O LEVEL

A MATH
O LEVEL AM
FINAL REVISION
P2 ANALYSIS

2023
Focus Topic

In 2023

PARADIGM SECONDARY MATH DEPARTMENT

Focus Topic

In 2023

In 2024

PARADIGM SECONDARY MATH DEPARTMENT

Focus Topic

PARADIGM SECONDARY MATH DEPARTMENT

Focus Topic

Focus on
Expo,Lg,Trigo

PARADIGM SECONDARY MATH DEPARTMENT

Focus Topic

THERE WILL BE 9-11 QUESTIONS UP TO 12 MARKS PER QN

TOTAL: 90 MARKS (2H 15MIN)

In 2021 – there were 10 questions

In 2022 – there were 10 questions
In 2023 – there were 9 questions

PARADIGM SECONDARY MATH DEPARTMENT

Focus Topic

BIG TOPICS: MEDIUM TOPICS: SMALL TOPICS:

1. Circle 1. Nature of Roots 1. Trigonometry – Principal Value

2. Linear Law 2. Polynomial 2. Exponential/Logarithm Graph
3. Trigonometry Proving/Solving 3. Exponential 3. Factorising Cubic Equation
4. Integration – Eqn of Curve 4. Logarithm
5. Integration - Kinematics 5. Coordinate Geometry
6. Differentiation – Eqn Tang/Norm
7. Differentiation – Increase/Decrease
Function

PARADIGM SECONDARY MATH DEPARTMENT

 NATURE OF
ROOTS

PARADIGM SECONDARY MATH DEPARTMENT

Nature of Roots - Summary

Finding Ranges When to Reject?

We reject ranges on these scenarios:

1) Graph of ax 2 + bx + c, a cannot be 0.
2) Graph is always Positive, coefficient of 𝑥 2 cannot be Negative.
3) Graph is always Negative, coefficient of 𝑥 2 cannot be Positive.

Proving & Showing

Observation Completing The Square

Apply this method when Apply this method when you see a
Conditions are given. Quadratic Equation.

This allows you to break the We are unable to prove whether

equation into smaller pieces and 𝑘 2 − 20𝑘 + 111 is always Positive
explain step by step. or Negative.

This is why it’s called Proving Through Completing The Square,

we transform the equation into
2016 P2 Q7 through Deduction.
𝑘 − 10 2 + 12.
2018 P2 Q9 Now, we can easily explain ☺

PARADIGM SECONDARY MATH DEPARTMENT

Nature of Roots

Discriminant

Curve & Axis Curve & Line

PARADIGM SECONDARY MATH DEPARTMENT

Nature of Roots

Discriminant

Curve & Axis Curve & Line

Find the range of values of k for which the expression 3 −

4𝑘 − 𝑘 + 3 𝑥 − 𝑥 2 is negative for all real values of x.

−𝑥 2 − 𝑘 + 3 𝑥 + 3 − 4𝑘
−𝑥 2 + −𝑘 − 3 𝑥 + 3 − 4𝑘

𝑏 2 − 4𝑎𝑐 < 0
−𝑘 − 3 2 − 4 −1 3 − 4𝑘 < 0
𝑘 2 + 6𝑘 + 9 + 12 − 16𝑘 < 0
𝑘 2 − 10𝑘 + 21 < 0
𝑘−7 𝑘−3 <0

3<𝒌<𝟕

PARADIGM SECONDARY MATH DEPARTMENT

Nature of Roots

Discriminant

Curve & Axis Curve & Line

Find the range of values of k for which the expression 3 − Find the range of values of 𝑘 for which the line 5𝑦 = 𝑘 − 𝑥
4𝑘 − 𝑘 + 3 𝑥 − 𝑥 2 is negative for all real values of x. does not intersect the curve 5𝑥 2 + 5𝑥𝑦 + 4 = 0.

−𝑥 2 − 𝑘 + 3 𝑥 + 3 − 4𝑘 5𝑦 = 𝑘 − 𝑥 (1)
−𝑥 2 + −𝑘 − 3 𝑥 + 3 − 4𝑘 2
5𝑥 + 5𝑥𝑦 + 4 = 0 (2)

𝑘−𝑥
2
𝑏 − 4𝑎𝑐 < 0 5𝑥 2 + 5𝑥 +4=0
5
2
−𝑘 − 3 − 4 −1 3 − 4𝑘 < 0 5𝑥 2 + 𝑘𝑥 − 𝑥 2 + 4 = 0
𝑘 2 + 6𝑘 + 9 + 12 − 16𝑘 < 0 4𝑥 2 + 𝑘𝑥 + 4 = 0
𝑘 2 − 10𝑘 + 21 < 0 𝑘2 − 4 4 4 < 0
𝑘−7 𝑘−3 <0 𝑘 2 − 64 < 0
𝑘−8 𝑘+8 <0
3<𝒌<𝟕
−𝟖 < 𝒌 < 𝟖

PARADIGM SECONDARY MATH DEPARTMENT

Nature of Roots – When to Reject

SOMETIMES, YOU MUST REJECT YOUR ANSWER!

PARADIGM SECONDARY MATH DEPARTMENT

Nature of Roots – When to Reject

When to Reject?

1. Find the value of 𝑎 such that 2. Find the valued of 𝑎 such that 3. Find the range of values of 𝑝 such that
the curve 𝑦 = 𝑎𝑥 2 + 𝑥 + 𝑎 lies the curve 𝑦 = 𝑎𝑥 2 + 𝑥 + 𝑎 lies 𝑦 − 𝑥 = 3 intersects the curve
below the 𝑥-axis. above the 𝑥-axis. 𝑦 = 𝑝𝑥 2 − 3𝑥 + 𝑝 at two distinct points.

𝐷 = 1 − 4𝑎2 < 0 𝐷 = 1 − 4𝑎2 < 0 𝑝𝑥 2 − 3𝑥 + 𝑝 = 3 + x

𝐷 = 1 − 4𝑎2 < 0 and 𝑎 < 0 𝐷 = 1 − 4𝑎2 < 0 and 𝑎 > 0 𝑝𝑥 2 − 3𝑥 + 𝑝 − 3 − 𝑥 = 0
1 + 2𝑎 1 − 2𝑎 < 0 1 + 2𝑎 1 − 2𝑎 < 0 𝑝𝑥 2 − 4𝑥 + 𝑝 − 3 = 0
2𝑎 − 1 2𝑎 + 1 > 0 𝑏 2 − 4𝑎𝑐 > 0
2𝑎 − 1 2𝑎 + 1 > 0
1 1 1 1 (−4)2 − 4 𝑝 𝑝 − 3 > 0
𝑎 < − or 𝑎 > (Reject) 𝑎<− (Reject) or 𝑎 > 16 − 4𝑝2 + 12𝑝 > 0
2 2 2 2
−4 𝑝2 + 12𝑝 + 16 > 0
1
∴𝑎<−
1 𝑎> 𝑝2 − 3𝑝 − 4 < 0
2 2
𝑝−4 𝑝+1 <0

−1 < 𝑝 < 4 , 𝒑 ≠ 𝟎

Note:
1. Always check coefficient of 𝒙𝟐 because that determines the shape of the graph
2. Always check the phrasing – Above/Below Axis or Always Positive or Negative
PARADIGM SECONDARY MATH DEPARTMENT
Nature of Roots - Proving

Complete The Square Deduction

1. Explain why the curve 𝑦 = 𝑝𝑥 2 + 2𝑥 − 𝑝 will 2. Show that the roots of the quadratic equation
always cut the line 𝑦 = −1 at two distinct 1
3𝑥 2 + 6𝑝𝑥 − 𝑥 + 3𝑝2 = 0 are not real if 𝑝 > 12 .
points for all real values of 𝑝.

𝑝𝑥 2 + 2𝑥 − 𝑝 = −1 𝑏2 − 4𝑎𝑐 = (6𝑝 − 1)2 − 4(3)(3𝑝2 )

𝑝𝑥 2 + 2𝑥 + 1 − 𝑝 = 0 = 36𝑝2 − 12𝑝 + 1 − 36𝑝2 NEVER PUT
𝑏2 − 4𝑎𝑐 = 4 − 4 𝑝 1 − 𝑝 NEVER PUT SIGN IN PROVING = −12𝑝 + 1 SIGN IN
PROVING
1
= 4𝑝2 − 4𝑝 + 4 = −12(𝑝 − 12)
= 4(𝑝2 − 𝑝 + 1)
1 2 3 1 1
= 𝑝− + COMPLETE THE SQUARE TO
For 𝑝 > 12 , 𝑝 − 12 > 0
2 4
PROVE 1
1 2 −12 𝑝 − <0
BREAK DOWN
=4 𝑝− +3>0 12 SLOWLY TO
2 EXPLAIN
1 2 2 𝑏2 − 4𝑎𝑐 < 0
Since 𝑝 − ≥ 0 or 2𝑝 − 1 ≥ 0,
2
the discriminant > 0, the curve will always cut the line at The roots of the equation are not real.
two distinct points for all real values of p.
PARADIGM SECONDARY MATH DEPARTMENT
Nature of Roots – O Level Question

Explanation &
Proving Question

2016 P2 Q7
2018 P2 Q9

PARADIGM SECONDARY MATH DEPARTMENT

Nature of Roots – Great Prelim Questions

AHS 2024 Q1 P1 NCHS 2024 P1 Q1/2

PARADIGM SECONDARY MATH DEPARTMENT

 POLYNOMIAL
& PARTIAL FRACTION

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction

Finding Unknown Remainder & Forming Original

Values Factor Theorem Equation**

Substitution Method By RT, 𝑓 𝑥 = 𝑅 Form Factors

Compare Coefficients By FT, 𝑓 𝑥 = 0 Check Coefficient of Degree

Solving Cubic Eq. Factorising Cubic Eq.

