Ib final 11 numbers [192 marks]

1. [Maximum mark: 5] 21M.1.SL.TZ1.3

Consider an arithmetic sequence where u 8 = S 8 = 8. Find the
value of the first term, u 1 , and the value of the common difference, d. [5]

Markscheme

METHOD 1 (finding u 1 first, from S 8 )

4(u 1 + 8) = 8 (A1)

u 1 = −6 A1

u 1 + 7d = 8 OR 4(2u 1 + 7d) = 8 (may be seen with their value of

u1 ) (A1)

attempt to substitute their u 1 (M1)

d = 2 A1

METHOD 2 (solving simultaneously)

u 1 + 7d = 8 (A1)

4(u 1 + 8) = 8 OR 4(2u 1 + 7d) = 8 OR u 1 = −3d (A1)

attempt to solve linear or simultaneous equations (M1)

u 1 = −6, d = 2 A1A1

[5 marks]

2 [Maximum mark: 4] 21M 1 SL TZ2 2

2. [Maximum mark: 4] 21M.1.SL.TZ2.2
Consider two consecutive positive integers, n and n + 1.

Show that the difference of their squares is equal to the sum of the two
integers. [4]

Markscheme

attempt to subtract squares of integers (M1)

2 2
(n + 1) − n

EITHER

2
correct order of subtraction and correct expansion of (n + 1) , seen
anywhere A1A1

2 2
= n + 2n + 1 − n (= 2n + 1)

OR

correct order of subtraction and correct factorization of difference of

squares A1A1

= (n + 1 − n)(n + 1 + n)(= 2n + 1)

THEN

= n + n + 1 = RHS A1

Note: Do not award final A1 unless all previous working is correct.

 which is the sum of n and n + 1 AG

Note: If expansion and order of subtraction are correct, award full marks
for candidates who find the sum of the integers as 2n + 1 and then show
that the difference of the squares (subtracted in the correct order) is
2n + 1.

[4 marks]

3. [Maximum mark: 5] 21M.1.SL.TZ2.4

In the expansion of (x + k) 7 , where k ∈ R, the coefficient of the
term in x 5 is 63.

Find the possible values of k. [5]

Markscheme

EITHER

7
attempt to use the binomial expansion of (x + k) (M1)

(or
7 7 0 7 6 1 7 5 2
C x k + C x k + C x k + …
0 1 2

+ …)
7 7 0 7 5 1 7 5 2
C k x + C k x + C k x
0 1 2

identifying the correct term 7C 2x 5 k 2 (or 7C 5k 2 x 5 ) (A1)

OR

attempt to use the general term 7C rx r k 7−r (or 7C rk r x 7−r ) (M1)

 r = 2 (or r = 5) (A1)

THEN

7
C
2
= 21 (or 7C 5 = 21 (seen anywhere) (A1)

21x k
5 2
= 63x
5
(21k
2
= 63 , k
2
= 3) A1

k = ±√ 3 A1

Note: If working shown, award M1A1A1A1A0 for k = √ 3.

[5 marks]

4. [Maximum mark: 6] 19N.1.SL.TZ0.S_1

In an arithmetic sequence, u 2 = 5 and u 3 = 11.

(a) Find the common difference. [2]

Markscheme

valid approach (M1)

eg 11 − 5, 11 = 5 + d

d = 6 A1 N2

[2 marks]

(b) Find the first term. [2]

 Markscheme

valid approach (M1)

eg u 2 − d, 5 − 6, u 1 + (3 − 1) (6) = 11

u 1 = −1 A1 N2

[2 marks]

(c) Find the sum of the first 20 terms. [2]

Markscheme

correct substitution into sum formula

eg 20

2
(2 (−1) + 19 (6)),
20

2
(−1 + 113) (A1)

S 20 = 1120 A1 N2

[2 marks]

5. [Maximum mark: 2] 18N.1.SL.TZ0.S_3

In an arithmetic sequence, u1 = −5 and d = 3.

(a) Find u8. [2]

Markscheme

* This question is from an exam for a previous syllabus, and may contain
minor differences in marking or structure.

correct working (A1)

eg −5 + (8 − 1)(3)
 u8 = 16 A1 N2

[2 marks]

6. [Maximum mark: 14] 23M.1.SL.TZ1.8

Consider the arithmetic sequence u 1 , u 2 , u 3 , … .

The sum of the first n terms of this sequence is given by S n = n

2
+ 4n.

(a.i) Find the sum of the first five terms.

[2] 

Markscheme

recognition that n = 5 (M1)

S 5 = 45 A1

[2 marks]

Examiners report

SL:

Many candidates started well but misconceptions like S 6 − S 5 = d

caused candidates to lose marks. Candidates should pay attention to the
language within a question where helpful clues can be found. For example,
'value' vs 'values'. In part (d), the question indicates 'values' so that there is
more than one value of r, a clear message to candidates to reconsider their
 working if they only find one answer. Many missed that a negative term in a
geometric sequence implies r < 0. Overall candidates struggled to move
from one type of sequence to another.

HL:

The majority of students found this question straight forward and

presented clear solutions, where errors were made the students were still
able to benefit from follow through marks. A few provided only the positive
value in part (d) and therefore could not answer part (e).

(a.ii) Given that S 6 = 60, find u 6 .

[2] 

Markscheme

METHOD 1

recognition that S 5 + u6 = S6 (M1)

u 6 = 15 A1

METHOD 2

recognition that 60 =
6

2
(S 1 + u 6 ) (M1)

60 = 3(5 + u 6 )

u 6 = 15 A1

METHOD 3

substituting their u 1 and d values into u 1 + (n − 1)d (M1)

u 6 = 15 A1
 [2 marks]

(b) Find u 1 .
[2] 

Markscheme

recognition that u 1 = S1 (may be seen in (a)) OR substituting their u 6

into S 6 (M1)

OR equations for S 5 and S 6 in terms of u 1 and d

1 + 4 OR 60 =
6

2
(U 1 + 15)

u1 = 5 A1

[2 marks]

(c) Hence or otherwise, write an expression for u n in terms of n.

