HSC Mathematics 3 Unit Combined

(Mathematics Advanced and Extension 1)

Volume 1 (Topic Tests)

FIRST EDITION (2020 SYLLABUS)
Solutions available as a digital download:
http://www.decodeguides.com.au/

Dr Thushan Hettige
Jeffrey Yang
Tim Koussas

1
ISBN: 978-1-922445-17-9
First published in 2021, by:
Decode Publishing Pty Ltd
ABN 16 640 806 686
PO Box 1007
Ashwood, VIC 3147
E-mail: [email protected]

A note about copying

We get it. We were there ourselves no more than a few years ago. It’s tough being a HSC student. You
want to do the best you can, and to do so you need to have the best materials. Everyone else seems to
have all the resources that you don’t have. You can’t afford to buy them all, and you don’t want to put
that pressure on your parents to buy more books for you, when they already work hard enough to send
you to school. If you have friends who cannot afford this book but would benefit from its contents,
nothing we can do will stop you from letting them copy it without paying for it, and we are honestly
happy that they are going to benefit from this wonderful resource.

But if you can afford it, we ask that you kindly spare a thought for the people who wrote this book. We
took considerable time and effort, some to the detriment of other commitments, to collate our wisdom
and expertise in these subjects and provide them in an easily-accessible book form. Please be
considerate of the talented authors who wrote this book, and do the right thing.

Legal jargon
Copyright ©Decode Publishing Pty Ltd 2021
All rights reserved.
With the exception of that which is permitted by the Australian Copyright Act of 1968, no part of this
book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical or otherwise, without prior written permission.

2
Preface.
This is a combined study guide that was designed for students studying what is colloquially known as "3
Unit Maths", meaning that they are studying both HSC Mathematics Advanced and HSC Mathematics
Extension 1 that covers the necessary material required for both the HSC Mathematics Advanced and
HSC Mathematics Extension 1 syllabus from 2020 and is designed to build problem solving skills for
students studying these subjects, to assist them in learning each topic and in preparing for school
internal assessments and trial examinations.

This book contains 6 topic tests in Mathematics Advanced and 5 topic tests for Mathematics Extension
1, with each topic test being mapped to each of the topics stipulated in the syllabuses of the two courses.
Every topic test is structured in the same way as the NESA examination so as to familiarise students
with the NESA format and develop strategic ways of tackling exam-style problems at a similar pace as
required for the real exam. As such, each topic test is exactly half the length of the exam for the
corresponding subjects. Additionally, the Maths Advanced and Maths Extension 1 tests have been
ordered to approximate the order in which topics would be covered at school, and to group identical
topics across Mathematics Advanced and Mathematics Extension 1 together.

This book comes with an online solutions manual that is accessible via the QR code at the bottom of
each page in this book, or via login details provided in the back of this book. That is, each practice test
and exam comes with model solutions and a marking scheme, along with a detailed explanation of the
solution to each problem.

The feature that makes this study guide package different is the hyper-detailed solutions to all
problems in the interactive solution manual. The majority of current HSC Mathematics practice material
is very much question-oriented without any meaningful focus on the solutions to the questions. There is
nothing more frustrating than attempting a question, getting it wrong or being stuck, and not being able
to make head-or-tail of a skeleton solution set with little-to-no explanation. We have endeavoured to
ensure that the detailed explanations in this book will give you a good understanding of how you can get
the answer to any of our problems. They will show you not only how we obtain the solution, but also
how to approach the problem so that you figure out the method to solve the problem. In some
cases, there will even be coverage of theory to fill in potential knowledge gaps.

Remember, Mathematics is a problem-solving based subject and the best way to study it is through
completing lots of problems. This subject can be a richly rewarding study for those who work hard at it.
Good luck, and have fun!
Dr Thushan Hettige

3
Table of Contents.
Note that the Mathematics Advanced and Mathematics Extension 1 topic tests have been ordered in the
approximate order in which syllabus material will be covered.

Functions, Proof and Vectors:

Mathematics Advanced Functions 5
Mathematics Extension 1 Proof 25
Mathematics Extension 1 Vectors 31

Trigonometric Functions
Mathematics Advanced Trigonometric Functions 37
Mathematics Extension 1 Trigonometric Functions 53

Calculus
Mathematics Advanced Differential Calculus 59
Mathematics Advanced Integral Calculus 75
Mathematics Extension 1 Calculus 95

Financial Mathematics
Mathematics Advanced Financial Mathematics 101

Statistical Analysis
Mathematics Advanced Statistical Analysis 121
Mathematics Extension 1 Statistical Analysis 139

4
 Maths Adv HIGHER
Functions SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Advanced
Functions

General • Reading time − 10 minutes

Instructions • Working time − 1 21 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
50 Section I − 5 marks (pages 6 to 7)
• Attempt Questions 1 − 5 marks
• Allow about 7 minutes for this section
Section II − 45 marks (pages 9 to 23)
• Attempt Questions 6 − 13
• Allow about 1 hour and 23 minutes for this section

Maths Adv
Solutions Manual 5
(No QR code in sample)
Section I

5 marks
Attempt Questions 1 − 5
Allow about 7 minutes for this section

Circle one option on this workbook for Questions 1 − 5.

1 The number of distinct solutions to the equation x2 − 3x + 9 = 0 is

A. 0
B. 1
C. 2
D. 3

2 The image of the function f (x) = x2 after dilation by factor 2 from the y-axis is

x2
A. y=
2
x2
B. y=
2
C. y = 4x2
x2
D. y=
4

3 Which of the following functions has ONLY a vertical asymptote?

2
A. y= +3
(x − 1)2
√
B. y = x+4
C. y = 2e2x
D. y = loge (2x2 )

Maths Adv
6 Solutions Manual
(No QR code in sample)
 √
4 What is the maximal domain of the function f (x) = − 1 − x?