Hence
1. Mode 3,4 𝑥 3 + 𝑦 3 = (𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 )
2. Prove Factor
1. Nature of Roots 3. Long Division 𝑥 3 − 𝑦 3 = (𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2 )
2. Replacement Qn 4. Solve

1 𝐴 𝐵
Case 1: Linear = +
(𝑥 + 2)(𝑥 + 3) 𝑥 + 2 𝑥 + 3
Check Improper vs Proper Fraction
If Improper, do Long Division 1 𝐴 𝐵𝑥 + 𝐶
Case 2: Square 2
= + 2
Fully Factorise Denominator (𝑥 + 2)(𝑥 + 3) 𝑥 + 2 𝑥 + 3
1 𝐴 𝐵
Case 3: Quadratic = +
(𝑥 + 2)2 𝑥 + 2 (𝑥 + 2)2
PARADIGM SECONDARY MATH DEPARTMENT
Long Division

Divide 2𝑥 3 − 9𝑥 2 + 15 by 2𝑥 − 5

𝑥 2 − 2𝑥 − 5 𝑥 2 − 2𝑥 − 5
2𝑥 − 5 2𝑥 3 − 9𝑥 2 + 15 2𝑥 − 5 2𝑥 3 − 9𝑥 2 + 0𝑥 + 15
−(2𝑥 3 − 5𝑥 2 ) −(2𝑥 3 − 5𝑥 2 )
−4𝑥 2 + 15 −4𝑥 2 + 0𝑥
− −4𝑥 2 + 10𝑥 − −4𝑥 2 + 10𝑥
−10𝑥 + 15
− −10𝑥 + 25
−10

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction – Qn Type 1

1. Finding Unknown Values

Expand & Compare Substitution NOTE:

1) FULLY FACTORISE

Given the identity, Given that the identity

𝑥 3 + 2𝑥 2 + 2𝑥 − 3 = 𝐴𝑥 + 𝐵 𝑥 − 1 𝑥 + 1 + 𝐶𝑥 − 1 4𝑥 3 − 2𝑥 2 − 𝑥 + 1
for all real values for x, find the value of A, of B and of C by = 𝐴 𝑥 − 1 + 𝐵 𝑥 − 1 (𝑥 + 1) + 𝐶𝑥 𝑥 − 1 (𝑥 + 1) + 𝐷
comparing coefficients. for all real values of x, find the value of A, B, C and D by substitution.

Sub 𝑥 = 1, 𝑥 = −1, 𝑥 = 0
𝑥 3 + 2𝑥 2 + 2𝑥 − 3 = 𝐴𝑥 + 𝐵 𝑥 − 1 𝑥 + 1 + 𝐶𝑥 − 1 𝐹𝑖𝑛𝑑 𝐴, 𝐵, 𝐶, 𝐷 𝑠𝑡𝑒𝑝 𝑏𝑦 𝑠𝑡𝑒𝑝
= 𝐴𝑥 + 𝐵 𝑥 2 − 1 + 𝐶𝑥 − 1
= 𝐴𝑥 3 + 𝐵𝑥 2 − 𝐴𝑥 − 𝐵 + 𝐶𝑥 − 1
= 𝐴𝑥 3 + 𝐵𝑥 2 + −𝐴 + 𝐶 𝑥 − 𝐵 + 1
By comparison, 𝐴 = 1, 𝐵 = 2
−𝐴 + 𝐶 = 2
−1 + 𝐶 = 2 HOW TO VALIDATE:
𝐶=3 1. Sub your answer back into the original equation
2. Make sure LEFT tally RIGHT

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 2

2. Remainder & Factor Theorem

The function 𝑓 𝑥 = 𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 + 3, where 𝑎 and 𝑏 are constants, is exactly divisible by (𝑥 + 1) and

leaves a remainder of 48 when divided by (𝑥 − 3).
Find the value of 𝑎 and of 𝑏.

(a) Find the values of 𝑎 and 𝑏. 𝑎 = 1, 𝑏 = 3

By Factor Theorem,
𝑓 −1 = 0
−1 + 𝑎 − 𝑏 + 3 = 0
𝑎 − 𝑏 = −2 HOW TO VALIDATE:
By Remainder Theorem, 1. Sub your answer back into the
𝑓 3 = 48 original equation
27 + 9𝑎 + 3𝑏 + 3 = 48 2. Check that there’s no remainder
9𝑎 + 3𝑏 = 18 when you sub f(-1) and remainder is
𝑎 = 1 𝑎𝑛𝑑 𝑏 = 3 48 when you sub f(3)

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 3

3. Forming Original Polynomial

(Advance)

1. The cubic polynomial f(x) is such that the coefficient of 𝑥 3 is 4. 2. The cubic polynomial f(x) has roots of the equation
1 1
The roots of the equation f(x) = 0 are , -1 and 2. f(x) = 0 are , -1 and 2.
2 2

𝑓 𝑥 = 2(2𝑥 − 1)(𝑥 + 1)(𝑥 − 2) 𝑓 𝑥 = 𝑘(2𝑥 − 1)(𝑥 + 1)(𝑥 − 2)

3. The cubic polynomial f(x) is such that the coefficient of 𝑥 3 is 1. 4. The term containing the highest power of 𝑥 in the polynomial 𝑓(𝑥)
1
Two of the roots of the equation f(x) = 0 are , and -1.
2
is 2𝑥 4 and the roots of 𝑓(𝑥) = 0 are 2 and −7.

𝑓 𝑥 = (2𝑥 − 1)(𝑥 + 1)(𝑥 − 𝑎) 𝑓 𝑥 = 2(𝑥 − 2)(𝑥 + 7)(𝑥 2 + 𝑎𝑥 + 𝑏)

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 3

3. Forming Original Polynomial

(Advance)

NOTE:
Remainder is ALWAYS One Degree Lesser than Divisor

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 3 (Hard)

3. Forming Original Polynomial (Hard)

The polynomial f(x) leaves a remainder of -5 and 7 when divided by 𝑥 + 1 and 𝑥 − 2 respectively.
Find the remainder when f(x) is divided by 𝑥 2 − 𝑥 − 2.
Recall: Dividend = Divisor × Quotient + Reminder

Let 𝑓 𝑥 = 𝑥 + 1 𝑥 − 2 𝑄 𝑥 + 𝑎𝑥 + 𝑏, where 𝑄)𝑥 is the quotient.

Remainder is ALWAYS
When 𝑓 𝑥 is divided by 𝑥 + 1, Using RT, 𝑓 −1 = −5 One Degree less than Divisor
−1 + 1 1 − 2 𝑄 −1 + 𝑎 −1 + 𝑏 = −5
−𝑎 + 𝑏 = −5……………(1)

When 𝑓(𝑥) is divided by 𝑥 − 2, Using RT, 𝑓 2 = 7

2+1 2−2 +𝑎 2 +𝑏 = 7
𝑏 = 7 − 2𝑎 …………...….(2)

Sub (2) into (1), −𝑎 + 7 − 2𝑎 = −5 [Solve eqns (1) & (2) Simultaneously]
−3𝑎 = −12
÷ −3 ∴𝑎=4
Sub 𝑎 = 4 into (2) ∴ 𝑏 = −1

∴ 𝑓 𝑥 = 𝑥 + 1 𝑥 − 2 𝑄 𝑥 + 4𝑥 − 1

⇒ DEPARTMENT
PARADIGM SECONDARY MATH The remainder is 𝟒𝒙 − 𝟏.
Polynomial & Partial Fraction - Qn Type 4

4. Solving Polynomials

3 2 Solve 3𝑥 3 − 5𝑥 2 − 7𝑥 + 10 leaving your answers in

Solve 2𝑥 −𝑥 − 5𝑥 − 2 = 0
surd forms where necessary.

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 4 (Hence)

Nature of Roots

Determine the number of real roots of the equation 𝑓(𝑥) = 2𝑥 3 + 3𝑥 2 + 2𝑥 + 8, justifying your answer.

f 𝑥 = 2𝑥 3 + 3𝑥 2 + 2𝑥 + 8
= (𝑥 + 2)(2𝑥 2 − 𝑥 + 4) [Long Division]

For the factor 2𝑥 2 − 𝑥 + 4,

Discriminant = 1 − 4 2 4
= −31 < 0

Hence, the equation 2𝑥 2 − 𝑥 + 4 = 0 has no real roots.