[3] 

Markscheme

EITHER

valid attempt to find d (may be seen in (a) or (b)) (M1)

d = 2 (A1)

OR

valid attempt to find S n − S n−1 (M1)

n
2
+ 4n − (n
2
− 2n + 1 + 4n − 4) (A1)
 OR

equating n 2 (M1)
n
+ 4n = (5 + u n )
2

2n + 8 = 5 + u n (or equivalent) (A1)

THEN

u n = 5 + 2(n − 1) OR u n = 2n + 3 A1

[3 marks]

Consider a geometric sequence, v n , where v 2 = u1 and v 4 = u6 .

(d) Find the possible values of the common ratio, r.

[3] 

Markscheme

2
recognition that v 2 r 2 = v4 OR (v 3 ) = v2 × v4 (M1)

r
2
= 3 OR v 3 = (±)5√ 3 (A1)

r = ±√ 3 A1

Note: If no working shown, award M1A1A0 for √3.

[3 marks]

(e) Given that v 99 < 0, find v 5 .

[2] 
 Markscheme

recognition that r is negative (M1)

45
v 5 = −15√ 3 (= − ) A1
√3

[2 marks]

7. [Maximum mark: 15] 22N.1.SL.TZ0.8

Calculate the value of each of the following logarithms:

(a.i) log 2
1
. [2]
16

Markscheme

valid approach to find the required logarithm (M1)

1 1
2
x
=
16
OR 2
x
= 2
−4
OR 16
= 2
−4
OR log 2 1 − log 2 16

log 2
1

16
= −4 A1

[2 marks]

Examiners report

A good number of candidates performed well on part (a) of this question,

with some unable to calculate the correct value in part (a)(iii). Candidates
struggled a bit more in part (b)(i), where there were many possible valid
approaches to the problem. While most candidates attempted to use rules
 of exponents and logarithms, many got stuck in their work or tried to work
backwards using the given value, so failed to earn full marks here. It is
pleasing to note that candidates performed better in part (b)(ii), using
the given values and rules of logarithms to find the correct answer.

(a.ii) log 9 3. [2]

Markscheme

valid approach to find the required logarithm (M1)

1
log 3 3
9
x
= 3 OR 3
2x
= 3 OR 3 = 9 2
OR log 3 9

log 9 3 =
1

2
A1

[2 marks]

(a.iii) log √
3
81. [3]

Markscheme

x
log 81
(√ 3) = 81 OR 3
(A1)
log 3 √ 3

OR OR (A1)
4 x 4
(3) 2
= 3 = 4 1
2
2

x = 8 A1

[3 marks]

It is given that log ab a = 3, where a, b ∈ R

+
, ab ≠ 1.
(b.i) Show that log ab b = −2. [4]

Markscheme

Note: There are many valid approaches to the question, and the steps may
be seen in different ways. Some possible methods are given here, but
candidates may use a combination of one or more of these methods.

In all methods, the final A mark is awarded for working which leads directly
to the AG.

METHOD 1

3
(ab) = a (A1)

attempt to isolate b or a power of b (M1)

correct working (A1)

2
OR OR OR
a 3 −2 −1 3 1
b = 3 2
b = a b = (ab) b = 2
a b a

−2
OR OR OR
1
b = 2 2
b = (ab) 3 log ab b = −2 log ab a
a b

− log ab b = 2 log ab ab A1

log ab b = −2 AG

METHOD 2

3
(ab) = a (A1)

taking logarithm to base ab on both sides (M1)

3
log ab (ab) = log ab a OR log ab a b
3 3
= log ab a
correct application of log rules leading to equation in terms of log ab
(A1)

3 log ab a + 3 log ab b = log ab a OR 3 log ab b = −2 log ab a

OR log ab b
3
= log ab a
−2

OR OR
− 2
log ab b = log ab a 3
log ab b = − log ab a
3

log ab b = −
2

3
(3) A1

log ab b = −2 AG

Note: Candidates may substitute log ab a = 3 at any point in their

working.

METHOD 3

log ab a = 3

writing in terms of base a (M1)

log a
a
(= 3)
log a ab

correct application of log rules (A1)

log a

log a a+log a b
a
(= 3) OR 1+log a b
1
(= 3) OR 3 log a b = −2 OR
2
log a b = −
3

writing log ab b in terms of base a (A1)

log b
a
log ab b =
log a a+log a b

correct working A1
2 2
− (− )
log ab b =
3
2
OR 1
3

1− ( )
3 3
 log ab b = −2 AG

METHOD 4

log ab ab = 1 A2

log ab a + log ab b = 1 (A1)

3 + log ab b = 1 A1

log ab b = −2 AG

[4 marks]

(b.ii) Hence find the value of log ab

3
√a
.
√b
[4]

Markscheme

applying the quotient rule or product rule for logs

3
√a
log ab
3
= log ab √ a − log ab √ b OR
√b
3
√a 1
log ab
3
= log ab √ a + log ab (A1)
√b √b

correct working (A1)

=
1

3
log ab a −
1

2
log ab b OR log ab ab − log ab √ b

=
1

3
⋅ 3 −
1

2
(−2) (A1)

= 2 A1

Note: Award A1A0A0A1 for a correct answer with no working.

 [4 marks]

8. [Maximum mark: 5] 22N.1.SL.TZ0.4

Let a be a constant, where a > 1.

(a) 2
a −1
2
2
a +1
2

Show that a 2 + (
2
) = (
2
) . [3]

Markscheme

Note: Award a maximum of M1A0A0 if the candidate manipulates both sides

of the equation (such as moving terms from one side to the other).

METHOD 1 (working with LHS)

2
attempting to expand (a 2 − 1) (do not accept a 4 + 1 or a
4
− 1)

(M1)
4 2 2 4 2
a −2a +1 4a +a −2a +1
LHS = a
2
+
4
or 4
A1
4 2

=
a +2a +1

4
A1

2
2
a +1
= (
2
) (= RHS) AG

Note: Do not award the final A1 if further working contradicts the AG.