A. [0, 1]
B. (−∞, −1]
C. (−∞, 1]
D. [1, ∞)

5 The solution to the equation e2x = 2 is

1
A. x = ln( )
2
1
B. x = ln(2)
2
1
C. x = 2 ln( )
2
D. x = ln(2)

Maths Adv
Solutions Manual 7
(No QR code in sample)
 This page has intentionally been made blank.

Maths Adv
8 Solutions Manual
(No QR code in sample)
 Maths Adv Higher School
Functions Certificate
Examination

Mathematics Advanced

Section II Answer Booklet

45 marks
Attempt Questions 6− 13
Allow about 1 hour and 23 minutes for this section

Instructions • Answer the questions in the spaces provided. Sufficient spaces are
provided for typical responses.
• Your responses should include relevant mathematical reasoning and/or
calculations.
• Extra writing space is provided at the back of this booklet. If you use this
space, clearly indicate which question you are answering.

Maths Adv
Solutions Manual 9
(No QR code in sample)
Question 6 (2 marks)

Consider the quadratic function y = x2 + 2x + 5.

(a) Express the above quadratic function in the form y = (x + a)2 + b, where a, b ∈ R. 1

.............................................................................................................................................

.............................................................................................................................................

(b) Sketch the graph of the function y = x2 + 2x + 5 in the space below. 1

Maths Adv
10 Solutions Manual
(No QR code in sample)
 Maths Ext 1 HIGHER
Proof SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Extension 1
Proof

General • Reading time − 10 minutes

Instructions • Working time − 1 hour
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
35 Section I − 5 marks (pages 26 to 27)
• Attempt Questions 1 − 5
• Allow about 7 minutes for this section
Section II − 30 marks (pages 28 to 30)
• Attempt Questions 6 − 7
• Allow about 53 minutes for this section

Maths Ext 1
Solutions Manual 25
(No QR code in sample)
Section I

5 marks
Attempt Questions 1 − 5
Allow about 7 minutes for this section

Circle one option on this workbook for Questions 1 − 5.

1 Which of the following is equal to

1 2 3 n
+ 2 + 3 +···+ n
2 2 2 2
for n ≥ 1?
n+2
A. 2+
2n
n+2
B. 2− n
2
n−2
C. 2+ n
2
n−2
D. 2− n
2

2 It is given that
1
1 × 5 + 2 × 6 + 3 × 7 + · · · + n × (n + 4) = n(n + 1)(2n + 13)
6
for n ≥ 1.
Which of the following statements is true?

A. n(n + 1)(2n + 13) is necessarily divisible by 6 for n ≥ 1

B. 1 × 5 + 2 × 6 + 3 × 7 + · · · + 30 × 34 = 67890
C. The result cannot be proven using mathematical induction
D. The result is only true when n is a multiple of 6 and false otherwise

Maths Ext 1
26 Solutions Manual
(No QR code in sample)
Section II

30 marks
Attempt Questions 6− 7
Allow about 53 minutes for this section

Answer each question in the appropriate writing booklet.

In Questions 6−7, your responses should include relevant mathematical reasoning and/or calculations.

Question 6 (15 marks) Use the Question 6 Writing Booklet.

(a) (i) Use mathematical induction to prove that 3

1 + 5 + 9 + · · · + (4n − 3) = n(2n − 1)

for n ≥ 1.

(ii) Hence, evaluate 1

1 + 5 + 9 + · · · + 3997

(b) (i) Use mathematical induction to prove that 3

1 1 3 1 n
+ + +···+ =
1×2 2×3 3×4 n × (n + 1) n + 1

for n ≥ 1.

(ii) Hence, deduce the limiting sum of the series 2

1 1 3 1
+ + +···+
1×2 2×3 3×4 n × (n + 1)
as n → ∞.

Maths Ext 1
28 Solutions Manual
(No QR code in sample)
 Maths Ext 1 HIGHER
Vectors SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Extension 1
Vectors

General • Reading time − 10 minutes

Instructions • Working time − 1 hour
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
35 Section I − 5 marks (pages 32 to 33)
• Attempt Questions 1 − 5
• Allow about 7 minutes for this section
Section II − 30 marks (pages 34 to 35)
• Attempt Questions 6 − 7
• Allow about 53 minutes for this section

Maths Ext 1
Solutions Manual 31
(No QR code in sample)
 Maths Adv HIGHER
Trigonometric SCHOOL
Functions CERTIFICATE
EXAMINATION

Mathematics Advanced
Trigonometric Functions

General • Reading time − 10 minutes

Instructions • Working time − 1 21 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
50 Section I − 5 marks (pages 38 to 40)
• Attempt Questions 1 − 5 marks
• Allow about 7 minutes for this section
Section II − 45 marks (pages 41 to 51)
• Attempt Questions 6 − 11
• Allow about 1 hour and 23 minutes for this section

Maths Adv
Solutions Manual 37
(No QR code in sample)
 Maths Ext 1 HIGHER
Trigonometric SCHOOL
Functions CERTIFICATE
EXAMINATION

Mathematics Extension 1
Trigonometric Functions

General • Reading time − 10 minutes

Instructions • Working time − 1 hour
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
35 Section I − 5 marks (pages 54 to 55)
• Attempt Questions 1 − 5
• Allow about 7 minutes for this section
Section II − 30 marks (pages 56 to 57)
• Attempt Questions 6 − 7
• Allow about 53 minutes for this section

Maths Ext 1
Solutions Manual 53
(No QR code in sample)
 Maths Adv HIGHER
Differential SCHOOL
Calculus CERTIFICATE
EXAMINATION