Therefore f(𝑥) = 0 has only 1 real root. The root is 𝑥 = −2

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 4 (Hence)

Replacement

Level 1 Level 2 Level 3

1i) Solve f 𝑥 = 2𝑥 3 −𝑥 2 − 5𝑥 − 2 = 0 2i) Solve 2𝑥 3 − 𝑥 2 − 5𝑥 − 2 = 0. 3i) Solve 2𝑥 3 − 9𝑥 2 + 𝑥 + 12 = 0

1ii) Hence, solve the equation 2ii) Hence, solve the equation 3ii) Hence, solve the equation.
2 𝑦 − 1 3 − 𝑦 − 1 2 − 5 𝑦 − 1 − 2 = 0. 16𝑦 3 − 4𝑦 2 − 10𝑦 − 2 = 0 12𝑦 3 + 𝑦 2 − 9𝑦 + 2 = 0

𝑓 𝑥 = (𝑥 − 2)(2𝑥 + 1)(𝑥 + 1) 𝑓 𝑥 = (𝑥 − 2)(2𝑥 + 1)(𝑥 + 1) 𝑓 𝑥 = (𝑥 + 1)(𝑥 − 4)(2𝑥 − 3)

1 1 3
𝑥 = 2, 𝑥 = − , 𝑥 = −1 𝑥 = 2, 𝑥 = − , 𝑥 = −1 𝑥 = −1, 𝑥 = 4, 𝑥 =
2 2 2
By Observation,
By Observation, By Observation, 1
𝑥=
𝑥 =𝑦−1 𝑥 = 2𝑦 𝑦
1 1 1 1 1 3
𝑦 − 1 = 2, 𝑦 − 1 = − , 𝑦 − 1 = −1 2𝑦 = 2, 2𝑦 = − , 2𝑦 = −1 = −1, = 4, =
2 2 𝑦 𝑦 𝑦 2
1 1 1 1 2
𝑦 = 3, 𝑦 = , 𝑦 = 0 𝑦 = 1, 𝑦 = − , 𝑦 = − 𝑦 = −1, 𝑦 = , 𝑦 =
2 4 2 4 3

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction

𝑥 3 + 𝑦 3 = (𝑥 + 𝑦)(𝑥 2 −𝑥𝑦 + 𝑦 2 ) HOW TO VALIDATE:

1. Re-expand back to see if you get
S.O.A.P original equation
𝑥 3 − 𝑦 3 = (𝑥 − 𝑦)(𝑥 2 +𝑥𝑦 + 𝑦 2 )

125𝑎3 − 𝑏3 64𝑥 3 + 1000𝑦 3

[(5𝑎)3 − (𝑏)3 ] [(4𝑥)3 + (10𝑦)3 ]

= [(5𝑎 − 𝑏)[(5𝑎)2 + 5𝑎 𝑏 + 𝑏2 ] = [(4𝑥 + 10𝑦)[(4𝑥)2 − 4𝑥 10𝑦 + (10𝑦)2 ]

= [ 5𝑎 − 𝑏 25𝑎2 + 5𝑎𝑏 + 𝑏2 = [ 4𝑥 + 10𝑦 16𝑥 2 − 40𝑥𝑦 + 100𝑦 2

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 4

4. Solving Polynomials

3 2 Solve 3𝑥 3 − 5𝑥 2 − 7𝑥 + 10 leaving your answers in

Solve 2𝑥 −𝑥 − 5𝑥 − 2 = 0
surd forms where necessary.

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 4 (Hence)

Nature of Roots

Determine the number of real roots of the equation 𝑓(𝑥) = 2𝑥 3 + 3𝑥 2 + 2𝑥 + 8, justifying your answer.

f 𝑥 = 2𝑥 3 + 3𝑥 2 + 2𝑥 + 8
= (𝑥 + 2)(2𝑥 2 − 𝑥 + 4) [Long Division]

For the factor 2𝑥 2 − 𝑥 + 4,

Discriminant = 1 − 4 2 4
= −31 < 0

Hence, the equation 2𝑥 2 − 𝑥 + 4 = 0 has no real roots.

Therefore f(𝑥) = 0 has only 1 real root. The root is 𝑥 = −2

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction - Qn Type 4 (Hence)

Replacement

Level 1 Level 2 Level 3

1i) Solve f 𝑥 = 2𝑥 3 −𝑥 2 − 5𝑥 − 2 = 0 2i) Solve 2𝑥 3 − 𝑥 2 − 5𝑥 − 2 = 0. 3i) Solve 2𝑥 3 − 9𝑥 2 + 𝑥 + 12 = 0

1ii) Hence, solve the equation 2ii) Hence, solve the equation 3ii) Hence, solve the equation.
2 𝑦 − 1 3 − 𝑦 − 1 2 − 5 𝑦 − 1 − 2 = 0. 16𝑦 3 − 4𝑦 2 − 10𝑦 − 2 = 0 12𝑦 3 + 𝑦 2 − 9𝑦 + 2 = 0

𝑓 𝑥 = (𝑥 − 2)(2𝑥 + 1)(𝑥 + 1) 𝑓 𝑥 = (𝑥 − 2)(2𝑥 + 1)(𝑥 + 1) 𝑓 𝑥 = (𝑥 + 1)(𝑥 − 4)(2𝑥 − 3)

1 1 3
𝑥 = 2, 𝑥 = − , 𝑥 = −1 𝑥 = 2, 𝑥 = − , 𝑥 = −1 𝑥 = −1, 𝑥 = 4, 𝑥 =
2 2 2
By Observation,
By Observation, By Observation, 1
𝑥=
𝑥 =𝑦−1 𝑥 = 2𝑦 𝑦
1 1 1 1 1 3
𝑦 − 1 = 2, 𝑦 − 1 = − , 𝑦 − 1 = −1 2𝑦 = 2, 2𝑦 = − , 2𝑦 = −1 = −1, = 4, =
2 2 𝑦 𝑦 𝑦 2
1 1 1 1 2
𝑦 = 3, 𝑦 = , 𝑦 = 0 𝑦 = 1, 𝑦 = − , 𝑦 = − 𝑦 = −1, 𝑦 = , 𝑦 =
2 4 2 4 3

PARADIGM SECONDARY MATH DEPARTMENT

Polynomial & Partial Fraction

𝑥 3 + 𝑦 3 = (𝑥 + 𝑦)(𝑥 2 −𝑥𝑦 + 𝑦 2 ) HOW TO VALIDATE:

1. Re-expand back to see if you get
S.O.A.P original equation
𝑥 3 − 𝑦 3 = (𝑥 − 𝑦)(𝑥 2 +𝑥𝑦 + 𝑦 2 )

125𝑎3 − 𝑏3 64𝑥 3 + 1000𝑦 3

[(5𝑎)3 − (𝑏)3 ] [(4𝑥)3 + (10𝑦)3 ]

= [(5𝑎 − 𝑏)[(5𝑎)2 + 5𝑎 𝑏 + 𝑏2 ] = [(4𝑥 + 10𝑦)[(4𝑥)2 − 4𝑥 10𝑦 + (10𝑦)2 ]

= [ 5𝑎 − 𝑏 25𝑎2 + 5𝑎𝑏 + 𝑏2 = [ 4𝑥 + 10𝑦 16𝑥 2 − 40𝑥𝑦 + 100𝑦 2

PARADIGM SECONDARY MATH DEPARTMENT

 EXPONENTIAL

PARADIGM SECONDARY MATH DEPARTMENT

Exponential

Solving

1. Compare Power 2. Sub Ln 3. Substitution

1. Simplify Base
1. Change to same base 2. Split Powers
2. Combine to single Log 3. EXACT SAME Exponential,
3. Cancel Log on both side apply Substitution

Word Problem Graphs

1. Find Constant
2. Standard Exponential Solving
3. Take note of Inequality Question
Approximation may ROUND DOWN
depending on questions

PARADIGM SECONDARY MATH DEPARTMENT

Exponential – Methods to Solve Exponential Eq.

1. Compare Power 2. Sub Ln 3. Substitution

3𝑥
Solve 95𝑥+1 = 4
27
Solve 3𝑦+1 = 4𝑦 Solve 2(3x ) − 32−x = 3,

32(5𝑥+1) =
3𝑥 Sub ln on both side 2 3𝑥 − 32−𝑥 = 3
3
34 9
2 3𝑥 − −3=0
𝑥−
3 3𝑥
310𝑥+2 = 3 4 𝑦 + 1 ln 3 = 𝑦 ln 4 𝑥
𝑙𝑒𝑡 𝑢 = 3
(ln 3)(𝑦) + ln 3 = 𝑦 ln 4 9
2𝑢 − − 3 = 0
By comparing powers 𝑦 ln 3 − 𝑦 ln 4 = − ln 3 𝑢
2𝑢2 − 3𝑢 − 9 = 0
𝑦 ln 3 − ln 4 = − ln 3
10𝑥 +2=𝑥−
3
− ln 3 2𝑢 + 3 𝑢 − 3 = 0
4 𝑦= 3
ln 3−ln 4
11 𝑢 = 3 𝑜𝑟 𝑢 = − 𝑟𝑒𝑗
9𝑥 = − = +3.82 2
4
11 3𝑥 = 3 ⟹ 𝑥 = 1
𝑥=−
36

HOW TO VALIDATE:
1. Sub back and make sure TALLY
PARADIGM SECONDARY MATH DEPARTMENT
Exponential – Advance Type 2

TKSS 2024 P2 Q2

Winning AM Book Pg 32

PARADIGM SECONDARY MATH DEPARTMENT

Exponential Word Problems

Exponential Word Problems

1. The temperature, 𝑇℃, of a chicken removed from a freezer is given by the formula 𝑇 = 20 − 38𝑒 −0.6𝑡 ,
where 𝑡 is the time in hours since the chicken was removed from the freezer.

(a) Find the temperature at which the chicken is kept in the freezer.
(b) Find the temperature of the chicken when 𝑡 = 2.
(c) Express 𝑡 as a function of 𝑇.
(d) Explain why the temperature of the chicken can never reach 20℃.

𝑇 = 20 − 38𝑒 −0.6𝑡
As 𝑡 → ∞,
𝑒 −0.6𝑡 > 0,
−38𝑒 −0.6𝑡 < 0
20 − 38𝑒 −0.6𝑡 < 20
2013 P1 Q8(d) The temperature of the chicken can never reach 20℃
2019 P1 Q5

PARADIGM SECONDARY MATH DEPARTMENT

Exponential Word Problems

Exponential Word Problem (Compounding)

(i) A virus was spreading at a chicken farm such that 2% of chickens were infected in one day. The infected chickens were culled
daily. If N is the total number of chickens before the start of the virus infection, and assuming that the virus continues to spread at
the same rate, explain why the number of chickens expected to be alive after n days is given by (0.98) n N.
(ii) It is known that the virus will infect x% of chicken in 7 days. Calculate to the nearest 2 significant figures, the value of x.
(iii) Given that the number of chickens expected to be alive after n days can be expressed as Nekn, find the value of the constant k.