METHOD 2 (working with RHS)

 2
attempting to expand (a 2 + 1) (M1)
4 2
a +2a +1
RHS =
4

2 4 2
4a +a −2a +1
=
4
A1
4 2
a −2a +1
= a
2
+
4
A1

2
2
a −1
= a
2
+ (
2
) (= LHS) AG

Note: Do not award the final A1 if further working contradicts the AG.

[3 marks]

Examiners report

Many candidates performed well on this question, though there were some
common errors which were seen frequently. In part (a), algebraic errors and
working with both sides of the equation simultaneously kept some
candidates from earning full marks. There were many candidates here who
2
did not know how to expand the binomial, incorrectly giving (a 2 − 1)

as a + 1. No marks were awarded in cases where the candidate simply

4

attempted numerical verification to demonstrate that the given equation

was true for different values of a. In part (b) of the question, a common
error was to square the side lengths in the area formula, rather than simply
substituting the given side lengths of the triangle.

2
a −1
Consider a right-angled triangle with sides of length a, (
2
) and

).
a +1
(
2
 (b) Find an expression for the area of the triangle in terms of a. [2]

Markscheme

2
a −1
recognise base and height as a and ( 2
) (may be seen in diagram)
(M1)

correct substitution into triangle area formula A1

2
2 a(a −1) 3

Area =
a a −1
(or equivalent)
a −a
( ) (= = )
2 2 4 4

[2 marks]

9. [Maximum mark: 5] 22M.1.SL.TZ1.5

Consider the curve with equation y = (2x − 1)e
kx
, where x ∈ R

and k ∈ Q.

The tangent to the curve at the point where x = 1 is parallel to the

line y = 5e x.
k

Find the value of k. [5]

Markscheme

evidence of using product rule (M1)

dy kx kx kx
= (2x − 1) × (ke ) + 2 × e (= e (2kx − k + 2))
dx

A1

correct working for one of (seen anywhere) A1

dy

dx
at x = 1 ⇒ ke
k
+ 2e
k
 OR

slope of tangent is 5e k

dy
their dx
at x = 1 equals the slope of y = 5e x (= 5e ) (seen
k k

anywhere) (M1)

k k k
ke + 2e = 5e

k = 3 A1

[5 marks]

Examiners report

The product rule was well recognised and used with 𝑥=1 properly
substituted into this expression. Although the majority of the candidates
tried equating the derivative to the slope of the tangent line, the slope of
the tangent line was not correctly identified; many candidates incorrectly
substituted 𝑥=1 into the tangent equation, thus finding the y-coordinate
instead of the slope.

10. [Maximum mark: 5] 22M.1.SL.TZ1.2

(a) The expression
3√x−5
can be written as 3 − 5x p . Write
√x

down the value of p. [1]

Markscheme

1
3√x−5
= 3 − 5x
−
2 A1
√x
 1
p = −
2

[1 mark]

Examiners report

Many candidates could give the value of p correctly. However, many did
struggle with the integration, including substituting limits into the
integrand, without integrating at all. An incorrect value of p often resulted
in arithmetic of greater complexity.

(b) 9 3√x−5
Hence, find the value of ∫ 1 ( ) d x.
[4]
√x

Markscheme

1
3√x−5
∫ d x = 3x − 10x 2
(+c) A1A1
√x

substituting limits into their integrated function and subtracting (M1)

1 1

3(9) − 10(9) 2
− (3(1) − 10(1) 2
) OR
27 − 10 × 3 − (3 − 10)

= 4 A1

[4 marks]

11. [Maximum mark: 15] 22M.1.SL.TZ1.8

1
Consider the series ln x + p ln x +
3
ln x + …, where x ∈ R, x > 1

and p ∈ R, p ≠ 0.
Consider the case where the series is geometric.

(a.i) Show that p = ±

1
. [2]
√3

Markscheme

EITHER

attempt to use a ratio from consecutive terms M1

1
p ln x ln x
1 1

ln x
=
3

p ln x
OR 3
ln x = (ln x)r
2
OR p ln x = ln x(
3p
)

Note: Candidates may use ln x 1 + ln x

p
+ ln x 3
… and consider

the powers of x in geometric sequence

1
p
Award M1 for 1
=
3

p
.

OR

r = p and r
2
=
1

3
M1

THEN

p
2
=
1

3
OR r = ±
1
A1
√3

p = ±
1
AG
√3

1 1
Note: Award M0A0 for r 2 =
3
or p 2 =
3
with no other working seen.
 [2 marks]

Examiners report

Many candidates were able to identify the key relationship between

consecutive terms for both geometric and arithmetic sequences.
Substitution into the infinity sum formula was good with solving involving
the natural logarithm done quite well. The complexity of the equation
formed using 𝑆𝑛 was a stumbling block for some candidates. Those who
factored out and cancelled the ln𝑥 expression were typically successful in
solving the resulting quadratic.

(a.ii) Given that p > 0 and S ∞ = 3 + √ 3, find the value of x. [3]

Markscheme

ln x
1
(= 3 + √ 3) (A1)
1−
√3

√3
ln x = 3 −
3
+ √3 − OR
√3 √3

ln x = 3 − √ 3 + √ 3 − 1 (⇒ ln x = 2) A1

x = e
2
A1

[3 marks]

Now consider the case where the series is arithmetic with common difference d.

(b.i) Show that p =

2
. [3]
3

Markscheme
METHOD 1

attempt to find a difference from consecutive terms or from u 2 M1

correct equation A1

p ln x − ln x =
1

3
ln x − p ln x OR
1
ln x = ln x + 2(p ln x − ln x)
3

Note: Candidates may use ln x 1 + ln x p + ln x 3

+ … and consider

the powers of x in arithmetic sequence.

Award M1A1 for p − 1 =

1

3
− p

2p ln x =
4

3
ln x (⇒ 2p =
4

3
) A1

p =
2

3
AG

METHOD 2

u 1 +u 3
attempt to use arithmetic mean u 2 =
2
M1

1
ln x+ ln x
p ln x =
2
3
A1

4 4
2p ln x =
3
ln x (⇒ 2p =
3
) A1

2
p =
3
AG

METHOD 3

attempt to find difference using u 3 M1

 1 1
ln x = ln x + 2d (⇒ d = − ln x)
3 3

u 2 = ln x +
1

2
(
1

3
ln x − ln x) OR p ln x − ln x = −
1

3
ln x

A1

2
p ln x =
3
ln x A1

2
p =
3
AG

[3 marks]

(b.ii) Write down d in the form k ln x, where k ∈ Q. [1]

Markscheme

1
d = −
3
ln x A1

[1 mark]

(b.iii) The sum of the first n terms of the series is −3 ln x.