Mathematics Advanced
Differential Calculus

General • Reading time − 10 minutes

Instructions • Working time − 1 21 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
50 Section I − 5 marks (pages 60 to 61)
• Attempt Questions 1 − 5 marks
• Allow about 7 minutes for this section
Section II − 45 marks (pages 63 to 73)
• Attempt Questions 6 − 13
• Allow about 1 hour and 23 minutes for this section

Maths Adv
Solutions Manual 59
(No QR code in sample)
 Maths Adv HIGHER
Integral SCHOOL
Calculus CERTIFICATE
EXAMINATION

Mathematics Advanced
Integral Calculus

General • Reading time − 10 minutes

Instructions • Working time − 1 21 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
50 Section I − 5 marks (pages 76 to 77)
• Attempt Questions 1 − 5 marks
• Allow about 7 minutes for this section
Section II − 45 marks (pages 79 to 93)
• Attempt Questions 6 − 14
• Allow about 1 hour and 23 minutes for this section

Maths Adv
Solutions Manual 75
(No QR code in sample)
 Maths Ext 1 HIGHER
Calculus SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Extension 1
Calculus

General • Reading time − 10 minutes

Instructions • Working time − 1 hour
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
35 Section I − 5 marks (pages 96 to 97)
• Attempt Questions 1 − 5
• Allow about 7 minutes for this section
Section II − 30 marks (pages 98 to 99)
• Attempt Questions 6 − 7
• Allow about 53 minutes for this section

Maths Ext 1
Solutions Manual 95
(No QR code in sample)
 Maths Adv HIGHER
Financial SCHOOL
Mathematics CERTIFICATE
EXAMINATION

Mathematics Advanced
Financial Mathematics

General • Reading time − 10 minutes

Instructions • Working time − 1 21 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
50 Section I − 5 marks (pages 102 to 103)
• Attempt Questions 1 − 5 marks
• Allow about 7 minutes for this section
Section II − 45 marks (pages 105 to 119)
• Attempt Questions 6 − 13
• Allow about 1 hour and 23 minutes for this section

Maths Adv
Solutions Manual 101
(No QR code in sample)
 Maths Adv HIGHER
Statistical SCHOOL
Analysis CERTIFICATE
EXAMINATION

Mathematics Advanced
Statistical Analysis

General • Reading time − 10 minutes

Instructions • Working time − 1 21 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
50 Section I − 5 marks (pages 122 to 124)
• Attempt Questions 1 − 5 marks
• Allow about 7 minutes for this section
Section II − 45 marks (pages 125 to 138)
• Attempt Questions 6 − 13
• Allow about 1 hour and 23 minutes for this section

Maths Adv
Solutions Manual 121
(No QR code in sample)
 Maths Ext 1 HIGHER
Statistical SCHOOL
Analysis CERTIFICATE
EXAMINATION

Mathematics Extension 1
Statistical Analysis

General • Reading time − 10 minutes

Instructions • Working time − 1 hour
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
35 Section I − 5 marks (pages 140 to 141)
• Attempt Questions 1 − 5
• Allow about 7 minutes for this section
Section II − 30 marks (pages 142 to 143)
• Attempt Questions 6 − 7
• Allow about 53 minutes for this section

Maths Ext 1
Solutions Manual 139
(No QR code in sample)
HSC Mathematics 3 Unit Combined
(Mathematics Advanced and Extension 1)

Volume 2 (Trial Examinations)

FIRST EDITION (2020 SYLLABUS)
Solutions available as a digital download:
http://www.decodeguides.com.au/

Dr Thushan Hettige
Jeffrey Yang
Tim Koussas

1
ISBN: 978-1-922445-18-6
First published in 2021, by:
Decode Publishing Pty Ltd
ABN 16 640 806 686
PO Box 1007
Ashwood, VIC 3147
E-mail: [email protected]

A note about copying

We get it. We were there ourselves no more than a few years ago. It’s tough being a HSC student. You
want to do the best you can, and to do so you need to have the best materials. Everyone else seems to
have all the resources that you don’t have. You can’t afford to buy them all, and you don’t want to put
that pressure on your parents to buy more books for you, when they already work hard enough to send
you to school. If you have friends who cannot afford this book but would benefit from its contents,
nothing we can do will stop you from letting them copy it without paying for it, and we are honestly
happy that they are going to benefit from this wonderful resource.

But if you can afford it, we ask that you kindly spare a thought for the people who wrote this book. We
took considerable time and effort, some to the detriment of other commitments, to collate our wisdom
and expertise in these subjects and provide them in an easily-accessible book form. Please be
considerate of the talented authors who wrote this book, and do the right thing.

Legal jargon
Copyright ©Decode Publishing Pty Ltd 2021
All rights reserved.
With the exception of that which is permitted by the Australian Copyright Act of 1968, no part of this
book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical or otherwise, without prior written permission.

2
Preface.
This is a combined study guide that was designed for students studying what is colloquially known as "3
Unit Maths", meaning that they are studying both HSC Mathematics Advanced and HSC Mathematics
Extension 1 that covers the necessary material required for both the HSC Mathematics Advanced and
HSC Mathematics Extension 1 syllabus from 2020 and is designed to build problem solving skills for
students studying these subjects, to assist them in learning each topic and in preparing for HSC
examinations.

This book contains 3 trial exams in Mathematics Advanced and 3 trial exams for Mathematics
Extension 1 in the NESA examination format. Importantly, for each subject, the trial exams are graded
in order of difficulty, so that students can ease themselves in as they study for the HSC examinations,
and complete each of the trial exams at various stages of exam revision.