Number of chicken alive after 1 day

= (1 − 0.02)𝑁
= (0.98)𝑁
100 − 𝑥
Number of chicken alive after 2 days × 𝑁 = 0.98 7 𝑁 𝑁𝑒 𝑘𝑛 = 0.98 𝑛 𝑁
100 𝑒 𝑘𝑛 = 0.98 𝑛
= (0.98)(0.98)𝑁 100 − 𝑥
= 0.98 2 𝑁 = 0.98 7 𝑒 𝑘 = 0.98
100
100 − 𝑥 = 100 0.98 7 𝑘 = 𝑙𝑛0.98
Number of chicken alive after 3 days 𝑥 = 13 = −0.0202(3𝑠𝑓)
= 0.98 0.98 2 𝑁
= 0.98 3 𝑁

Therefore, the number of chickens expected to be alive after n days is

𝟎. 𝟗𝟖 𝒏 𝑵 Winning AM Book Pg 36
PARADIGM SECONDARY MATH DEPARTMENT
Exponential Word Problems

Exponential Word Problem (Hard)

Carbon-14 has a life of 5730 years, which means that it takes 5730 i. 𝑀 = 𝑀0 𝑒 −𝑘𝑡
1
years for the original mass of Carbon-14 to be reduced by 50%. When 𝑡 = 5730, 𝑀 = 2 𝑀0
1
To determine the age of a plant or animal fossil, scientists determine 𝑀 = 𝑀0 𝑒 −𝑘5730
2 0
1
the amount of Carbon-14 in the specimen as the Carbon-14 undergoes 𝑒 −𝑘5730 =
2
radioactive decay. 1
−𝑘5730 = ln
2
The amount of Carbon-14 in a piece of fossilized bone is given by 𝑀 = 1 1
𝑘=− ln
𝑀0 𝑒 −𝑘𝑡 , where k is a constant, M is the mass of Carbon-14 in the 5730 2
= 0.000120968
specimen, 𝑀0 is the initial mass of Carbon-14 and t is measured in = 0.000121(3𝑠𝑓)
years.
ii. 𝑀 = 𝑀0 𝑒 −0.000120968(900)
i. Determine the value of k. [2] = 0.89685𝑀0
𝑀0 − 0.89685𝑀0
ii. Determine the percentage of Carbon-14 that has decayed in the 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑑𝑒𝑐𝑎𝑦𝑒𝑑 = × 100%
𝑀0
specimen if the fossil is estimated to be about 900 years old. [2] = 10.315
= 10.3%
iii. Express the rate of change of Carbon-14 in terms of t. [2] 𝑀
iii.
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑜𝑓 𝐶𝑎𝑟𝑏𝑜𝑛 = × 100%
𝑀0
𝑀0 𝑒 −0.000120968𝑡
= × 100%
𝑀0
= 100𝑒 −0.000120968𝑡
PARADIGM SECONDARY MATH DEPARTMENT
 LOGARITHM

PARADIGM SECONDARY MATH DEPARTMENT

Logarithm Concept

Logarithm

Simplifying Graphs

Law of Logarithm
1. Check Base
2. Decide Split or Merge
3. Simplify
(Bring Down Powers, Special Log)
𝑦 = ln(𝑥 − 1) 𝑦 = ln(−𝑥 + 2)

Solving

1. Log to Index 2. CCC 3. Substitution

2014 P2 Q5b log a 𝑥 = 𝑦 1. Change to same base 1. Change to same base
2017 P2 Q7 𝑥 = 𝑎𝑦 2. Combine to single Log 2. EXACT SAME Log,
3. Cancel Log on both side apply Substitution
PARADIGM SECONDARY MATH DEPARTMENT
Logarithm Concept

Laws of Logarithm
34 = 81
log 3 81 = _________ Basics

log 𝑎 𝑎 = ____
log 𝑎 1 = ____

Split & Merge Power Law Base Law

log 𝑎 𝐵𝐶 = log 𝑎 𝐵 + log 𝑎 𝐶 log 𝑚 𝐵

𝐵 log 𝑎 𝐵𝑐 = 𝑐 × log 𝑎 𝐵 log 𝑎 𝐵 =
log 𝑎 = log 𝑎 𝐵 − log 𝑎 𝐶 log 𝑚 𝑎
𝐶

PARADIGM SECONDARY MATH DEPARTMENT

Logarithm Simplifying

Given that log 2 3 = p, log 2 5 = q and log 3 7 = r, Given that a = log 2 x and b = log 4 y, express in
express each of the following in terms of p, q and/or r. terms of a and/or b,
(i) log 2 64x 3 ,
(i) log 2 (45), (ii) log y x.
(ii) log 2 (7),
1
(iii)log 4 9 . i log 2 64𝑥 3 = log 2 64 + log 2 𝑥 3
= 3 2+𝑎
(i) log 2 45 = log 2 9 + log 2 5
log2 𝑥
= log 2 32 + log 2 5 (ii) logy 𝑥 =
log2 𝑦
= 21log 2 3 + log2 5 log4 𝑦
= 2𝑝 + 𝑞 =𝑎÷
1 log4 2
(iii) log 4 = log 4 1 − log4 9 𝑏
9
log2 9
=𝑎÷ 1
log3 7 log3 7 =0− 2
(ii) log2 7 = = log2 2
log2 4
=
𝑎
log3 2 log2 32
log2 2𝑏
=−
log2 2 log2 22
= log 3 7 ÷ 2log2 3
log2 3 =−
log2 3 2
= log 3 7 ×
log2 2 = −𝑝 HOW TO VALIDATE:
=𝑝×
𝑟 1. Give random values and make sure all
1
= 𝑝𝑟 your equations tally

PARADIGM SECONDARY MATH DEPARTMENT

Logarithm Question

1. Log to Index 2. CCC 3. Substitution

1
Solve log𝑥 3𝑥 2 + 10𝑥 − 28 = 2 Solve log4 (𝑥 − 2) − log 4 𝑥 + 2 = 1 + log 4 .
9
Solve 4log 6 𝑥 − 2log x 6 = 7.

1
2 𝑙𝑜𝑔4 (𝑥 − 2) − 𝑙𝑜𝑔4 𝑥 + 2 = 1 + 𝑙𝑜𝑔4 4log 6 𝑥 − 2log x 6 = 7
log 𝑥 3𝑥 + 10𝑥 − 28 = 2 9
2log 6 6
𝑥 2 = 3𝑥 2 + 10𝑥 − 28 𝑙𝑜𝑔4
𝑥−2
= 𝑙𝑜𝑔4 4 + 𝑙𝑜𝑔4
1 4log 6 𝑥 − =7
𝑥+2 9 log 6 𝑥
2
2𝑥 + 10𝑥 − 28 = 0 𝑥−2 4
𝑙𝑜𝑔4 = 𝑙𝑜𝑔4 Let 𝑢 = log 6 𝑥
𝑥+2 9
𝑥 2 + 5𝑥 − 14 = 0 2
𝑥−2 4 4𝑢 − = 7
∴ = 𝑢
𝑥+7 𝑥−2 =0 𝑥+2 9 2
4𝑢 − 7𝑢 − 2 = 0
𝑥 = −7 𝑅𝑒𝑗𝑒𝑐𝑡 , 𝑥=2 9𝑥 − 18 = 4𝑥 + 8 4𝑢 + 1 𝑢 − 2 = 0
1
5𝑥 = 26 𝑢=− or 2
4
1
𝑥 = 5.2 log 6 𝑥 = − (reject) or log 6 𝑥 = 2
4
𝑥 = 36
HOW TO VALIDATE: (Reject if needed)
1. Sub back your 𝑥 into the equation
2. Calculator only can do Lg, so just
PARADIGM SECONDARY MATH DEPARTMENT
change base accordingly
Logarithm Question

MGS 2024 P1 Q8

PARADIGM SECONDARY MATH DEPARTMENT

Logarithm Graphs

𝑦 = ln(𝑥 − 1) 𝑦 = ln(−𝑥 − 2)

NOTE:
1) Find Asymptote first
ln (𝑥 − 𝑎) -> 𝑥 − 𝑎 = 0 -> 𝑥 = 𝑎
2) We cannot Ln negative number, so you can easily decipher direction of graph
PARADIGM SECONDARY MATH DEPARTMENT
Exponential and Logarithm Graphs

PARADIGM SECONDARY MATH DEPARTMENT

Exponential and Logarithm Graphs

PARADIGM SECONDARY MATH DEPARTMENT

Exponential and Logarithm Graphs

CGS 2024 P2 Q3
PARADIGM SECONDARY MATH DEPARTMENT
 COORDINATE
GEOMETRY

PARADIGM SECONDARY MATH DEPARTMENT

Coordinate Geometry Summary

Collinear Area
Perpendicular Bisector
(Similar Triangle) (Shoe-Lace Method)

𝑦 −𝑦
1. Gradient of line: 𝑚 = 𝑥1 −𝑥2 1. Ratio of Triangles 1, Pick 1 coordinate
1 2
2. Method 1 vs Method 2 2. Anti Clockwise
2. Equation of line: 𝑦 − 𝑦1 = 𝑚 𝑥 − 𝑥1 3. Repeat First Coordinate
3. Length of line: (𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2
𝑥1 +𝑥2 𝑦1 +𝑦2
4. Midpoint Theory: ( , 2 )
2 (5.5, 7)

1
5. Gradient of Perpendicular Bisector = − 𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝑜𝑓 𝑇𝑎𝑛𝑔𝑒𝑛𝑡

6. Perpendicular Bisector
-Find Midpoint of Line
-Find Gradient of Line
-Find Gradient of Perpendicular Bisector
-Find Equation of Perpendicular Bisector (Midpoint & Grad)
Angle of Line and Axis

2017 P2 Q9 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑟𝑖𝑠𝑒

𝑡𝑎𝑛𝜃 = =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑟𝑢𝑛
= 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡
𝜃 = tan−1 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡
PARADIGM SECONDARY MATH DEPARTMENT
Coordinate Geometry

