| Component | Max | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|
| Overall | 100 | 37 | 52 | 65 | 79 |
| Internal assessment | 20 | 9 | 12 | 15 | 17 |
| Paper 1 | 110 | 37 | 54 | 69 | 86 |
| Paper 2 | 110 | 38 | 54 | 68 | 84 |
| Paper 3 | 55 | 24 | 31 | 38 | 45 |
HL Paper 1
Section A had several straightforward questions and section B was a good source of marks, but identities, volumes, scalar-product proofs and complex roots exposed weak presentation.
Found difficult
- volumes of revolution
- scalar and vector products
- trigonometric identities
Well prepared
- arcs and sectors
- sequences and series
- differentiation rules
- optimisation
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | sequence with common ratio r | Answered well | numerical slips carried into (b) |
| 2 | conditional probability | Mixed | computed the intersection probability wrongly, e.g. using the union valueTip: Find P(A ∩ B) from the addition rule before dividing by P(B). |
| 3 | showing an expression is a multiple of 12 | Answered well | expanded (3n + 2)^2 wrongly; did not explain why the result is a multiple of 12; used induction when it was not neededTip: Factor out 12 explicitly and say why the remaining bracket is an integer. |
| 4 | double angle and exact surd values | Mixed | stopped at cos 2θ; could not simplify the surdTip: Carry the identity through to the requested ratio and simplify surds fully. |
| 5 | routine calculation | Answered well | arithmetic slips |
| 6 | quadratic inequality and domain of a function | Mixed | found critical values but gave no inequality; misunderstood the question and tried to find the inverseTip: A sketch of the quadratic shows where the expression is negative and the function undefined. |
| 7 | range of a sec function and volume of revolution | Mixed | did not know the graph of sec x; wrote an inequality in the wrong order; used ∫ y dx instead of π ∫ y^2 dx; rewrote sec^2 instead of integrating it directlyTip: Volume of revolution is π ∫ y^2 dx; recall that sec^2 integrates to tan. |
| 8 | scalar product in a geometric problem | Mixed | errors collecting terms after the dot product; stopped after writing OP.AB = 0Tip: Write every vector in terms of the parameter, then expand the dot product carefully. |
| 9 | proving an identity with tan(θ - π/4) | Most struggled | stopped after the compound angle expansion; solutions outside the given domainTip: Multiply numerator and denominator by a suitable conjugate to reach the target form. |
| 10 | optimising a cone volume | Answered well | errors with fractional powers in (e) |
| 11 | limit, differential equation and Maclaurin series | Answered well | limit notation not explicit; wrong expression for the third derivativeTip: Write 'lim' explicitly whenever you evaluate a limit. |
| 12 | De Moivre's theorem and roots on an Argand diagram | Most struggled | did not simplify cos(π/2) + i sin(π/2); careless Argand diagram with unequal distances; rarely found p and q in the last partTip: Plot roots at equal distance from the origin and with the correct angles between them. |
What to practise
- Insist on clear graphs and diagrams, including those used as working.
- Practise finding domain and range of unfamiliar and composite functions.
- Apply the scalar product in more general settings.
HL Paper 2
Often well done with efficient calculator use, but presentation of multi-step solutions and contextual interpretation were weak.