This book comes with an online solutions manual that is accessible via the QR code at the bottom of
each page in this book, or via login details provided in the back of this book. That is, each practice exam
comes with model solutions and a marking scheme, along with a detailed explanation of the solution to
each problem.

The feature that makes this study guide package different is the hyper-detailed solutions to all
problems in the interactive solution manual. The majority of current HSC Mathematics practice material
is very much question-oriented without any meaningful focus on the solutions to the questions. There is
nothing more frustrating than attempting a question, getting it wrong or being stuck, and not being able
to make head-or-tail of a skeleton solution set with little-to-no explanation. We have endeavoured to
ensure that the detailed explanations in this book will give you a good understanding of how you can get
the answer to any of our problems. They will show you not only how we obtain the solution, but also
how to approach the problem so that you figure out the method to solve the problem. In some
cases, there will even be coverage of theory to fill in potential knowledge gaps.

Remember, Mathematics is a problem-solving based subject and the best way to study it is through
completing lots of problems. This subject can be a richly rewarding study for those who work hard at it.
Good luck, and have fun!
Dr Thushan Hettige

3
Table of Contents.
Mathematics Advanced
Trial Examination 1 5
Trial Examination 2 33
Trial Examination 3 65

Mathematics Extension 1
Trial Examination 1 95
Trial Examination 2 105
Trial Examination 3 115

4
 Trial Exam 1 HIGHER
SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Advanced

General • Reading time − 10 minutes

Instructions • Working time − 3 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
100 Section I − 10 marks (pages 6 to 8)
• Attempt Questions 1 − 10 marks
• Allow about 15 minutes for this section
Section II − 90 marks (pages 9 to 31)
• Attempt Questions 11− 26
• Allow about 1 hour and 45 minutes for this section

Maths Adv
Solutions Manual 5
(No QR code in sample)
 Trial Exam 2 HIGHER
SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Advanced

General • Reading time − 10 minutes

Instructions • Working time − 3 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
100 Section I − 10 marks (pages 34 to 39)
• Attempt Questions 1 − 10 marks
• Allow about 15 minutes for this section
Section II − 90 marks (pages 41 to 64)
• Attempt Questions 11− 23
• Allow about 1 hour and 45 minutes for this section

Maths Adv
Solutions Manual 33
(No QR code in sample)
 Trial Exam 3 HIGHER
SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Advanced

General • Reading time − 10 minutes

Instructions • Working time − 3 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheete provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
100 Section I − 10 marks (pages 66 to 70)
• Attempt Questions 1 − 10 marks
• Allow about 15 minutes for this section
Section II − 90 marks (pages 71 to 93)
• Attempt Questions 11− 23
• Allow about 1 hour and 45 minutes for this section

Maths Adv
Solutions Manual 65
(No QR code in sample)
 Trial Exam 1 HIGHER
SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Extension 1

General • Reading time − 10 minutes

Instructions • Working time − 2 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
70 Section I − 10 marks (pages 96 to 99)
• Attempt Questions 1 − 10
• Allow about 15 minutes for this section
Section II − 60 marks (pages 100 to 104)
• Attempt Questions 11− 14
• Allow about 1 hour 45 minutes for this section

Maths Ext 1
Solutions Manual 95
(No QR code in sample)
 Trial Exam 2 HIGHER
SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Extension 1

General • Reading time − 10 minutes

Instructions • Working time − 2 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
70 Section I − 10 marks (pages 106 to 109)
• Attempt Questions 1 − 10
• Allow about 15 minutes for this section
Section II − 60 marks (pages 110 to 113)
• Attempt Questions 11− 14
• Allow about 1 hour 45 minutes for this section

Maths Ext 1
Solutions Manual 105
(No QR code in sample)
 Trial Exam 3 HIGHER
SCHOOL
CERTIFICATE
EXAMINATION

Mathematics Extension 1

General • Reading time − 10 minutes

Instructions • Working time − 2 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
• Use the formula sheet provided by NESA on the NESA website
• For questions in Section II, show all relevant working in questions involving
calculations

Total Marks:
70 Section I − 10 marks (pages 116 to 119)
• Attempt Questions 1 − 10
• Allow about 15 minutes for this section
Section II − 60 marks (pages 120 to 123)
• Attempt Questions 11− 14
• Allow about 1 hour 45 minutes for this section

Maths Ext 1
Solutions Manual 115
(No QR code in sample)
 Model Solutions and Marking Scheme.

Topic 1: Functions
SECTION A - Multiple-choice questions [Click on question number to go to Detailed Solutions.]

Question 1 2 3 4 5

Answer A D D C B

Section B - Short answer questions

Question 6 (a) [Go to Detailed Solution]

Criteria Marks

* Expresses x2 + 2x + 5 in the form (x + a)2 + b [the values of a and b 1

need not be explicitly stated]

Solution:

y = x2 + 2x + 5
= (x2 + 2x + 1) + 4
= (x + 1)2 + 4

7
Question 6 (b) [Go to Detailed Solution]

Criteria Marks

* Correctly sketches the graph of y = x2 + 2x + 5, indicating (not ex- 1

plicitly stating necessarily) the location of the turning point and the
y−intercept

Solution:

(−1, 4)
x

8
 Detailed Solutions.
Topic 1: Functions

SECTION A - Multiple-choice questions

Question 1 (A) [Go to MCQ Answers]

Let us attempt to use the quadratic formula to solve this equation.

Recall that the quadratic formula states that:

if ax2 + bx + c = 0
√
−b ± b2 − 4ac
then x= .
2a

Applying this in the case of x2 − 3x + 9 = 0,

√
It quickly becomes apparent that there are no real solutions to this equation, given that −27 does not
exist among the real numbers.