Quadrilaterals
Properties

PARADIGM SECONDARY MATH DEPARTMENT

Coordinate Geometry Summary

NCHS 2024 P2 Q12 NCHS 2024 P2 Q12

PARADIGM SECONDARY MATH DEPARTMENT
Coordinate Geometry Summary

MGS 2024 P2 Q10

PARADIGM SECONDARY MATH DEPARTMENT
Coordinate Geometry Summary

TYS Questions

2017 P2 Q9 2019 P1 Q9

PARADIGM SECONDARY MATH DEPARTMENT

 CIRCLES

PARADIGM SECONDARY MATH DEPARTMENT

Circles Summary

Forming Finding Centre & Follow

Equation Radius Complete The Square Rules OR
‘Shortcut Formula’

x 2 + y 2 + 6x − 4y + 9 = 0
(𝑥 − 𝑎)2 + (𝑦 − 𝑏)2 = 𝑟 2
Centre (𝑎, 𝑏) Radius: 𝑟 x + 3 2 + y − 2 2 = −9 + 32 + 22
∴ x + 3 2 + y − 2 2 = 22
Hence, centre = −3, 2 , Radius = 2 units
𝑥 2 + 𝑦 2 + 2𝑔𝑥 + 2𝑓𝑦 + 𝑐 = 0
𝐶𝑒𝑛𝑡𝑟𝑒 −𝑔, −𝑓
Centre (𝑎, 𝑎)
Radius = 𝑎 units 𝑟 2 = 𝑔2 + 𝑓 2 − 𝑐
Radius = 𝑔2 + 𝑓 2 − 𝑐

(Vertical/Horizontal Chord)
Centre is Midpoint
a of the 2 Intersections

PARADIGM SECONDARY MATH DEPARTMENT

Circles Summary

Position of Reflection About Tangent, Chords &

Coordinates Line Perpendicular Bisector

1. Find length of line 1. Always remember to sketch. Perpendicular Bisector of Chord

(Centre to Coordinate) 2. Radius of the circle remains the same. passes through Centre*
2. If 𝑙 > 𝑟, outside circle
3. If 𝑙 = 𝑟, on circle Reflection about Vertical & Horizontal Lines Chord Normal
4. If 𝑙 < 𝑟, inside circle 1. Remember that the Distance between
Midpoint
Centre and Mirror is Equal to Distance Centre
X
between Reflected Centre and Mirror X
X

C X

X
d Tangent

Reflection about Diagonal Lines

1. Find the Gradient of Diagonal Line (Mirror)
2. Find the Gradient of Perpendicular Line to the Mirror
3. Form Equation of Perpendicular Line passing through Centre
4. Simultaneous Equation between Equation of Perpendicular
Line & Mirror
5. Use Midpoint Theory to find the Reflected Centre
6. Form the Reflected Circle Equation
2015 P2 Q7
PARADIGM SECONDARY MATH DEPARTMENT
Circles Summary

Chord Tangent & Normal Axis

Chord

Midpoint

X
Centre

Normal

All Perpendicular Bisector

Passes Through Centre X

Centre (𝑎, 𝑎)
Radius = 𝑎 units
Tangent

a
Vertical/Horizontal Chord All Normal Passes Through Centre
Midpoint of Chord gives Coordinate of Centre 2015 P2 Q7
PARADIGM SECONDARY MATH DEPARTMENT
 LINEAR LAW

PARADIGM SECONDARY MATH DEPARTMENT

Linear Law

2
𝑦=𝑥 What is Linear Law?

𝒙 −𝟐 −𝟏 𝟎 𝟏 𝟐
𝑦 4 1 0 1 4

PARADIGM SECONDARY MATH DEPARTMENT

Linear Law

2
𝑦=𝑥 What is Linear Law?

𝒙 −𝟐 −𝟏 𝟎 𝟏 𝟐 𝒙𝟐 −𝟐 −𝟏 𝟎 𝟏 𝟐
𝑦 4 1 0 1 4 𝑦

PARADIGM SECONDARY MATH DEPARTMENT

Linear Law

What is Linear Law?

𝑦 1
𝑦 = 2𝑥 2 + 3 =3 −4 𝑙𝑛𝑦 = 3𝑙𝑛𝑥 + 5
𝑥 𝑥

This is NOT Linear

𝑦 = 5𝑥 2 + 3 𝑥

PARADIGM SECONDARY MATH DEPARTMENT

Linear Law
Linear Law Concept
Question

PARADIGM SECONDARY MATH DEPARTMENT

Linear Law

Linear Law Graphs

The amount of energy, 𝐸 erg, generated in an earthquake is given by the equation 𝐸 = 10𝑎+𝑏𝑀 , where 𝑎 and 𝑏 are
constants and 𝑀 is the magnitude of the earthquake. The table below shows some corresponding values of 𝑀 and
𝐸.
(i) Plot lg 𝐸 against 𝑀. 𝑀 1 2 3 4 5

(ii) Using your graphs, find an estimate for the value of 𝑎 and of 𝑏. 𝐸 (erg) 2.0 × 1013 6.3 × 1014 2.0 × 1016 6.3 × 1017 2.0 × 1019

(iii) Using your answers from (ii), find the amount of energy
generated, in erg, by an earthquake of magnitude 7.

Step 1. Linearise Step 2. Find New Coordinates Step 4. Find 𝒂 and 𝒃 Step 5. Solve the rest

𝑙𝑔𝐸
M 1 2 3 4 5
lg E 13.3 14.8 16.3 17.8 19.3
𝐸 = 10𝑎+𝑏𝑀
lg 𝐸 = 𝑎 + 𝑏𝑀
l𝑔 𝐸 = 𝑙𝑔 10𝑎+𝑏𝑀
𝑎 = y intercept = 11.8
𝑙𝑔𝐸 = 𝑎 + 𝑏𝑀
Step 3. Plot 𝑏 = gradient = 1.5
𝑙𝑔𝐸 = 𝑏𝑀 + 𝑎 7

𝑙𝑔𝐸 When 𝑚 is 7, lg 𝐸 = 22.3

Don’t Stop here!!

𝐸 = 2.0 × 1022 Erg

PARADIGM SECONDARY MATH DEPARTMENT

Linear Law

Linear Law Graphs

The amount of energy, 𝐸 erg, generated in an earthquake is given by the equation 𝐸 = 10𝑎+𝑏𝑀 , where 𝑎 and 𝑏 are
constants and 𝑀 is the magnitude of the earthquake. The table below shows some corresponding values of 𝑀 and
𝐸.
(i) Plot lg 𝐸 against 𝑀. 𝑀 1 2 3 4 5

(ii) Using your graphs, find an estimate for the value of 𝑎 and of 𝑏. 𝐸 (erg) 2.0 × 1013 6.3 × 1014 2.0 × 1016 6.3 × 1017 2.0 × 1019

(iii) Using your answers from (ii), find the amount of energy
generated, in erg, by an earthquake of magnitude 7.

Step 1. Linearise Step 2. Find New Coordinates Step 4. Find 𝒂 and 𝒃 Step 5. Solve the rest

𝑙𝑔𝐸
M 1 2 3 4 5
lg E 13.3 14.8 16.3 17.8 19.3
𝐸 = 10𝑎+𝑏𝑀
lg 𝐸 = 𝑎 + 𝑏𝑀
l𝑔 𝐸 = 𝑙𝑔 10𝑎+𝑏𝑀
𝑎 = y intercept = 11.8
𝑙𝑔𝐸 = 𝑎 + 𝑏𝑀
Step 3. Plot 𝑏 = gradient = 1.5
𝑙𝑔𝐸 = 𝑏𝑀 + 𝑎 7

𝑙𝑔𝐸 When 𝑚 is 7, lg 𝐸 = 22.3

Don’t Stop here!!

𝐸 = 2.0 × 1022 Erg

PARADIGM SECONDARY MATH DEPARTMENT

 TRIGONOMETRY

PARADIGM SECONDARY MATH DEPARTMENT

Trigonometry Summary

Simplifying Graphs
1. Trigonometric Special Angles
1, Basic Graph Shapes (sin, cos, tan)
2. Principal Value
2. Obtaining Amplitude, Period, Shifting
3. Basic Angles
3. Application to Real World Context
4. Trigonometric Identities
5. Addition Formula
6. Double Angle Formula
7. Half Angle Formula

Quadrants Proving & Solving R Formula

Step 1: Identify Quadrant 1. Simplifying 1. Find Right Angle Triangle

Step 2: Draw your Triangle 2. Basic Angle 2. Find more Theta, 𝜃
Step 3: Label the Sides of the Triangle -Ensure it is Positive 3. Never CUT Theta, CUT 90°
-Check Radian or Degree 4. Max/Min Value & it’s 𝜃
(Please be careful of the Signs)
3. Quadrant (ASTC) 5. Solving
Step 4: Find all the sides (Pythagoras)
4. Domain (Change Domain if required)
Step 5: Solve
5. Solve

PARADIGM SECONDARY MATH DEPARTMENT

Trigonometry - Simplifying

Principal Value

State the values between which each of the following must lie:
(i) the principal value of tan−1 𝑥 ,
(ii) the principal value of cos −1 𝑥 .
(iii) the principal value of sin−1 𝑥,

(a)(i) −90° < tan−1 𝑥 < 90° or

𝜋 𝜋
− < tan−1 𝑥 <
2 2

(ii) 0° ≤ cos −1 ≤ 180° or

0 ≤ cos−1 𝑥 ≤ 𝜋

(iii) −90° ≤ sin−1 𝑥 ≤ 90°

𝜋 𝜋
− ≤ sin−1 𝑥 ≤
2 2
2016 P1 Q3

PARADIGM SECONDARY MATH DEPARTMENT

Trigonometry - Simplifying

Principal Value

PARADIGM SECONDARY MATH DEPARTMENT

Trigonometry - Quadrants

2. Quadrants

3 1
Given that tan 𝐴 = − 4 and cos 𝐵 = − , where 𝐴 and 𝐵 are in the
5
same quadrant. Without using a calculator, find the value of …