Find the value of n. [6]

Markscheme

METHOD 1

n 1
Sn = [2 ln x + (n − 1) × (− ln x)]
2 3

attempt to substitute into S n and equate to −3 ln x (M1)

n 1
[2 ln x + (n − 1) × (− ln x)] = −3 ln x
2 3
correct working with S n (seen anywhere) (A1)

n n 1 n(n−1)

2
[2 ln x −
3
ln x +
3
ln x] OR n ln x −
6
ln x OR
n 4−n
(ln x + ( ) ln x)
2 3

correct equation without ln x A1

n 7 n n(n−1)

2
(
3
−
3
) = −3 OR n −
6
= −3 or equivalent

Note: Award as above if the series 1 + p + 1

3
+ … is considered

leading to n

2
(
7

3
−
n

3
) = −3.

attempt to form a quadratic = 0 (M1)

2
n − 7n − 18 = 0

attempt to solve their quadratic (M1)

(n − 9)(n + 2) = 0

n = 9 A1

METHOD 2

listing the first 7 terms of the sequence (A1)

2 1 1 2
ln x + ln x + ln x + 0 − ln x − ln x − ln x + …
3 3 3 3

recognizing first 7 terms sum to 0 M1

8
th term is − 4
ln x (A1)
3

th 5
9 term is − 3 ln x (A1)

sum of 8th and 9th term = −3 ln x (A1)

 n = 9 A1

[6 marks]

12. [Maximum mark: 5] 22M.1.SL.TZ2.2

The nth term of an arithmetic sequence is given by u n = 15 − 3n.

(a) State the value of the first term, u 1 . [1]

Markscheme

u 1 = 12 A1

[1 mark]

Examiners report

A large majority of candidates earned full marks for this question. In part
(a), a surprising number of candidates did not substitute n = 1 into the
given expression, erroneously stating u 1 = 15. Many of these candidates
were able to earn follow-through marks in later parts of the question. In
part (b), algebraic errors led a few candidates to find inappropriate values
for n, such as n = −6.

(b) Given that the nth term of this sequence is −33, find the value
of n. [2]

Markscheme
 15 − 3n = −33 (A1)

n = 16 A1

[2 marks]

(c) Find the common difference, d. [2]

Markscheme

valid approach to find d (M1)

u 2 − u 1 = 9 − 12 OR recognize gradient is −3 OR attempts to solve

−33 = 12 + 15d

d = −3 A1

[2 marks]

13. [Maximum mark: 7] 22M.1.SL.TZ2.6

Consider the binomial expansion
7
+ … + 1 where x ≠ 0 and
7 6 5 4
(x + 1) = x + ax + bx + 35x

a, b ∈ Z
+
.

(a) Show that b = 21. [2]

Markscheme

EITHER
recognises the required term (or coefficient) in the expansion (M1)

bx
5
= 7C 2x
5
1
2
OR b = 7C 2 OR 7C 5

7! 7!
b = (= )
2!5! 2!(7−2)!

correct working A1

7×6×5×4×3×2×1 7×6 42

2×1×5×4×3×2×1
OR 2!
OR 2

OR

lists terms from row 7 of Pascal’s triangle (M1)

1, 7, 21, … A1

THEN

b = 21 AG

[2 marks]

Examiners report

The majority of candidates answered part (a) correctly, either by using the
C r formula or Pascal's Triangle. In part (b) of the question, most
n

candidates were able to correctly find the value of a = 7 and set up a

correct equation showing the mean of the second and fourth terms. While
some struggled to complete the required algebra to solve the equation, the
majority of candidates who found a correct quadratic equation were able
to solve it correctly. A few candidates included x = 0 in their final
answer, thus not earning the final mark.
 (b) The third term in the expansion is the mean of the second term
and the fourth term in the expansion.

Find the possible values of x. [5]

Markscheme

a = 7 (A1)

correct equation A1
6 4 6 4
ax +35x 7x +35x
21x
5
=
2
OR 21x
5
=
2

correct quadratic equation A1

7x
2
− 42x + 35 = 0 OR x
2
− 6x + 5 = 0 (or equivalent)

valid attempt to solve their quadratic (M1)

2
6±√ (−6) −4(1)(5)
(x − 1)(x − 5) = 0 OR x =
2(1)

x = 1, x = 5 A1

Note: Award final A0 for obtaining x = 0, x = 1, x = 5.

[5 marks]

14. [Maximum mark: 6] 22M.1.SL.TZ2.3

Consider any three consecutive integers, n − 1, n and n + 1.

(a) Prove that the sum of these three integers is always divisible by
3.
 [2]

Markscheme

(n − 1) + n + (n + 1) (A1)

= 3n A1

which is always divisible by 3 AG

[2 marks]

Examiners report

Most candidates were able to earn full marks in part (a), though some were
not able to provide the required reasoning to earn full marks in part (b). In
many cases, candidates did not seem to understand the nature of a general
deductive proof, and instead substituted different consecutive integers
(such as 1, 2,3 ), showing the desired result for these specific values, rather
than an algebraic generalization for any three consecutive integers.