In fact, if we look more closely at the quadratic formula, we can identify the “stuff under the root”,
namely b2 − 4ac. This is called the discriminant (∆). The value of this discriminant determines whether
a quadratic equation has two, one or no real solutions:

• if ∆ > 0, then there are two real solutions

• if ∆ = 0, then there is one (repeated) real solution

−b ± 0 −b
– as x = = which is a single solution
2a 2a
• if ∆ < 0, then there are zero real solutions
√
– as b2 − 4ac would not exist among real numbers.

111
Question 2 (D) [Go to MCQ Answers]

There are two ways to go about these sorts of questions.

Firstly, understanding what a dilation by factor 2 from the y-axis actually means. Taking the original
graph of y = x2 -
y
6

1
x
−4 −3 −2 −1 1 2 3 4
−1

−2

Dilating it factor 2 from the y−axis literally means “grabbing at the sides of the graph” and pulling it
“sideways”, away from the y−axis, to “double” its size”. The resultant graph looks like this:

y
6

1
x
−4 −3 −2 −1 1 2 3 4
−1

−2

112
Note here that what we have done is multiplied all the x−coordinates by 2.

Method 1: The quick method (inspection)

This requires recalling that if y = f (x) is dilated factor 2 from the y-axis, the image of this graph would be
x
y = f ( ). If you want to understand why this is the case, look at Method 2. A quick way of understanding
2
x
why is that when you stick an in the bracket instead of an x, the function f progresses more “slowly”
2
x
as x progresses along, because increases more slowly. This makes the graph look more “stretched out”,
2
as the y−values change more “slowly” as x moves along.

Now, given that f (x) = x2 , the image would be:

x
y = f( )
2
 x 2
=
2
x 2
=
4

This leads to the answer D.

Method 2: The long but principled method

This method uses first principles. It uses the fact that to obtain the new graph, we double all the x-
coordinates.

Suppose the coordinates of the original graph are (x, y), which are “mapped” onto the new coordinates
(x0 , y0 ). In this setting, we take a coordinate of the original graph (x, y), and we transform that coordinate
(by doubling the x−coordinate) to produce its image (x0 , y0 ).

To find the equation of the new graph, we need to find a relationship between x0 and y0 . Importantly, we
need to find y0 in terms of x0 . When we do this, and find an equation of the form y0 = g(x0 ), this will be
the rule for the new graph.

Since this transformation involves doubling the x−coordinates and doing nothing to the y−coordinates,
we can express x0 in terms of x and y0 in terms of y

x0 = 2x......(1)
y0 = y......(2)

• In other words, to get x0 , we double the x−coordinate x and to get y0 we don’t do anything to y (the
y−coordinate).

Now, we know the following relationship between x and y:

y = x2 ......(3)

113
We want to replace x and y with x0 and y0 .
To do this, we need to find x in terms of x0 and y in terms of y0 . Taking equations (1) and (2) and making
x0 and y0 the subjects, we get:

x0
x = ......(4)
2
y = y0 ......(5)

Using (4) and (5) to replace x and y with x0 and y0 , we get:

 0 2
0 x
(y ) =
2
(x0 )2
y0 =
4

We now have a relationship between x0 and y0 , the image coordinates of the original coordinates (x, y).
This relationship constitutes the rule of the new graph, which will be:

x2
y=
4

In case you are wondering WHY...

You might wonder why a dilation of factor 2 from the y−axis is equivalent to
x
transforming y = f (x) to y = f ( ). Let us use first principles to figure out why, like we
2
did in Method 2.

Instead of using y = x2 as the original function, let us use y = f (x) instead. Now, we
need to find a relationship between x0 and y0 . Using equations (4) and (5) and
substituting it into y = f (x) to replace x and y with x0 and y0 :

0 x0
(y ) = f ( )
2
x
This means the rule for the image would be y = f ( ).
2

114
Question 3 (D) [Go to MCQ Answers]

You only need to recall the shapes of the first three options from your studies, with the fourth option
requiring a little more thinking.

Option (A) is a truncus, which we know has both a horizontal and vertical asymptote:

20 y
18
16
14
12
10
8
6
4
2 x
−4 −3 −2 −1 1 2 3 4

√
√ (B) is a modified graph of y =
Option x, moved 4 units to the left. We know that graphs of the family
y = x has no asymptote:

4 y

1
x
−4 −3 −2 −1 1 2 3 4

115
Option (C) is a graph of the family y = ex , which has only a horizontal asymptote (the x−axis). The
graph of y = 2e2x is shown below:

20 y

16

12

4
x
−4 −3 −2 −1 1 2 3 4

Option (D) requires a little more thinking. Let’s consider a similar graph y = loge (x), with the vertical
asymptote being the y−axis:

5 y

x
−1 1 2 3 4

−5

−10

Now let us consider y = loge (2x2 ) and its domain. For loge (a) to exist, a has to be bigger than 0 (a > 0).
For example, the domain of y = loge (x) is R+ (or x > 0). What about for y = loge (2x2 )?

Well, 2x2 would always be bigger than 0, except when x = 0. Hence y = loge (2x2 ) would be defined for
all real numbers except x = 0. Also, when x gets close to 0, 2x2 also gets very close to 0 in a similar
fashion, so loge (2x2 ) would become more and more negative towards negative infinity, just like loge (x).
Hence, the graph of y = loge (2x2 ) would look like this:
y x
−4 −3 −2 −1 1 2 3 4

−5

−10

Just like y = loge (x), y = loge (2x2 ) would have only a vertical asymptote being x = 0.

116
Question 4 (C) [Go to MCQ Answers]

The maximal domain is self-explanatory; it is the largest possible set of numbers for which a function
can be defined.
√
Let us have a look at f (x) = − 1 − x.