5
3 A 2 B
-4 -1

HOW TO VALIDATE:
1. You can inverse trigo to find ACTUAL
ANGLE then use calculator to tally the
actual answer
PARADIGM SECONDARY MATH DEPARTMENT
Trigonometry - Quadrants

2. Quadrants Steps:
3 12
Given that 𝑠𝑖𝑛 𝐴 = and 𝑡𝑎𝑛 𝐵 = where A and B lie between 90 and
1) Identify Quadrants
5 5
270, find without using the calculator 2) Find all sides
(i) The value of tan (A + B) 3) Check SIGNS
(ii) The value of sin 2A 5
𝐵
(iii) The value of 𝑐𝑜𝑠 2 . 3 -5
tan 𝐴+tan 𝐵
(i) tan 𝐴 + 𝐵 = 1−tan 𝐴 tan 𝐵 -4
2019 P1 Q1
3 12 -12
− +
4 5 13
= 3 12
1− −
4 5
33
= 56
(ii) sin 2𝐴 = 2 sin 𝐴 cos 𝐴
3 4
= 2 5 −5
24
= − 25
𝐵
(iii) cos 𝐵 = 2 cos 2 2 − 1
5 𝐵
− = 2 cos 2 − 1
13 2
𝐵 4
cos 2 2 = 13
𝐵 4
cos 2 = ± 13
𝐵
Since 180° < 𝐵 < 270°, 90° < < 135°
2
𝐵
cos 2 < 0
𝐵 2
∴ cos 2 = − 13
2 13
= − 13
PARADIGM SECONDARY MATH DEPARTMENT
Trigonometry - Quadrants

Nanhua 2024 P1 Q1
PARADIGM SECONDARY MATH DEPARTMENT
Trigonometry - Solving

4. Proving Trigonometry

Proving (Simple Trigo) Proving (Further Trigo)

Prove that
tan 𝐴−cot 𝐴
= 2 sin2 𝐴 − 1 Prove sec 3𝑥 sin 3𝑥 − 2 sin3 3𝑥 = tan 3𝑥 cos 6𝑥.
tan 𝐴+cot 𝐴
tan2 𝑥−1 Prove that cosec 2𝑥 + cot 2𝑥 = cot 𝑥.
Prove that = 1 − 2 cos2 𝑥
tan2 𝑥+1

Prove that
1+tan2 𝑥
= sec 2𝑥 Prove that sin 3𝑥 = 3 sin 𝑥 − 4 sin3 𝑥
1−tan2 𝑥

Prove that
sin 𝑥
+
sin 𝑥
= 2 cot 𝑥 Prove that sin4 𝑥 − cos4 𝑥 +𝑐𝑜𝑠2𝑥 = 0
sec 𝑥+1 sec 𝑥−1

Prove that (sec 𝑥 − tan 𝑥) cosec 𝑥 + 1 = cot 𝑥 1−cos 2𝑥+sin 𝑥

Prove that = tan 𝑥
sin 2𝑥+cos 𝑥
1+sin 𝑥 1−cos 2𝑥+sin 𝑥
Prove that tan 𝑥 + sec 𝑥 2 = Prove that = tan 𝑥
1−sin 𝑥 sin 2𝑥+cos 𝑥
1 1 2
Prove that − = 2 tan 𝑥 sec 𝑥. Prove tan 45° + 𝐴 + tan 45° − 𝐴 =
1−sin 𝑥 1+sin 𝑥 cos 2𝐴

Prove that sec 𝑥 − tan 𝑥 cosec 𝑥 + 1 = cot 𝑥. 1+sin 2𝐴−cos 2𝐴

Prove = tan 𝐴
1+sin 2𝐴+cos 2𝐴

Simple 𝑠𝑒𝑐𝜃 =
1
𝑐𝑜𝑠𝜃
1
𝑐𝑜𝑠𝑒𝑐𝜃 =
𝑠𝑖𝑛𝜃
1
𝑐𝑜𝑡𝜃 =
𝑡𝑎𝑛𝜃
sin2 𝜃 + 𝑐𝑜𝑠 2 𝜃 = 1
tan2 𝜃 + 1 = sec 2 𝜃
cot 2 𝜃 + 1 = 𝑐𝑜𝑠𝑒𝑐 2 𝜃

PARADIGM SECONDARY MATH DEPARTMENT

Trigonometry - Solving

4. Solving Trigonometry

Solve 𝑠𝑖𝑛𝜃 − 1 𝑐𝑜𝑠𝜃 = 0 for 0 ≤ 𝜃 ≤ 360 Solve 2𝑠𝑖𝑛𝜃 − 3 = 0 for 0 < 𝜃 < 2𝜋.

sin 𝜃 = 1 cos 𝜃 = 0
3
sin 𝜃 =
2
𝑎=

𝜃 = 90° 𝜃 = 90°; 270° 𝜋 2𝜋

𝜃= ,
3 3
𝜃 = 90° 𝑜𝑟 270°

PARADIGM SECONDARY MATH DEPARTMENT

Trigonometry - Solving

4. Solving Trigonometry

Find all the angles between 0° and 360° Find all the values of x between 0 and 5 for which NOTE:
inclusive which satisfy the equation sin 2𝑥 − 1 = −0.75.
tan 2𝑥 + 60° = 1.2, 1) Simplify
sin 2𝑥 − 1 = −0.75 (Basic Form) 2) Basic Angle
tan(2𝑥 + 60°) = 1.2 B.A.= 𝑠𝑖𝑛−1 0.75 = 0.84806 𝑟𝑎𝑑. a) Please check Radian vs Degree
basic angle, 𝑎 = 50.19443 b) Please do not put negative signs
c) Please use more values (5sf,3dp)
0° ≤ 𝑥 ≤ 360° 3) Quadrant
0° ≤ 2𝑥 ≤ 720°
60° ≤ 2𝑥 + 60 ≤ 780° 2𝑥 − 1 = 3.9896, 5.4351, −0.84806 4) Domain (Change if needed)
2𝑥 = 4.9896, 6.4351, 0.15194 5) Solve (Please follow Brackets)
2𝑥 + 60°
= 230.194, 410.194, 590.194, 770.19443 x = 2.49, 3.22, 0.0760 (Round off to 3sf)

𝑥 = 85.1°, 175.1°, 265.1°, 355.1° ∴ 𝑥 = 0.0760 rad. , 2.49 rad. , 3.22 rad.

PARADIGM SECONDARY MATH DEPARTMENT

Trigonometry - Solving

2019 P2 Q11
Nanhua 2024 P1 Q8
(Quadratic Formula Solving)

PARADIGM SECONDARY MATH DEPARTMENT

 DIFFERENTIATION

PARADIGM SECONDARY MATH DEPARTMENT

Differentiation Summary

Chain Rule Product Rule Quotient Rule

𝑑 𝑑
(𝑎𝑥 + 𝑏)𝑛 𝑓 𝑥 𝑔 𝑥 𝑑 𝑓(𝑥) 𝑓 ′ 𝑥 𝑔 𝑥 − 𝑔′ 𝑥 𝑓(𝑥)
𝑑𝑥 𝑑𝑥 =
= (𝑛)(𝑎𝑥 + 𝑏)𝑛−1 (𝑎) = 𝑓 ′ 𝑥 𝑔 𝑥 + 𝑔′ 𝑥 𝑓(𝑥) 𝑑𝑥 𝑔(𝑥) 𝑔(𝑥)2

Equation of Increasing & (Connected) Maxima &

Tangent & Normal Decreasing Functions Rate of Change Minima

1. Gradient of Tangent 1. Finding Range 1. Basic Questions 1. First Derivative Test (Box)
2. Gradient of Normal -Quadratic Inequalities 𝑑𝑦 𝑑𝑦 𝑑𝑥 Decreasing Rate 2. Second Derivative Test
= × *Put Negative
3. Forming Equations -Reverse Quadratic Inequalities 𝑑𝑡 𝑑𝑥 𝑑𝑡
-Explanation 2. Advance Questions Coordinate
Mensuration
Geometry
𝒅𝒙 𝐝𝐲
=𝒌 × “Double Split”
2. Proving Questions 𝒅𝒕 𝐝𝐭
*Similar Triangles
-Prove by Deduction *Pythagoras Theorem
Mensuration *TOA CAH SOH
-Prove by Completing The Square *Similar Triangles
*Pythagoras Theorem
*TOA CAH SOH

Trigonometry Exponential Logarithm

Differentiate 𝑠𝑖𝑛𝑥, 𝑐𝑜𝑠𝑥, 𝑡𝑎𝑛𝑥 only 𝑑 𝑓(𝑥) 𝑑 𝑓′(𝑥)

Use Trigo Identities for the rest 𝑒 = 𝑓 ′ 𝑥 𝑒 𝑓(𝑥) ln 𝑓 𝑥 =
𝑑𝑥 𝑑𝑥 𝑓(𝑥)
Process: Power Trigo Bracket
Recall Law of Indices Recall Law of Logarithm
PARADIGM SECONDARY MATH DEPARTMENT
Differentiation

Trigonometry Exponential Logarithm

𝑑 𝑓(𝑥) 𝑑 𝑓′(𝑥)
𝑒 = 𝑓 ′ 𝑥 𝑒 𝑓(𝑥) ln 𝑓 𝑥 =
𝑑𝑥 𝑑𝑥 𝑓(𝑥)