(b) Prove that the sum of the squares of these three integers is
never divisible by 3. [4]

Markscheme

2 2 2 2 2 2
(n − 1) + n + (n + 1) (= n − 2n + 1 + n + n + 2n + 1)

A1

2 2
attempts to expand either (n − 1) or (n + 1) (do not accept
− 1 or n + 1) (M1)
2 2
n

= 3n
2
+ 2 A1
 demonstrating recognition that 2 is not divisible by 3 or 2

3
seen after
correct expression divided by 3 R1

3n
2
is divisible by 3 and so 3n 2 + 2 is never divisible by 3

OR the first term is divisible by 3, the second is not

2

OR OR
2 2 3n +2 2 2
3(n + ) = n +
3 3 3

hence the sum of the squares is never divisible by 3 AG

[4 marks]

15. [Maximum mark: 5] SPM.1.SL.TZ0.3

(a) Show that (2n − 1)
2
+ (2n + 1)
2
= 8n
2
+ 2, where

n ∈ Z. [2]

Markscheme

attempting to expand the LHS (M1)

LHS = (4n
2
− 4n + 1) + (4n
2
+ 4n + 1) A1

+ 2 (= RHS) AG
2
= 8n

[2 marks]

(b) Hence, or otherwise, prove that the sum of the squares of any
two consecutive odd integers is even. [3]

Markscheme
 METHOD 1

recognition that 2n − 1 and 2n + 1 represent two consecutive

odd integers (for n ∈ Z) R1

8n
2
+ 2 = 2 (4n
2
+ 1) A1

valid reason eg divisible by 2 (2 is a factor) R1

so the sum of the squares of any two consecutive odd integers is even AG

METHOD 2

recognition, eg that n and n + 2 represent two consecutive odd integers

(for n ∈ Z) R1

2
n
2
+ (n + 2) = 2 (n
2
+ 2n + 2) A1

valid reason eg divisible by 2 (2 is a factor) R1

so the sum of the squares of any two consecutive odd integers is even AG

[3 marks]

16. [Maximum mark: 5] EXN.1.SL.TZ0.2

Solve the equation 2 ln x = ln 9 + 4. Give your answer in the
form x = pe
q
where p, q ∈ Z
+
. [5]

Markscheme

* This sample question was produced by experienced DP mathematics

senior examiners to aid teachers in preparing for external assessment in the
new MAA course. There may be minor differences in formatting compared
to formal exam papers.
METHOD 1

2 ln x − ln 9 = 4

uses m ln x = ln x
m
(M1)

2
ln x − ln 9 = 4

uses ln a − ln b = ln
a

b
(M1)
2
x
ln = 4
9

A1
x 4
= e
9

x
2
= 9e
4
⇒ x = √ 9e
4
(x > 0) A1

x = 3e
2
(p = 3, q = 2) A1

METHOD 2

expresses 4 as 4 ln e and uses ln x

m
= m ln x (M1)

2 ln x = 2 ln 3 + 4 ln e (ln x = ln 3 + 2 ln e) A1

uses 2 ln e = ln e
2
and ln a + ln b = ln ab (M1)

ln x = ln (3e )
2
A1

x = 3e
2
(p = 3, q = 2) A1

METHOD 3

expresses 4 as 4 ln e and uses m ln x = ln x

m
(M1)

A1
2 2 4
ln x = ln 3 + ln e
 uses ln a + ln b = ln ab (M1)

2 2 4
ln x = ln (3 e )

x
2
= 3
2
e
4 2
⇒ x = √3 e
4
(x > 0) A1

so x = 3e
2
(x > 0) (p = 3, q = 2) A1

[5 marks]

17. [Maximum mark: 6] EXN.1.SL.TZ0.4

The first three terms of an arithmetic sequence are u 1 , 5u 1 − 8 and 3u 1 + 8.

(a) Show that u 1 = 4. [2]

Markscheme

* This sample question was produced by experienced DP mathematics

senior examiners to aid teachers in preparing for external assessment in the
new MAA course. There may be minor differences in formatting compared
to formal exam papers.

EITHER

uses u 2 − u1 = u3 − u2 (M1)

(5u 1 − 8) − u 1 = (3u 1 + 8) − (5u 1 − 8)

6u 1 = 24 A1

OR
 u 1 +u 3
uses u 2 =
2
(M1)

u 1 +(3u 1 +8)
5u 1 − 8 =
2

3u 1 = 12 A1

THEN

so u 1 = 4 AG

[2 marks]

(b) Prove that the sum of the first n terms of this arithmetic
sequence is a square number. [4]

Markscheme

d = 8 (A1)

uses S n M1
n
= (2u 1 + (n − 1)d)
2

A1
n
Sn = (8 + 8(n − 1))
2

2
= 4n

2
= (2n) A1

Note: The final A1 can be awarded for clearly explaining that 4n 2 is a

square number.

so sum of the first n terms is a square number AG

 [4 marks]

18. [Maximum mark: 8] EXM.1.SL.TZ0.1

(a) Explain why any integer can be written in the form 4k or
4k + 1 or 4k + 2 or 4k + 3, where k ∈ Z. [2]

Markscheme

Upon division by 4 M1

any integer leaves a remainder of 0, 1, 2 or 3. R1

Hence, any integer can be written in the form 4k or 4k + 1 or 4k + 2 or

4k + 3, where k ∈ Z AG

[2 marks]

(b) Hence prove that the square of any integer can be written in the
form 4t or 4t + 1, where t ∈ Z
+
. [6]

Markscheme

2
(4k) = 16k
2
= 4t M1A1

2
(4k + 1) = 16k
2
+ 8k + 1 = 4t + 1 M1A1

2
(4k + 2) = 16k
2
+ 16k + 4 = 4t A1

2
(4k + 3) = 16k
2
+ 24k + 9 = 4t + 1 A1

Hence, the square of any integer can be written in the form 4t or 4t + 1,

where t ∈ Z
+
. AG
 [6 marks]

19. [Maximum mark: 4] 24M.1.SL.TZ1.1

The second term of an arithmetic sequence is 10 and the fourth term is 22.

(a) Find the value of the common difference. [2]

Markscheme

valid method to find the common difference (M1)

d =
22−10

2
OR 10 + 2d = 22 OR
u 1 + d = 10, u 1 + 3d = 22 OR u 3 = 16

d = 6 A1

[2 marks]

Examiners report

Very well done overall. Most students were able to find the difference and
the general term of the arithmetic sequence.

(b) Find an expression for u n , the n th term. [2]

Markscheme

u 1 = 10 − 6(= 4) (A1)

u n = 4 + 6(n − 1) OR u n = 6n − 2 A1

[2 marks]
20. [Maximum mark: 5] 24M.1.SL.TZ1.3
It is given that log 10 a =
1

3
, where a > 0.