Now, a squareroot is defined only if the “stuff under the root” is 0 or more. This is because over the real
numbers, the squareroot of a negative number does not exist.

This means that if 1 − x ≥ 0, then f (x) is defined. Now −

1−x ≥ 0
=⇒ x ≤ 1

Thus, the maximal domain is (−∞, 1].

Question 5 (B) [Go to MCQ Answers]

Solving the equation:

e2x = 2

When the “x” term is in the exponent, the way to make it the subject is to take the log of both sides:

loge (e2x ) = loge (2)

2x = loge (2)

Completing the steps to find x:

1
x= log (2)
2 e

Note that “ln” and “loge ” are equivalent; “ln” stands for “natural logarithm”. Hence, the answer is B.

117
SECTION B - Short answer questions

Question 6 (a) [Go to Model Solution]

Recognise that this question is actually asking you to complete the square - this is a skill that is taught
in earlier years in high school, and still comes in useful when drawing quadratic graphs.

Let us start with the original equation:

y = x2 + 2x + 5

To complete the square, you want to “break up” the above equation to “manufacture” a x2 + x+
term that is a perfect square, and factorises to (x + )2 .

Given that:

• we have x2 + 2x as part of our expression

• (x + 1)2 = x2 + 2x + 1 is the perfect square with x2 + 2x as part of it

– to derive this, remember that (x + a)2 = x2 + (2a)x + (a2 ), so the coefficient of the x−term is
twice the value of a;
– therefore, we use 1 in the square as half of 2 (the coefficient of the x−term) is 1.

we can express the original expression as follows:

y = x2 + 2x + 5
= x2 + 2x + 1 + 4
= (x2 + 2x + 1) + 4

As you can see, we have “muscled” a perfect square into our original expression. Now, factorising our
perfect square component:

y = (x2 + 2x + 1) + 4
= (x + 1)2 + 4

118
Question 6 (b) [Go to Model Solution]

This is a graph of a quadratic function, whose characteristic curve should be very well known.

The best way of graphing a quadratic function is by expressing it in the form shown in part (a) − y =
(x + 1)2 + 4.

Then, notice that this is just a translation of the function y = x2 as below:

• 1 unit to the left

• 4 units up

The original graph of y = x2 looks like this:

x
(0,0)

After the transformation, the graph would look like this, with its corresponding turning point being
translated the same way:

(−1, 4)
x

Conventionally, when sketching graphs of quadratic functions, you indicate the axes intercepts and the
turning point.

The turning point is shown above. To find the y−intercept, remember that the y−axis represents points
where x = 0. Hence, if we let x = 0, then y = 02 + 2 × 0 + 5 = 5. Hence, the y−intercept is (0, 5).

119
 Model Solutions and Marking Scheme.
Topic Test 1: Proof
SECTION A - Multiple-choice questions [Click on question number to go to Detailed Solutions.]

Question 1 2 3 4 5

Answer B A C D B

1
Question 6 (a) (i) [Go to Detailed Solution]

Criteria Marks
• Provides correct and complete proof. 3

• Completes base case and makes progress on the induction step. 2

• Completes base case. 1

Solution:
Base Case: n = 1.
In the case where n = 1, we have 4n − 3 = 4 · 1 − 3 = 1 = 1 · (2 − 1) = n(2n − 1).
Hence, the result is true for n = 1.
Induction Step
Suppose the result is true for some n = k where k ∈ Z+ . That is,

1 + 5 + 9 + · · · + (4k − 3) = k(2k − 1). (Inductive hypothesis)

Then we have

1 + 5 + 9 + · · · + (4k − 3) + (4(k + 1) − 3) = 1 + 5 + 9 + · · · + (4k − 3) + (4k + 1)

= k(2k − 1) + (4k + 1) (by the Inductive hypothesis)
= 2k2 − k + 4k + 1
= 2k2 + 3k + 1
= (k + 1)(2k + 1)
= (k + 1)(2(k + 1) − 1).

Hence, the result is true for n = k + 1.

Conclusion
Since the result is true for n = 1, then we have shown that the result is also true for n = 2, 3, . . . .
Hence, the result is true for n ≥ 1.

Question 6 (a) (ii) [Go to Detailed Solution]

Criteria Marks
• Obtains the correct numerical answer. 1

Solution:
Substituting n = 1000 into the equation from part (i), we have

1 + 5 + 9 + · · · + 3997 = 1000 · 1999

= 1999000.

2
Question 6 (b) (i) [Go to Detailed Solution]

Criteria Marks
• Provides correct and complete proof. 3

• Completes base case and makes progress on the induction step. 2

• Completes base case. 1

Solution:
Base Case: n = 1.
In the case where n = 1, we have
1 1 1 n
= =1= = .
n × (n + 1) 2 1+1 n+1

Hence, the result is true for n = 1.

Induction Step
Suppose the result is true for some n = k where k ∈ Z+ . That is,
1 1 3 1 k
+ + +···+ = (Inductive hypothesis)
1×2 2×3 3×4 k × (k + 1) k + 1

Then we have
1 1 3 1 1 k 1
+ + +···+ + = +
1×2 2×3 3×4 k × (k + 1) (k + 1) × (k + 2) k + 1 (k + 1) × (k + 2)
(by the Inductive hypothesis)
k(k + 2) + 1
=
(k + 1) × (k + 2)
k2 + 2k + 1
=
(k + 1) × (k + 2)
(k + 1)2
=
(k + 1) × (k + 2)
k+1
=
k+2
Hence, the result is true for n = k + 1.
Conclusion
Since the result is true for n = 1, then we have shown that the result is also true for n = 2, 3, . . . .
Hence, the result is true for n ≥ 1.