𝑑 3𝑥+1
𝑒 = 3𝑒 3𝑥+1 𝑑 2
𝑑𝑥 ln 2𝑥 + 1 =
𝑑𝑥 2𝑥 + 1
𝑑 𝑥 2+2𝑥 2
𝑒 = (2𝑥 + 2)𝑒 𝑥 +2𝑥 𝑑
ln 𝑥 2 + 1 = 2
2𝑥
𝑑𝑥 𝑑𝑥 𝑥 +1

Law of Indices Law of Logarithm

Note:
1. Differentiate POWER, TRIGO, BRACKET 𝑑 2𝑥 5𝑥 𝑑 7𝑥 𝑑 d 3
2. You can only differentiate 𝒔𝒊𝒏, 𝒄𝒐𝒔 & 𝒕𝒂𝒏𝒙, 𝑒 𝑒 = 𝑒 = 7𝑒 7𝑥 𝑑𝑥
ln 5 − x 3
=
dx
3ln 5 − x = −
5−𝑥
𝑑𝑥 𝑑𝑥
so change trigo if needed

𝑑 𝑑 𝑒 2𝑥 𝑑 −3𝑥 𝑑 2𝑥 + 1 𝑑
3 cos 2 2𝑥 = − 2 3 cos 2𝑥 sin(2𝑥)(2) = 𝑒 = −3𝑒 7𝑥 ln = ln 2𝑥 + 1 − ln(2𝑥 − 1)
𝑑𝑥 𝑒 5𝑥 𝑑𝑥 𝑑𝑥 2𝑥 − 1 𝑑𝑥
𝑑𝑥 2 2
= −12cos(2𝑥)sin(2𝑥) = 2𝑥+1 − 2𝑥−1

PARADIGM SECONDARY MATH DEPARTMENT

Differentiation

NCHS 2024 P2 Q2
PARADIGM SECONDARY MATH DEPARTMENT
Differentiation – Increasing and Decreasing Function

2015 P1 Q1 2011 P1 Q1
Finding Unknown Values 2020 P1 Q4 Explanation/Proving 2016 P2 Q6
/Range 2013 P1 Q3 2021 P1

1. The function 𝑓 is defined, for all values of 𝑥, by 𝑓 𝑥 = 𝑥 2 1 − 𝑥 . 𝑒𝑥

Find the values of 𝑥 for which f is an increasing function. 1. Given that 𝑦 = for 𝑥 > 0, find the range of values of 𝑥 for
𝑥
which 𝑦 is a decreasing function of 𝑥.

2𝑥−3
2. The function 𝑓 is defined, for all values of 𝑥, by 𝑦 = 2 .
𝑥 +4
Find the values of 𝑥 for which f is an increasing function.
2. It is given that 𝑦 = 𝑥 − 2 2𝑥 − 5 3 .

𝑑𝑦
3. It is given that 𝑦 = 𝑥 3 + 𝑝𝑥 2 + 𝑞𝑥 + 10 where 𝑝 and 𝑞 are integers. The Obtain an expression for in the form 𝑎𝑥 + 𝑏 2𝑥 − 5 2 ,
𝑑𝑥
only values of 𝑥 for which 𝑦 is a decreasing function of 𝑥 are those values for where 𝑎 and 𝑏 are integers.
which 3 < 𝑥 < 7. Find the value of 𝑝 and 𝑞.*** Determine the values of 𝑥 for which 𝑦 is a decreasing function.

NOTE:
1) Concepts here are closely similar to
Nature of Roots

PARADIGM SECONDARY MATH DEPARTMENT

Differentiation – Increasing and Decreasing Function

HARD

1−3x
A curve has the equation 𝑦 = 𝑓 𝑥 , where 𝑓 ′ 𝑥 = 5+2𝑥 for 𝑥 > 0.
Determine, with explanation, whether the gradient of the curve is an increasing or decreasing function.

Determine whether the curve is an increasing or decreasing function

VS
Determine whether the gradient of curve is an increasing or decreasing function

PARADIGM SECONDARY MATH DEPARTMENT

Differentiation – Increasing and Decreasing Function

HARD

1−3x
A curve has the equation 𝑦 = 𝑓 𝑥 , where 𝑓 ′ 𝑥 = 5+2𝑥 for 𝑥 > 0.
Determine, with explanation, whether the gradient of the curve is an increasing or decreasing function.

1 − 3𝑥
f′ 𝑥 =
5 + 2𝑥

5 + 2𝑥 −3 − (1 − 3𝑥)(2)
f ′′ =
(5 + 2𝑥)2
−15 − 6𝑥 − 2 + 6𝑥
=
(5 + 2𝑥)2
−17
=
(5 + 2𝑥)2

−17
Since (5 + 2𝑥)2 > 0, < 0 and f ′′ 𝑥 < 0, the gradient is a decreasing function.
(5+2𝑥)2

PARADIGM SECONDARY MATH DEPARTMENT

Differentiation – Increasing and Decreasing Function

MGS 2024 P1 Q5 CGS 2024 P1 Q8

PARADIGM SECONDARY MATH DEPARTMENT

 INTEGRATION

PARADIGM SECONDARY MATH DEPARTMENT

Integration

Indefinite Integral Definite Integral

(𝑎𝑥 + 𝑏)𝑛+1
𝑛
𝑎
𝑛
𝑎𝑥 + 𝑏 𝑛+1 𝑎
න(𝑎𝑥 + 𝑏) 𝑑𝑥 = +𝐶 න (𝑎𝑥 + 𝑏) 𝑑𝑥 =
𝑛+1 𝑎 𝑏 (𝑛 + 1)(𝑎) 𝑏

Trigonometry Exponential Logarithm

−𝑝𝑐𝑜𝑠(𝑞𝑥 + 𝑟) 𝑒 𝑓(𝑥) 𝑓′(𝑥)
න 𝑝𝑠𝑖𝑛(𝑞𝑥 + 𝑟) 𝑑𝑥 = + 𝐶 In our syllabus, න 𝑒 𝑓(𝑥) 𝑑𝑥 = +𝐶 න 𝑑𝑥 = 𝑙𝑛𝑓 𝑥 + 𝐶
𝑞 we only learn to integrate 𝑓′(𝑥) 𝑓(𝑥)
sin 𝑥 , cos 𝑥 , sec 2 𝑥 . Recall Partial Fractions
Apply identities if other trigo are tested. Recall Law of Indices If the Denominator is not Linear,
Apply Algebra Integration

Curves Rate of Change Area (Region) Kinematics

s v a
𝑑𝑦 𝑑2𝑦
y
𝑑𝑥 𝑑𝑥 2

1. Find displacement, velocity, acceleration

2. Find time during Instantaneous Rest
3. Find minimum/maximum velocity
4. Total Distance (First 5s vs. Fifth Second)
5. Average Speed
6. 2 Collisions (Same distance travelled)

PARADIGM SECONDARY MATH DEPARTMENT

Integration

𝑥3 + 5 (4𝑥 2 + 3)2 5
න 𝑑𝑥 න 𝑑𝑥 න 𝑑𝑥
𝑥 𝑥2 3𝑥 − 7

There is no PRODUCT RULE/QUOTIENT RULE IN INTEGRATION

PARADIGM SECONDARY MATH DEPARTMENT

Integration

Trigonometry Exponential Logarithm

1
1. න 𝑑𝑥
1. ‫ ׬‬ex+3 × ex dx 3𝑥 + 1

7
𝑒 2. න 𝑑𝑥
2. න 𝑑𝑥 5−𝑥
𝑒 2−4𝑥
Law of Indices! 2
3. න 𝑑𝑥
5 − 3𝑥

PARADIGM SECONDARY MATH DEPARTMENT

Integration – Definite Integral

Definite Integral
3 4 3 7
Given that ‫׬‬0 𝑓 𝑥 𝑑𝑥 = ‫׬‬3 𝑓 𝑥 𝑑𝑥 = 5 . Given that ‫׬‬1 f x dx = 2 and ‫׬‬3 f x dx = 5, find
4 3
(i) Evaluate ‫׬‬0 2𝑓 𝑥 𝑑𝑥 + ‫׬‬4 𝑓 𝑥 𝑑𝑥 .
7
(ii) Find the value of the constant k such that (i) ‫׬‬1 f x dx ,
3 3 3
‫׬‬0 𝑓 𝑥 − 𝑘𝑥 𝑑𝑥 = 8 . (ii) ‫׬‬1 2f x dx − ‫׬‬7 f x dx,
7
(iii) ‫׬‬3 f x − 2x dx
(i)
4 3
න 2𝑓 𝑥 𝑑𝑥 + න 𝑓 𝑥 𝑑𝑥
0 4
4 4 7 7 3
= 2 ‫׬‬0 𝑓 𝑥 𝑑𝑥 − ‫׬‬3 𝑓 𝑥 𝑑𝑥 (i) ‫׬‬1 f x dx = ‫׬‬3 f x dx + ‫׬‬1 f x dx = 5 + 2 = 7
4 4
= 2 න 𝑓 𝑥 𝑑𝑥 − න 𝑓 𝑥 𝑑𝑥
0 3
3 3
=2 5+5 −5 (ii) ‫׬‬1 2f x dx − ‫׬‬7 f x dx = 2 2 − −5 = 9
= 15
(ii)
3 7 7
න 𝑓 𝑥 − 𝑘𝑥 𝑑𝑥 = 8 (iii) ‫׬‬3 f x − 2x dx = 5 − x 2 3
= −35
0
3 3
න 𝑓 𝑥 𝑑𝑥 − න 𝑘𝑥 𝑑𝑥 = 8
0 0
3
𝑘𝑥 2
5− =8
2 0
9𝑘
− =3
2
−9𝑘 = 6
2
∴𝑘=−
3

PARADIGM SECONDARY MATH DEPARTMENT

Integration – Equation of Curves

Equation of Curves

𝑑2 𝑦
1. A curve is such that = 8 − 6𝑥 and the point 𝑃(2, 8) lies on the curve. The gradient of the curve at 𝑃 is 3.
𝑑𝑥 2

Find the equation of the curve. [6]

𝜋 5
2. 𝑓 𝑥 is such that 𝑓 ′′ 𝑥 = 3𝑐𝑜𝑠3𝑥 − 4𝑠𝑖𝑛2𝑥. Given that 𝑓 0 = 0 and 𝑓 2
=6 .

