f(xn)=xn+1=3n+2(n≥1)x_n=\frac3{n+1},\quad f(x_n)=x_{n+1}=\frac3{n+2}\quad(n\ge1)

xₙ=3/(n+1); therefore f(xₙ)=3/(n+2).

Checks and common pitfalls: The printed question asks for f(xₙ), whereas the suggested answer proves xₙ. Both are shown to avoid an off-by-one error.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The base case n=1 gives 3/2, as required.
    x1=31+1x_1=\frac3{1+1}
  • Assume the formula for k, then apply the recurrence.
    xk+1=3⋅3/(k+1)3/(k+1)+3=3k+2x_{k+1}=\frac{3\cdot3/(k+1)}{3/(k+1)+3}=\frac3{k+2}
  • Thus induction establishes xₙ; applying f increases the index by one.
    xn=3n+1,f(xn)=xn+1=3n+2(n≥1)x_n=\frac3{n+1},\quad f(x_n)=x_{n+1}=\frac3{n+2}\quad(n\ge1)

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

27 / Standard#Your turn

Find the maximum for x>0.

f(x)=3xx+3,g(x)=f(x2)xf(x)=\frac{3x}{x+3},\quad g(x)=\frac{f(x^2)}x

Official paper · jm01-2026 · II.5(b) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Substitute x² before dividing by x.
Hint 2
Apply AM–GM to x+3/x.
Worked solution
  1. Simplify using x>0.

    g(x)=3xx2+3=3x+3/xg(x)=\frac{3x}{x^2+3}=\frac3{x+3/x}
  2. Minimise the positive denominator and identify equality.

    x+3x≥23,g(x)≤32,x=3x  ⟺  x=3x+\frac3x\ge2\sqrt3,\quad g(x)\le\frac{\sqrt3}2,\quad x=\frac3x\iff x=\sqrt3

Maximum √3/2 at x=√3.

Checks and common pitfalls: The equality condition is needed to show the upper bound is attainable.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Simplify using x>0.
    g(x)=3xx2+3=3x+3/xg(x)=\frac{3x}{x^2+3}=\frac3{x+3/x}
  • Minimise the positive denominator and identify equality.
    x+3x≥23,g(x)≤32,x=3x  ⟺  x=3x+\frac3x\ge2\sqrt3,\quad g(x)\le\frac{\sqrt3}2,\quad x=\frac3x\iff x=\sqrt3

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 ↗