Find the value of

(a) log 10 (
1
); [2]
a

Markscheme

1
−
log 10 1 − log 10 a OR log 10 a
−1
= − log 10 a OR log 10 10 3

OR 10
x
=
1
1
(A1)
10 3

= −
1

3
A1

[2 marks]

Examiners report

SL:

Manipulating logarithms seemed to be beyond many students who

struggled to execute the basic techniques. In part (a) some students used
the property of logarithms correctly but failed to recognize that
log 1 = 0. Part (b) presented even more difficulty with few students

successful in using the change of base formula. Some opted for an indices
approach and were typically successful when doing so.

HL:

Part (a) was well done using laws of logarithms and rational exponents
with many completely correct answers seen. Part (b) was relatively less
successful compared to part (a), a number of students did not recognise the
need to use change of base rule, of those who did a few made arithmetic
errors.
 (b) log 1000 a. [3]

Markscheme

1
log a 3
√
OR OR OR
10 1
log 1000 10 log 1000 1000 3
log 10 1000 3
1 x
x 3
10 3
= 1000 (= (10 ) ) (A1)
1 1
log a

3
10
OR 1

3
log 1000 1000 3
OR log 1000 1000 9
OR 3x =
1

(A1)

=
1

9
A1

[3 marks]

21. [Maximum mark: 5] 24M.1.SL.TZ1.6

Consider a geometric sequence with first term 1 and common ratio 10.

Sn is the sum of the first n terms of the sequence.

(a)
n

Find an expression for S n in the form a

b
−1
, where
a, b ∈ Z
+
. [1]

Markscheme

n
10 −1
Sn =
9
A1

(a = 10, b = 9)

[1 mark]

Examiners report
 Most students correctly found an expression for S n . Part (b) proved to be
the most difficult question in the whole paper with few students
recognizing the pattern of the sums. Some students simplified the values of
S 1 , S 2 , S 3 thus trying to work with 1, 11, 111, ... but were unable to

progress. This inquiry approach was significantly challenging for students.

(b) Hence, show that

n
10(10 −1)−9n
S1 + S2 + S3 + … + Sn =
81
. [4]

Markscheme

METHOD 1

S1 + S2 + S3 + … + Sn

2 n
10−1 10 −1 10 −1
=
9
+
9
+ … +
9
(A1)
2 3 n

=
10−1+10 −1+10 −1+…+10

9
−1
OR
2 3 n
9(10−1+10 −1+10 −1+…+10 −1)

81

attempt to use geometric series formula on powers of 10, and collect −1’s
together M1
n
10(10 −1)
10 + 10
2
+ 10
3
+ … + 10
n
=
10−1
and
−1 − 1 − 1 … = −n A1
n
n 10(10 −1)
10(10 −1)
9( )−9n
−n 10−1

OR A1
10−1
=
9 81

Note: Award A1 for any correct intermediate expression.

n
10(10 −1)−9n
=
81
AG
 METHOD 2

attempt to create sum using sigma notation with S n M1

n n n
i
10 −1 1 i
Σ (= ( Σ 10 − Σ 1))
9 9
i=1 i=1 i=1

n n
i 10(10 −1)
Σ 10 =
9
A1
i=1

Σ 1 = n A1
i=1

n n
1 10(10 −1) 1 10(10 −1)−9n
=
9
(
9
− n) OR 9
(
9
) A1

n
10(10 −1)−9n
=
81
AG

[4 marks]

22. [Maximum mark: 16] 24M.1.SL.TZ2.9

Consider the arithmetic sequence a, p, q … , where a, p, q ≠ 0.

(a) Show that 2p − q = a. [2]

Markscheme

attempt to find a difference (M1)

d = p − a, 2d = q − a, d = q − p OR
p = a + d, q = a + 2d, q = p + d

correct equation A1
 a+q
p − a = q − p OR q − a = 2(p − a) OR p =
2
(or
equivalent)

2p − q = a AG

[2 marks]

Examiners report

SL:

While many candidates were able to earn at least some, if not most, of the
available marks in this question, only a rare few earned full marks here. In
parts (a) and (b), many candidates performed very well, but some were not
able to earn full marks due to "working backwards" from the given
expressions. Part (c) was the most challenging part of this question, with
many candidates finding p =
a+1

2
, but failing to show how they know
a > 0, which would be required in order to achieve p . Among the
1
>
2

candidates with the stamina to reach part (d), most earned full marks by
finding the correct values of the terms in the arithmetic and geometric
sequences. The majority of candidates who reached part (e) of this question
were able to earn at least some of the available marks, with a good number
earning full marks. While most candidates who attempted this part of the
question had a good idea of how to set up each part, algebraic errors were
generally the issue for those who did not earn full marks here.

HL:

Most students were very successful in this question although the

presentation of their work was disappointing particularly in parts (a) and
(b) where some students produced circular arguments or worked with both
sides of an expression simultaneously. It is important that students learn to
show their working clearly in establishing results. Students lost marks in (c)
by not showing their reasoning clearly enough, a common mistake being
stating a > 0 without justification. Parts (d) and (e) were generally well
 done with good application of one of the formulae for the sum of an
arithmetic sequence in (e) and correct use of log laws.

Consider the geometric sequence a, s, t … , where a, s, t ≠ 0.

(b) Show that s 2 = at. [2]

Markscheme

attempt to find a ratio (M1)

OR
s 2 t t 2
r = , r = , r = s = ar, t = ar , t = sr
a a s

correct equation A1

2
OR (or equivalent)
s t s t
( ) = =
a a a s

s
2
= at AG

[2 marks]

The first term of both sequences is a.

It is given that q = t = 1.

(c) Show that p >

1
. [2]
2

Markscheme

EITHER

2p − 1 = s
2
(or equivalent) A1

(s
2
> 0) ⇒ 2p − 1 > 0 OR s = √2p − 1 ⇒ 2p − 1 > 0
2

OR (and s 2 > 0) R1
s +1
p =
2
 OR

2p − 1 = a and s A1
2
= a

(s 2 > 0, so) a > 0 ⇒ 2p − 1 > 0 OR p

a+1

2
and a > 0 R1

1
⇒ p >
2
AG

Note: Do not award A0R1.