3
Question 6 (b) (ii) [Go to Detailed Solution]

Criteria Marks
• Is able to establish the correct value of the limiting sum by using the 2
result in (a).
• Recognises that the result in (a) is to be used. 1

Solution:
From part (a), we have
1 1 3 1 n
+ + +···+ = .
1×2 2×3 3×4 n × (n + 1) n + 1

We have
n
lim = 1.
n→∞ n + 1
Hence,
1 1 3 1
lim + + +···+ = 1.
n→∞ 1 × 2 2×3 3×4 n × (n + 1)

4
 Detailed Solutions.
Topic 1: Proofs

Question 1 [Go to Model Solution]

One possible initial strategy is to try proving equality between the given expression and each option using
mathematical induction. However, this strategy is extremely time consuming since if we are unlucky in
our choices, we may end up performing mathematical induction multiple times.
The goal of multiple choice questions is to simply find the right answer as quickly as possible since there
are no marks for working out. In this case, a more effective strategy would be to find the options which
don’t equal the given expression. While proving equality between expressions can be labour intensive, it
is sufficient to just find a single counter example to prove that two expressions aren’t equal. For instance,
if we substitute n = 1, the original expression would have a value of 12 and this value is only shared by
option B. Of course, this in itself does not prove that
1 2 3 n n+2
+ 2 + 3 +···+ n = 2− n .
2 2 2 2 2
Rather, we assume that the question has a correct answer and by process of elimination, this has to be
the correct answer. To go back to the case where n = 1, if two of the options had a value of 21 , then we
would have to substitute further values of n until we are able to identify the correct option. The general
strategy presented here is process of elimination and the ‘trick’ that we used to speed up this process was
substituting a particular value of n.

Question 2 [Go to Model Solution]

Let us analyse each of the presented options.
Option D is evidently false since the equation holds for n = 1 and 1 is not a multiple of 6.
Option C is false (try proving the given result if you aren’t convinced) but sometimes we can’t be too sure.
Perhaps a direct proof by mathematical induction really isn’t sufficient to prove the result. In cases like
this, whilst we are quite confident that this option can’t be correct, we can’t be sure unless we actually
try carrying out the proof. A strategic (and time saving) move would be to not try carrying out the proof
until we’ve processed the other options.
Option B is demonstrably false by substituting n = 30 into the right hand side of the equation.
Option A is correct but it may not be immediately obvious as to why. A direct proof that n(n+1)(2n+13)
is necessarily divisible by 6 for n ≥ 1 would be a nice little exercise in number theory. However, number
theory is not part of the curriculum so how can we otherwise convince ourselves of this fact? Looking
back at the given equation, it’s apparent that the result of the left hand side (after processing all the
multiplications and additions) is an integer. Thus, the right hand side must also be an integer too and this
is only possible if n(n + 1)(2n + 13) is divisible by 6. If we weren’t able to recognise this, we could then
go back and verify that option C is not the correct option by carrying out the proof – this would leave
option A as the only possible correct answer by process of elimination.

158
Question 3 [Go to Model Solution]
The result is true for n = 1 (i.e., the base case) but is demonstrably false for n = 2 since 3 + 6 = 9 6= 7 =
2 · 3 + 1. However, when trying to prove the result for n = k + 1, we obtain (k + 1)(k + 3) + 1 when the
desired expression (k + 1)(k + 2) + 1. For positive integer values of k, these two expressions can not be
equal. Hence, the correct option is C.

Question 4 [Go to Model Solution]

We aren’t able to directly apply the given result to obtain a value for 512 + 522 + · · · + 1002 . However,
not all hope is lost. At the very least, this expression is very similar to the left hand side of the given
equation. The key insight here is to observe that

512 + 522 + · · · + 1002 = (12 + 22 + · · · + 1002 ) − (12 + 22 + · · · + 502 ).

We are able to utilise the given result to evaluate both sums on the right hand side and after plugging
these numbers into a calculator, we should obtain 42925.

Question 5 [Go to Model Solution]

The result is evidently false for n = 1 since 1 6= 3 = 12 + 2. Interestingly though, if we assume the result
is true for n = k, we are actually able to prove the result for n = k + 1 (hence why the answer is B). This
doesn’t do much for the validity of the original statement though. The n = k + 1 case is only true if we
assume that the n = k case is true. However, since the result is not true for any particular value of n, then
we can not apply the principle of mathematical induction to prove the result for other values of n.

Question 6 (a) (i) [Go to Model Solution]

The question itself isn’t terribly difficult and is characteristic of induction problems involving sums.
We’ll use this opportunity to explore how to properly write a proof by induction at a high school level.
Mathematical induction is a type of mathematical proof that is used to prove certain results over a subset
of the natural numbers. In practice, this will be some equation in terms of n (such as the problem
presented here). For our purposes, a proof by induction consists of three parts: a base case, an induction
step and a conclusion.
The base case involves demonstrating that the given equation holds for a particular value of n. Typically,
we first show that the result holds for n = 1 but this is not always the case – a result may be false for n = 1
but then be true for all other positive integer values. As such, read the question carefully to determine the
correct base case.
Typically, the base case is trivial to prove but it’s vital that you are able to establish that the equation
holds for the appropriate initial value. For this particular problem, the base case is indeed n = 1 and we
clearly demonstrate that the left hand side and right hand side of the equation agrees in value.
The induction step is the heart of the proof and this is where things can become complicated. The
induction steps involves assuming that the result is true for a particular value of k and then subsequently
proving that the result is also true for n = k + 1. Proving the result for n = k + 1 involves invoking the
assumption and often also some other tricks such as factorisation. I strongly recommend always explicitly
writing out what you’re assuming and labelling it. For instance, in the model solution, I explicitly wrote:
Suppose the result is true for some n = k where k ∈ Z+ . That is,

