| Component | Max | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|
| Overall | 100 | 32 | 45 | 59 | 71 |
| Internal assessment | 20 | 9 | 12 | 15 | 17 |
| Paper 1 | 110 | 26 | 42 | 58 | 74 |
| Paper 2 | 110 | 30 | 44 | 58 | 72 |
| Paper 3 | 55 | 23 | 29 | 36 | 42 |
HL Paper 1
Candidates showed consistent algebra, differentiation and identity work and engaged well with section B, but formal proof, transformations, graph sketching and complex numbers were weak.
Found difficult
- domain and range
- conditional probability
- polynomial roots and factors
- inverse trigonometric functions
- graph transformations
- extended binomial theorem
- complex numbers
- proof by contradiction
Well prepared
- rational functions
- vectors, lines and planes
- trigonometric identities
- discriminant
- chain rule
- composite functions
- inverse functions
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | range of a transformed function on a restricted domain | Mixed | found only one endpoint of the range in (c)Tip: Apply the transformation to the endpoints and any turning points within the domain. |
| 2 | vector equation of a line and intersection | Answered well | wrote L1 = instead of r = in the line equationTip: A vector line equation must start with r = . |
| 3 | double angle identities and surds | Answered well | arithmetic slips; denominator not rationalised to an integer |
| 4 | Venn diagrams and conditional probability with independence | Mixed | wrote the conditional probability but did not solve for P(A)Tip: Turn the independence condition into an equation and solve for the unknown probability. |
| 5 | discriminant and signs of roots | Most struggled | found critical values but not the correct range of k; did not see a positive product means roots of the same signTip: Same-sign roots need a positive product; both positive also needs a positive sum. |
| 6 | distance formula and differentiating with chain and product rules | Mixed | confused the function l with f(x); omitted the factor 1/2 from the chain ruleTip: Differentiating a square root brings a factor of 1/2 times the inner derivative. |
| 7 | factor theorem with two unknown coefficients | Mixed | could not form a second equation; switched methods midwayTip: Two unknowns need two independent conditions; look for a second root or remainder. |
| 8 | graph of an inverse trig function and an equation with arccos | Most struggled | unlabelled or inaccurate sketches; could not simplify sin(arccos x); did not express the equation fully in xTip: Use a right triangle: if θ = arccos x, then sin θ = √(1 - x^2). |
| 9 | proof by contradiction with an inequality | Most struggled | assumption not stated as the negation; no justification for cross-multiplying an inequality; no clear contradiction reachedTip: Negate the statement precisely, justify each inequality step, then name the contradiction. |
| 10 | log inverse function, transformations and integration | Mixed | could not describe both transformations; omitted the factor 1/2 in ln(2x + 1)Tip: Describe each transformation with its type, direction and scale factor or distance. |
| 11 | binomial series for a rational index and approximation | Mixed | arithmetic error in the fourth term; values not in ascending order; could not justify the difference in accuracyTip: The approximation is better when x is closer to zero; compute x to justify it. |
| 12 | square roots of complex numbers, Argand diagram and reciprocals | Most struggled | argument taken from a calculator inverse without checking the quadrant; missed the second square root; poorly labelled Argand diagram; did not know how to find a complex reciprocalTip: Plot the number on an Argand diagram before choosing its argument. |
What to practise
- Insist on correct vector equation notation.
- Sketches should be smooth, respect the domain and mark asymptotes and other key points, notably for inverse trig graphs.
- Use Venn diagrams to interpret conditional probability.
- Teach precise vocabulary for describing transformations.
- Practise formal proofs with clear assumptions and full justification, and work with complex numbers in all forms.
HL Paper 2
Calculator skills improved, but premature rounding and missing non-default accuracy instructions cost marks; 3D work, counting and harder statistics were weak.
Found difficult
- 3d trigonometry
- financial mathematics
- kinematics
- discrete random variables
- continuous random variables
- vectors, lines and planes
- reading the question
- counting principles
- arcs and sectors
- implicit curves
- discriminant
- volumes of revolution
Well prepared
- linear regression
- implicit differentiation
- normal distribution
- binomial distribution
- kinematics
- sequences and series
- increasing and decreasing functions
- concavity and curvature
- l'hopital's rule
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | linear regression | Answered well | could not get the regression coefficients from the calculator |
| 2 | angle in a 3D solid | Mixed | misread the notation in (a); unsure which trig formula to use for the 3D angleTip: Identify a right-angled triangle inside the solid that contains the angle you need. |
| 3 | decreasing interval and concavity | Answered well | Nothing specific reported. |
| 4 | financial mathematics with inflation | Mixed | unsure how to start the inflation partTip: Adjust the interest rate for inflation before running the finance calculation. |
| 5 | kinematics: speed, distance and acceleration | Mixed | calculator in degrees; found the time but not the acceleration at itTip: Set radian mode before any trig-based kinematics. |
| 6 | sector and segment geometry to find a radius | Mixed | early rounding; mixed up ratio equations; assumed a right angleTip: Do not assume right angles unless the diagram or text states them. |
| 7 | arithmetic sequence and maximum sum | Answered well | gave a non-integer n for the maximum sumTip: n counts terms, so the maximum sum occurs at a whole number of terms. |
| 8 | mean and variance of a discrete distribution | Mixed | wrong variance formula; could not solve the two equations togetherTip: Use Var(X) = E(X^2) - [E(X)]^2 and solve the pair with the calculator. |
| 9 | plane equation and intersecting planes | Mixed | verified the plane equation instead of deriving it; errors solving the system for both valuesTip: Cross two in-plane direction vectors to get a normal, then substitute a point for d. |
| 10 | normal and binomial distributions | Mixed | not to the requested four significant figures; answer not given as a percentage; early rounding; wrong z-values or mixed equations in (f)Tip: Check each part for its required accuracy and format before writing the answer. |
| 11 | selections, integration by parts and a pdf with a limit | Most struggled | used permutations instead of combinations or forgot to divide by 3!; added where multiplication was needed; did not use that the total area is 1; could not solve for the limit on the calculatorTip: For unordered selections use combinations; a pdf must integrate to 1 over its domain. |
| 12 | implicit curve: tangents, discriminant and volume | Mixed | could not find the two values of m; set up the volume integral but did not solve for xTip: For a line tangent to a curve, substitute and set the discriminant to zero. |
What to practise
- Avoid premature rounding and lengthy algebra where the calculator suffices.