[2 marks]

Consider the case where a = 9, s > 0 and q = t = 1.

(d) Write down the first four terms of the

(d.i) arithmetic sequence; [2]

Markscheme

9, 5, 1, −3 A1A1

Note: Award A1 for each of 2nd term and 4th term

[2 marks]

(d.ii) geometric sequence. [2]

Markscheme

1
9, 3, 1,
3
A1A1
 Note: Award A1 for each of 2nd term and 4th term

[2 marks]

The arithmetic and the geometric sequence are used to form a new arithmetic
sequence u n .

The first three terms of u n are u 1 = 9 + ln 9, u 2 = 5 + ln 3, and

u 3 = 1 + ln 1.

(e.i) Find the common difference of the new sequence in terms of

ln 3. [3]

Markscheme

attempt to find the difference between two consecutive terms (M1)

d = u 2 − u 1 = 5 + ln 3 − 9 − ln 9 OR
d = u 3 − u 2 = 1 + ln 1 − 5 − ln 3

ln 9 = 2 ln 3 OR ln 1 = 0 OR
= − ln 3) (seen anywhere) (A1)
1 −1
ln 3 − ln 9 = ln (= ln 3
3

d = −4 − ln 3 A1

[3 marks]

(e.ii) 10
Show that ∑ i=1 = −90 − 25 ln 3. [3]

Markscheme

METHOD 1
 attempt to substitute first term and their common difference into S 10
(M1)

10

2
(2(9 + ln 9) + 9(−4 − ln 3)) OR
10
(2(9 + 2 ln 3) + 9(−4 − ln 3)) (or equivalent) A1
2

= 5(−18 − 5 ln 3) (or equivalent in terms of ln 3) A1

10

Σ u i = −90 − 25 ln 3 AG
i=1

METHOD 2

u 10 = 9 + ln 9 + 9(−4 − ln 3)(= −27 + ln 9 − 9 ln 3)

attempt to substitute first term and their u 10 into S 10 (M1)

10

2
(2(9 + ln 9) + 9(−4 − ln 3)) OR
10

2
(9 + ln 9 − 27 + ln 9 − 9 ln 3) OR

10

2
(2(9 + 2 ln 3) + 9(−4 − ln 3)) OR
(9 + ln 9 − 27 − 7 ln 3) (or equivalent) A1
10

= 5(−18 − 5 ln 3) (or equivalent in terms of ln 3) A1

10

Σ u i = −90 − 25 ln 3 AG
i=1

[3 marks]

23. [Maximum mark: 7] 23N.1.SL.TZ1.4

The sum of the first n terms of an arithmetic sequence is given by
− qn, where p and q are positive constants.
2
Sn = pn

It is given that S 5 = 65 and S 6 = 96.

(a) Find the value of p and the value of q. [5]

Markscheme

METHOD 1

attempt to form at least one equation, using either S 5 or S 6 (M1)

65 = 25p − 5q (13 = 5p − q) and 96 = 36p − 6q

(16 = 6p − q) (A1)

valid attempt to solve simultaneous linear equations in p and q and by

substituting or eliminating one of the variables. (M1)

p = 3 , q = 2 A1A1

Note: If candidate does not explicitly state their values of p and q, but gives
− 2n , award final two marks as A1A0.
2
S n = 3n

METHOD 2

attempt to form at least one equation, using either S 5 or S 6 (M1)

65 =
5

2
(2u 1 + 4d) (26 = 2u 1 + 4d) and
96 = 3(2u 1 + 5d) (32 = 2u 1 + 5d) (A1)

valid attempt to solve simultaneous linear equations in u 1 and d by

substituting or eliminating one of the variables. (M1)

u 1 = 1, d = 6 A1

n 2
Sn = (2 + 6(n − 1)) = 3n − 2n
2

p = 3 and q = 2 A1

Note: If candidate does not explicitly state their values of p and q, do not
award the final mark.
 [5 marks]

Examiners report

Although the two equations for S 6 and S 5 were generally correctly found,
there were many errors with solving them. Simplifying each equation, by
considering the factor common to all terms, made solving simultaneously
much less cumbersome but often candidates missed this.

A common error was finding d = S6 − S5 instead of recognising

S6 − S5 = u6 .

(b) Find the value of u 6 . [2]

Markscheme

u6 = S6 − S5 OR substituting their values of u 1 and d into

u6 = u1 + 5d

OR substituting their value of u 1 into 96 =

6

2
(u 1 + u 6 ) (M1)

(u 6 =)96 − 65 OR (u 6 =)1 + 5 × 6 OR 96 = 3(1 + u 6 )

= 31 A1

[2 marks]

24. [Maximum mark: 6] 23N.1.SL.TZ1.6

n
The binomial expansion of (1 + kx) is given by
1 +
9x

2
+ 15k x
2 2
+ … + k
n
x
n
, where n ∈ Z
+
and k ∈ Q.

Find the value of n and the value of k. [6]

Markscheme
 attempt to apply binomial expansion (M1)

n
(1 + kx) = 1 +
n
C 1 kx +
n 2
C2 k x
2
+ … OR n
C1 k =
9

OR n
C 2 = 15

9
nk =
2
(A1)

(n−1) n!
n = 15 OR = 15 (A1)
2 (n−2)!2!

− n − 30 = 0) OR n(n − 1) = 30
2
(n

valid attempt to solve (M1)

(n − 6)(n − 5) = 0 OR 6(6 − 1) = 30 OR finding correct value in

Pascal’s triangle

⇒ n = 6 A1

3
⇒ k =
4
A1

Note: If candidate finds n = 6 with no working shown, award

M1A0A0M1A1A0.

If candidate finds n = 6 and k =

3

4
with no working shown, award
M1A0A0M1A1A1.

[6 marks]

Examiners report

Many candidates seemed unfamiliar working with coefficients of a

binomial expansion in the case where n is not known. Many candidates
started listing Pascal's triangle, which is not usually an efficient approach.