1 + 5 + 9 + · · · + (4k − 3) = k(2k − 1). (Inductive hypothesis)

159
The benefit of this is twofold. First of all, it will help you recognise how to reformat what you currently
have in order to be able to invoke the inductive hypothesis. This may be trivial for simpler induction
problems (especially those involving sums) but we’ll see the benefit when dealing with induction prob-
lems dealing with divisibility (or really, any induction problem which isn’t trivial). Secondly, it makes it
clear to the marker when and where you apply the inductive hypothesis – you should think of it this way:
give the marker no possible reason to deduct marks from you.
To finish our proof by induction, we need to write a conclusion. You definitely don’t need to write an
essay for this but perhaps write something a bit more descriptive than “The statement is therefore true
by induction.” I’d strongly suggest coming up with a template that you like and then sticking with it for
every induction problem you encounter. Consider the conclusion presented in the model solution:
“Since the result is true for n = 1, then we have shown that the result is also true for n = 2, 3, . . . .
Hence, the result is true for n ≥ 1.”
Notice that this conclusion can be applied for essentially every induction problem and one only needs to
adjust a few numbers to make it true for different base cases.
Like the base case, the conclusion is trivial but is necessary. I can pretty much guarantee you that you
will lose a mark if you do not write one.

Question 6 (a) (ii) [Go to Model Solution]

As a general remark, whenever you are working on a question with multiple subparts, try to see if you can
use the previous subparts to help you. In this case, it should hopefully be clear that we will be using the
result that was established in part (i). In fact, since the question has the keyword hence, you must use the
previous result or else you will most likely lose marks. To extend on this, if a question begins with hence
or otherwise, I’d still strongly recommend that you try to solve it by explicitly using previous subparts.
The otherwise method will most likely involve some non-trivial insights that only more experienced
problem solvers can imagine, especially under test conditions.
For this problem, just be careful to substitute the correct value of n – this can be retrieved by solving
4n − 3 = 3997 for n.

Question 6 (b) (i) [Go to Model Solution]

You might notice that the model solution follows the exact same format as the solution presented for
Question 6 (a) (i). Moreover, the advice presented in its detailed solution is just as relevant. Here, I’d
like to present some more strategies for dealing with more difficult induction problems. I’ve already
mentioned before that you should always explicitly write the inductive hypothesis. Another highly useful
strategy is to explicitly write down what you are trying to prove in the n = k + 1 case. For example, within
our solution, we could look to write:
Then we would like to prove that for n = k + 1, we’d have
1 1 3 1 1 k+1
+ + +···+ + = .
1×2 2×3 3×4 k × (k + 1) (k + 1) × (k + 2) k + 2
The reason for this is that we now know what we are working towards and this is important. Here’s an
analogy which may help put things into perspective: solving a problem is like navigating your way out
of a dark cave with many tunnels leading to who knows where. Knowing explicitly what the final result
looks like is like having a compass which points in the direction of the exit. This illuminates one of the
most important problem strategies I know: “compare what you have to what you want”. This may
sound obvious but explicitly doing this will allow you to stay on track and not get distracted by any red

160
herrings. From here on, I will refer to this as the golden principle. For the given problem, after applying
the inductive hypothesis, we are left with the expression
k 1
+ .
k + 1 (k + 1) × (k + 2)

To apply the golden principle, we observe that our final answer consists of a single fraction. To get closer
to what we want, we should combine the two fractions that we have into a single fraction. This leaves us
with the expression
k(k + 2) + 1
.
(k + 1) × (k + 2)
We then notice that the denominator of the final result only contains (k + 2) so we should look to factorise
a (k + 1) out of the numerator to cancel out the (k + 1) that’s currently in the denominator. Thus, repeated
applications of this principle will lead us closer and closer to the desired result. Being able to consistently
recognise the next step that will bring us closer to the desired result is an important skill in problem
solving.

Question 6 (b) (ii) [Go to Model Solution]

Once again, given that the question has the keyword hence, we know that we have to apply the result
obtained in the previous subpart. One just has to recognise that
n
→1
n+1
as n → ∞ and then argue that by the previous subpart, the limiting sum must also share this value.

Question 6 (c) (i) [Go to Model Solution]

Our model solution simply follows what we’ve discussed before regarding writing a proof by mathemat-
ical induction. The result itself is trivial and could also be established with an application of a sum of
arithmetic progression formula. However, the question specifically asks for mathematical induction so
we have to comply.

Question 6 (c) (ii) [Go to Model Solution]

The crux move for this question is being apply to apply the result established in part (i). Within the
inductive step, we first apply the inductive hypothesis to reduce the first k sums into a single closed form
expression 61 k(k + 1)(k + 2). The result from part (i) is then used to ‘compress’ the (k + 1)th sum (i.e.,
1 + 2 + 3 + · · · + k + 1) into a single closed form expression 21 (k + 1)(k + 2). With the golden principle in
mind, we then look to combine these two closed form expressions into a single closed form expression
(since we know that’s what the desired result looks like). This is done by factorisation.

Question 7 (a) [Go to Model Solution]

Given that we are now dealing with induction questions involving divisibility, our proofs will follow a
slightly different ‘template’. In particular, when stating the inductive hypothesis, we introduce a variable
p ∈ Z+ . The reason for this is because if a ∈ Z+ is divisible by some b ∈ Z+ , then a = b · p for some
p ∈ Z+ . For instance, in our case, to show that 32·1 + 7 is divisible by 8, we show that it can be written as
8 · 2. Moreover, to show that 32(k+1) + 7 is divisible by 8, we show that it can be written as 8(9p − 7) and

161