Found difficult
- vectors, lines and planes
- sequences and series
- show that and proof reasoning
- discriminant
- interpreting models in context
- complex numbers
Well prepared
- graphing with the calculator
- differentiation rules
- binomial theorem
- linear regression
- discrete random variables
- continuous random variables
- vectors, lines and planes
- rational functions
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | key features of a graph with the calculator | Answered well | not to 3 significant figures; wrong y-intercept or curve drawn beyond the domain |
| 2 | term of a binomial expansion | Answered well | used 5 instead of -5; gave the term instead of the coefficient; multiplied brackets out repeatedlyTip: If a coefficient is asked for, give the number without the power of x. |
| 3 | discrete distribution defined by a formula | Mixed | left x out of each probability; probabilities above 1 from a wrong kTip: Any probability above 1 signals an earlier error; go back and check. |
| 4 | trigonometry in an unusual context | Mixed | unclear which angle was used; assumed a segment was horizontalTip: Mark the angle you are using on a diagram. |
| 5 | log function defined for all x and the discriminant | Mixed | did not see the quadratic must stay positive; required the quadratic to exceed 1Tip: A log is defined when its argument is positive, so require a negative discriminant for a positive quadratic. |
| 6 | median of a piecewise continuous distribution | Mixed | could not set up the integral equation; tried to solve for the limit algebraicallyTip: Set the integral up to m equal to 0.5 and solve for m with the calculator. |
| 7 | seating arrangements | Answered well | counted the wrong number of people; mixed up permutations and combinations |
| 8 | simultaneous equations in complex numbers | Mixed | converted to Cartesian form and got unmanageable equationsTip: Treat z and w as single unknowns and eliminate one, using the calculator if helpful. |
| 9 | convergent geometric series in sigma notation | Mixed | forgot a logarithm can be negative when bounding the ratio; used the wrong first termTip: Write out the first two terms from the sigma notation to identify the first term and ratio. |
| 10 | population models and rates of change | Mixed | ignored that units were millions; took the midpoint of equal times instead of maximising the difference; did not give a calendar year; imprecise language about rates and extrapolationTip: Answer in context: give units and real dates, and describe rates of change precisely. |
| 11 | lines, planes and shortest distance | Most struggled | omitted r = in the line equation; sign errors; considered direction but not position; did not use x = y = 0 for a point on the z-axisTip: Find the shortest distance by making the connecting vector perpendicular to the line. |
| 12 | rational function: discriminant, asymptotes and sketch | Mixed | omitted y = for an asymptote; used a graphical argument or worked backwards in (e); graphed the derivative instead of the functionTip: State asymptotes as equations and show the curve approaching them on the sketch. |
What to practise
- Lay out reasoning clearly and label sketches.
- Avoid premature rounding and keep 3 significant figures unless told otherwise.
- Use the calculator to avoid long algebra.
- Explore 3D geometry conceptually rather than through formulas.
- Practise interpreting statistical results and models with precise vocabulary.
HL Paper 3
Recurrence relations and routine algebra were handled well within the hour, while induction, general polynomials and conclusive root arguments separated candidates.
Found difficult
- proof by induction
- polynomial roots and factors
Well prepared
- sequences and series
- algebraic manipulation
- calculator use
- quadratic functions
- simultaneous equations
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | population recurrence relations and induction | Mixed | sign errors expanding brackets; specific numerical argument instead of a general one; used a specific value of d or n = 2 as the base case; badly worded assumption statementTip: Reasoning marks need a general argument, not a numerical example. |
| 2 | palindromic polynomials and reciprocal roots | Mixed | stated roots were reciprocal without showing it; did not substitute the root into p(x); accepted both orderings of u and v; solved the quartic on the calculator against instructionsTip: To show a value is a root, substitute it and prove the polynomial equals zero. |
What to practise
- Do not try to predict Paper 3 topics; practise investigative questions.
- Discuss command terms and exact-value requirements.
- Teach induction assumption statements that earn credit.
- 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. long rationales, subtitles, methodology sections and irrelevant extra information
- A. evaluation continued after the conclusion; missing or padded bibliographies
- B. * and a/b computer notation, unlabelled diagrams and split equations or tables
- B. over-explaining syllabus content while terms from outside the syllabus go unexplained
- C. reliance on websites and published derivations, especially surface area topics
- D. descriptive analysis and stock limitations sections instead of critical reflection; models not tested
- E. physics-based differential equations reproduced mechanically without understanding
- E. models from a few data points and correlation mistaken for causation
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 November 2024, 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. Corrections: pietro@pietromeloni.com.
Frequently asked questions
Which questions were hardest in Maths AA HL November 2024?
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The questions most candidates struggled with were on proving an identity with tan(θ - π/4), De Moivre's theorem and roots on an Argand diagram and lines, planes and shortest distance. The tables above list every question discussed in the report, paper by paper.
What did candidates find difficult in November 2024?
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Across the papers the examiners listed volumes of revolution, scalar and vector products, trigonometric identities, vectors, lines and planes, sequences and series, show that and proof reasoning, discriminant and interpreting models in context, among others.
What were the grade boundaries for Maths AA HL November 2024?
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Maths AA HL: a 7 from 79 out of 100 overall in November 2024. 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 May 2024 TZ1: the previous report IB Maths AA HL May 2025 TZ1: 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