25. [Maximum mark: 6] 23N.1.SL.TZ2.6

 n
The binomial expansion of (1 + kx) is given by
1 + 12x + 28k x +. . . +k
2 2 n
x
n
where n ∈ Z
+
and k ∈ Q.

Find the value of n and the value of k. [6]

Markscheme

attempt to apply binomial expansion (M1)

n
(1 + kx) = 1 +
n
C 1 kx +
n 2
C2 k x
2
+ … OR n
C 1 k = 12

OR n
C 2 = 28

nk = 12 (A1)

n(n−1) n!

2
= 28 OR (n−2)!2!
= 28 (A1)

n
2
− n − 56 = 0 OR n(n − 1) = 56

valid attempt to solve (M1)

(n − 8)(n + 7) = 0 OR 8(8 − 1) = 56 OR finding correct value in

Pascal’s triangle

⇒ n = 8 A1

3
⇒ k =
2
A1

Note: If candidate finds n = 8 with no working shown, award

M1A0A0M1A1A0.

If candidate finds n = 8 and k =

3

2
with no working shown,
award M1A0A0M1A1A1.

[6 marks]

Examiners report

SL:
 While many candidates recognized to use the binomial theorem formula
from the formula booklet, fewer were able to correctly apply the formula to
the given binomial expansion. Many candidates neglected to apply the
exponent correctly to the k coefficient, which led to the incorrect
expression nC 1 = 12 and a common incorrect answer of n = 12. For
candidates who did apply the formula correctly, many reached the correct
expression nC 2 = 28 and were able to reach a correct value of n = 8
through a variety of methods. Most of these candidates then went on to
correctly find k =
3

2
.

HL:

It was pleasing to see many candidates carefully answer this question and
find the correct values for both n and k. Some small issues tended to relate
to candidates not cancelling their powers of x in order to obtain equations
in n and/or k only. Solving the quadratic equation n 2 − n − 56 = 0

was confidently done.

26. [Maximum mark: 6] 23M.1.SL.TZ1.5

Find the range of possible values of k such that e 2x
+ ln k = 3e
x

has at least one real solution. [6]

Markscheme

recognition of quadratic in e x (M1)

2
+ ln k(= 0) OR A
x x 2
(e ) − 3e − 3A + ln k(= 0)

recognizing discriminant ≥ 0 (seen anywhere) (M1)

2
(−3) − 4(1)(ln k) OR 9 − 4 ln k (A1)
 ln k ≤
9

4
(A1)

e
9/4
(seen anywhere) A1

0 < k ≤ e
9/4
A1

[6 marks]

Examiners report

SL:

Many candidates could not identify the quadratic in e x , although

recognition that a discriminant was needed was noted. Those who did were
9

typically successful in finding that k ≤ e , earning all but one of the

4

marks. Very few identified the lower limit of zero.

HL:

This question was poorly done with many failing to recognize the
quadratic in e x . Of those who did many incorrectly stated that the
discriminant was greater than zero for at least one real root and very
few obtained the final inequality as required. Some tried to find an
expression for ln k with the idea of writing k as an exponential often
losing track and failing to make any further progress.

27. [Maximum mark: 14] 23M.1.SL.TZ1.8

Consider the arithmetic sequence u 1 , u 2 , u 3 , … .

The sum of the first n terms of this sequence is given by S n = n

2
+ 4n.
(a.i) Find the sum of the first five terms.
[2] 

Markscheme

recognition that n = 5 (M1)

S 5 = 45 A1

[2 marks]

Examiners report

SL:

Many candidates started well but misconceptions like S 6 − S 5 = d

caused candidates to lose marks. Candidates should pay attention to the
language within a question where helpful clues can be found. For example,
'value' vs 'values'. In part (d), the question indicates 'values' so that there is
more than one value of r, a clear message to candidates to reconsider their
working if they only find one answer. Many missed that a negative term in a
geometric sequence implies r < 0. Overall candidates struggled to move
from one type of sequence to another.

HL:

The majority of students found this question straight forward and

presented clear solutions, where errors were made the students were still
able to benefit from follow through marks. A few provided only the positive
value in part (d) and therefore could not answer part (e).
(a.ii) Given that S 6 = 60, find u 6 .
[2] 

Markscheme

METHOD 1

recognition that S 5 + u6 = S6 (M1)

u 6 = 15 A1

METHOD 2

recognition that 60 =
6

2
(S 1 + u 6 ) (M1)

60 = 3(5 + u 6 )

u 6 = 15 A1

METHOD 3

substituting their u 1 and d values into u 1 + (n − 1)d (M1)

u 6 = 15 A1

[2 marks]

(b) Find u 1 .
[2] 

Markscheme

recognition that u 1 = S1 (may be seen in (a)) OR substituting their u 6

into S 6 (M1)
 OR equations for S 5 and S 6 in terms of u 1 and d

1 + 4 OR 60 =
6

2
(U 1 + 15)

u1 = 5 A1

[2 marks]

(c) Hence or otherwise, write an expression for u n in terms of n.

[3] 

Markscheme

EITHER

valid attempt to find d (may be seen in (a) or (b)) (M1)

d = 2 (A1)

OR

valid attempt to find S n − S n−1 (M1)

n
2
+ 4n − (n
2
− 2n + 1 + 4n − 4) (A1)

OR

equating n 2 (M1)
n
+ 4n = (5 + u n )
2

2n + 8 = 5 + u n (or equivalent) (A1)

THEN

u n = 5 + 2(n − 1) OR u n = 2n + 3 A1
 [3 marks]

Consider a geometric sequence, v n , where v 2 = u1 and v 4 = u6 .

(d) Find the possible values of the common ratio, r.

[3] 

Markscheme

2
recognition that v 2 r 2 = v4 OR (v 3 ) = v2 × v4 (M1)

r
2
= 3 OR v 3 = (±)5√ 3 (A1)

r = ±√ 3 A1

Note: If no working shown, award M1A1A0 for √3.

[3 marks]

(e) Given that v 99 < 0, find v 5 .

[2] 

Markscheme

recognition that r is negative (M1)

v 5 = −15√ 3 (= −
45
) A1
√3

[2 marks]
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