𝜋 3
Show that 𝑓 =1+ . [9]
3 2

2019 P2 Q5

PARADIGM SECONDARY MATH DEPARTMENT

Integration – Eqn of Curve (2 types of TRICKY Prelim Question)

Winning AM Book Pg 209 PLMGS P2 Q6

PARADIGM SECONDARY MATH DEPARTMENT

Integration - Kinematics

Kinematics

Types of Questions in Kinematics

1. Finding Velocity -> sub 𝑡
2. Finding Acceleration -> sub 𝑡
3. Value of 𝑡 at instantaneous rest -> velocity is 0 -> find 𝑡
4. Distance of particle from O when it’s at instantaneous rest -> velocity is 0 -> find t -> sub into s
𝑑𝑣
5. Minimum/Maximum Velocity -> 𝑑𝑡 = 0 -> 𝑡 -> sub into v ** PLEASE PROVE MAX/MINIMUM
6. Total Distance -> START, TURN, END. When it turns, sub v = 0 to find t. then find s. 2011 P1 Q12
7. Average Speed = Total Distance / Total Time 2012 P1 Q9
2013 P2 Q9
PLEASE LOOK AT 2014 P2 Q8
• 2 Vehicle Collision Question 2015 P1 Q10
2017 P1 Q9
• Starting Point is not at Origin
2018 P2 Q7
• 2 Regions 2019 P1 Q11
2020 P1 Q11
PARADIGM SECONDARY MATH DEPARTMENT
Integration - Kinematics

A particle moves in a straight line so that its displacement, s metres, from a fixed point O, t seconds after passing O is
1
given by 𝑠 = 𝑡 2 − 𝑡 3 .
2
(i) Find the velocity and speed of the particle at 2 seconds.
(ii) Find the distance of the particle from O when it comes to instantaneous rest after passing O.
(iii) Find the acceleration at 3 seconds.
(iv) Find the distance travelled in the 5th second. Vs find the distance travelled in 5 seconds.
(v) Find the total distance travelled by the particle in the first 2 seconds.

Note:
5th second means between 4-5 seconds

PARADIGM SECONDARY MATH DEPARTMENT

Integration - Kinematics

Kinematics (Advance)

1. A particle moves in a straight line with velocity, 𝑣 metres per second, given by 𝑣 = 3𝑡 2 − 2𝑡 − 5, where 𝑡 =
is the time in seconds after passing a point A, which is 3 metres to the left of a fixed point O on the line.
(i) Find the acceleration of the particle when 𝑡 = 5.
(ii) Find the minimum velocity of the particle
(iii) Find the average speed of the particle during the first 2 seconds.

Note:
Displacement may not start from 0

PARADIGM SECONDARY MATH DEPARTMENT

Integration - Kinematics

Kinematics (Advance)

Two particles A and B, leave a point O at the same time and travel in the same direction along the same straight line.
Particle A starts with a velocity of 9 m/s and moves with a constant acceleration of 2 m/s2.
𝑡
Particle B starts from the rest and moves with an acceleration of a m/s2 , where a = 1 + 3 and t seconds is the time
travel since leaving O. Find

(a) An expression for the velocity of each particle in terms of t,

(b) An expression for the displacement of each particle in terms of t,
(c) The distance from O at which particle B collides with A,
(d) The speed of each particle at the point of collision.
Note:
1. Review 2 particles colliding question
2. When they collide, displacement is SAME

PARADIGM SECONDARY MATH DEPARTMENT

Integration

Kinematics (Advance)

2017 P1 Q9

PARADIGM SECONDARY MATH DEPARTMENT

Must Do TYS Questions for P2

Quadratic Functions Polynomials Exponential Logarithm Trigonometry (Proving & Solving)

1. 2016 P1 Q1 1. 2016 P2 Q8 (Link to NoR) 1. 2014 P2 Q1 Expo Word Problem 1. 2014 P2 Q5b 1. 2014 P1 Q6
2. 2018 P2 Q9 2. 2018 P2 Q8 (Solving) 2. 2015 P1 Q2 Log Graph 2. 2015 P1 Q2 Log Graph 2. 2015 P1 Q8
3. 2020 P1 Q8 (Remainder Theorem) 3. 2015 P1 Q3 Expo Word Problem 3. 2017 P2 Q5 3. 2017 P1 Q5
4. 2017 P2 Q7 Expo Word Problem 4. 2018 P1 Q6 4. 2019 P2 Q2
5. 2019 P1 Q5 Expo Word Problem 5. 2019 P2 Q4 5. 2021 P1 Q10
6. 2023 P2 Q3 Expo Word Problem 6. 2020 P2 Q8* 6. 2022 P2 Q3
7. 2023 P1 Q3 and Q5

Coordinate Geometry Linear Law Differentiation (Concept) Integration (Concept)

1. 2014 P1 Q7 (Trapezium) 1. 2014 P1 Q5 1. 2017 P2 Q1 (Exponential) 1. 2014 P1 Q8 (Trigo)
2. 2016 P1 Q8 (Triangle, Rectangle) 2. 2015 P2 Q11 2. 2019 P1 Q3 (Exponential)
3. 2017 P2 Q9 (Trapezium) 3. 2017 P1 Q3 3. 2023 P2 Q5 (Trigonometry)
4. 2018 P1 Q9 (Kite) 4. 2018 P2 Q4 Integration - Equation of Curve
5. 2019 P1 Q9 (Kite) 5. 2019 P2 Q8 1. 2017 P1 Q1 (Algebra)
6. 2020 P2 Q9 (Parallelogram) 6. 2020 P2 Q6 2. 2019 P2 Q5 (Trigonometry) *
7. 2021 P1 Q9 (Kite) 7. 2021 P2 Q7 Differentiation (Eqn of T/N)
3. 2022 P1 Q6 (Exponential)
8. 2022 P1 Q11 (Triangle) 8. 2022 P1 Q2 2014 P1 Q11 (Algebra)
9. 2023 P1 Q13 2015 P2 Q3 (Algebra)
Kinematics
Circles 1. 2014 P2 Q8 (Exponential)
1. 2014 P2 Q10 (Tangent) 2. 2015 P1 Q10 (Algebra)
2. 2015 P2 Q7 (2 Tangent) 3. 2017 P1 Q9 (Algebra)*
3. 2017 P1 Q12 (Normal) Differentiation (Increasing/Decreasing Fx) 4. 2018 P2 Q7 (Exponential)
4. 2018 P2 Q11 (Tangent) 1. 2015 P1 Q1 (Algebra) 5. 2019 P1 Q11 (Algebra)
5. 2019 P2 Q6 (Tangent, Normal) 2. 2018 P1 Q11 6. 2020 P1 Q11 (Exponential)
6. 2020 P1 Q9 (Tangent) 3. 2022 P1 Q9a 7. 2021 P2 Q8 (Exponential)
7. 2021 P2 Q9 (Tangent) 4. 2023 P1 Q6 8. 2022 P1 Q12 (Trigonometry)
8. 2022 P2 Q9
9. 2023 P1 Q10

PARADIGM SECONDARY MATH DEPARTMENT

Prelim Questions

AHS 2024 Canberra 2024 SCGS 2024 SJI 2024 TKSS 2024
Paper 1 Paper 1 Paper 1 Paper 1 Paper 1
Q7: Expo & Log Q8: Diff – Tangent & Normal Q1: Nature of Roots Q1: Polynomial Q2: Trigo Solving
Q9: Circles Q10: Diff – Increasing/Decreasing F(x) Q2: Polynomial Q4: Logarithm Q4: Coordinate Geometry
Q10: Diff – Tangent & Normal Q11: Integration – Eqn Tangent & Normal (Expo) Q4: Circles (Normal) Q5: Circles Q8: Linear Law
Q12: Kinematics (Trigo) Q5: Expo and Log Q9: Differentiation – Grad Fx
Paper 2 Q6: Factorising Cubic Equation Paper 2: Q11: Circle (Tangent)
Q1: Polynomial Paper 2 Q7: Differentiation (Trigo)
Q2: Coordinate Geometry Q3: Trigo Proving and Solving Paper 2 Q8: Linear Law Paper 2:
Q5: Trigo Proving & Solving Q4: Expo & Log Q4 Expo Word Problem Q10: Expo + Graph Q2: Exponential Advance
Q12: Kinematics (Exponential) Q5: Expo Word Problem Q5: Coordinate Geometry Q11: Coordinate Geometry Q3: Exponential Word Problem
Q13: Linear Law Q6: Polynomial Q10: Kinematics (Trigo) Q11: Exponential

Nan Hua 2024 Nan Chiau 2024

Paper 1 Paper 1
Q1: Trigo Quadrant Q1: Nature of Roots
Q2: Expo and Log Q2: Nature of Roots Proving
Q3: Differentiation Expo Q3: Differentiation (Increasing/Decreasing Function)
Q4: Nature of Roots Q4: Trigo Proving
Q7: Circles Q6: Trigo Solving
Q8: Trigo Solving Q11: Circles
Q9: Differentiation (Increasing/Decreasing) Q12: Coordinate Geometry
Q10: Linear Law
Q12: Coordinate Geometry Paper 2
Q2: Differentiation Trigo & Exponential Concept
Paper 2 Q4: Linear Law
Q3: Differentiation Eqn of Tangent & Normal
Q4: Polynomial
Q6i-iii: Differentiation Concepts
Q7: Kinematics

PARADIGM SECONDARY MATH DEPARTMENT