- Use reading time to spot accuracy requirements other than 3 significant figures.
- Keep the calculator in radians for trig work and practise inverse distributions.
- Distinguish 'show that' from verifying, and explain 'deduce'.
- Present work neatly with labelled questions and enough working.
HL Paper 3
Many candidates made good progress and some scored very highly; the main losses came from moduli and constants in integration and from spatial reasoning with vectors on a sphere.
Found difficult
- rational functions
- integration constants
- bearings
- vectors, lines and planes
Well prepared
- graphing with the calculator
- differentiation rules
- algebraic manipulation
- partial fractions
- integration techniques
- trigonometry in triangles
- scalar and vector products
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | odd function, oblique asymptote and differential equation via partial fractions | Mixed | sketch not over the whole domain or intercept (0,0) missing; stated the odd-function definition without checking it; omitted moduli or wrote + c then jumped to the given answer; did not see that parts (e) to (g) built on each otherTip: Carry |...| and + c through every step of a log integral and use each part to set up the next. |
| 2 | vectors on a sphere: bearings, arc distance and spherical angles | Mixed | picked the wrong angle for the bearing; found the angle between the wrong vectors; gave the straight chord length rather than the arc on the surface; stated 57.3 degrees without showing more figuresTip: To show a value is correct to 3 significant figures, display at least one more figure first. |
What to practise
- Use Paper 3 practice regularly and stress following the links between parts.
- Train careful reading of new definitions given in the question.
- Emphasise moduli and constants when integrating and solving differential equations.
- Support spatial reasoning with vectors and 3D figures.
- Discourage working backwards from given answers or on both sides at once.
Internal assessment
What moderators raised about the exploration this session, criterion by criterion.
- A. disjointed structure, methodology sections and new evaluation after the conclusion
- A. appendices used to dodge the page limit and other-subject concepts left unexplained
- B. unclear technology graphs, missing approximation signs and inconsistent accuracy
- C. interest statements and data collection alone do not count as engagement
- D. reflection reduced to a description or a tacked-on limitations section
- E. advanced mathematics applied procedurally without understanding, often in physics topics
- E. calculator, spreadsheet or code output accepted without verification
- E. correlation assumed to show causation with no test for dependence
About this summary
After every session the IB sends schools a subject report: how candidates did on each paper and question, and what teachers should work on. This page is my reading of the Maths AA HL report for May 2025 TZ2, in my own words. No text from the report or from the exam questions is reproduced, and it is not endorsed by the International Baccalaureate.
Session codes: TZ is the time zone variant of the papers. Other variants of the same session:
Frequently asked questions
Which questions were hardest in Maths AA HL May 2025 TZ2?
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The questions most candidates struggled with were on discriminant and signs of roots, graph of an inverse trig function and an equation with arccos, proof by contradiction with an inequality and square roots of complex numbers, Argand diagram and reciprocals. The tables above list every question discussed in the report, paper by paper.
What did candidates find difficult in May 2025 TZ2?
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Across the papers the examiners listed domain and range, conditional probability, polynomial roots and factors, inverse trigonometric functions, graph transformations, extended binomial theorem, complex numbers and proof by contradiction, among others.
What were the grade boundaries for Maths AA HL May 2025 TZ2?
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Maths AA HL: a 7 from 71 out of 100 overall in May 2025 TZ2. The component boundaries are in the table on this page.
Is this the official IB subject report?
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No. It is my summary of the report the IB issues to schools after each session, rewritten in my own words with a teacher's reading of it. No text from the report or from exam questions is reproduced. Your school's IB coordinator can access the original.
Related
IB examiner reports: every session, Maths and Physics IB Maths AA HL November 2024: the previous report IB Maths AA HL November 2025 TZ3: the next report IB Maths AA HL: the mistakes examiners report most often IB Maths AA HL grade boundaries, every session IB Maths AA HL revision notes IB Maths and Physics topic tests, with markschemes