| Component | Max | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|
| Overall | 100 | 39 | 52 | 65 | 77 |
| Internal assessment | 20 | 9 | 12 | 15 | 17 |
| Paper 1 | 110 | 42 | 55 | 70 | 83 |
| Paper 2 | 108 | 46 | 60 | 73 | 88 |
| Paper 3 | 54 | 19 | 26 | 32 | 37 |
HL Paper 1
The paper separated candidates well and GDC use was strong, yet basic numerical and algebraic skills such as rearranging formulas and rounding remained a persistent weakness.
Found difficult
- transformations of functions
- modelling with functions
- chain rule
- trigonometry
- piecewise functions
- linear combinations of random variables
- algebraic manipulation
- volumes of revolution
- rounding and accuracy
Well prepared
- exponential models
- sine and cosine rules
- normal distribution
- financial mathematics
- eigenvalues and eigenvectors
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | cosine rule and triangle area | Mixed | used the angle at the wrong vertex; used right-angled methods where the cosine rule was neededTip: Match each angle to the correct vertex letters and use the cosine rule for non-right triangles. |
| 2 | exponential growth and a time inequality | Mixed | used a value below the threshold in the inequality; rounded to three significant figures when whole years were askedTip: When asked for complete years, give a whole number that actually meets the condition. |
| 3 | normal probabilities then a binomial or repeated event | Mixed | forgot to square the probability for two independent events; rounded to two significant figuresTip: For two independent occurrences multiply the probabilities, and keep three significant figures. |
| 4 | arithmetic sequence for an account balance | Mixed | used n instead of n - 1 when the sequence started at n = 0; treated the balance as a series sum instead of a termTip: Check whether the first term corresponds to n = 0 or n = 1 before applying the formula. |
| 5 | Voronoi diagram area and interpretation | Answered well | forgot to multiply grid squares by their areaTip: Convert counted grid squares to real area using the scale given. |
| 6 | piecewise function domains and intercepts | Most struggled | confused strict and non-strict inequalities at the boundary; substituted a value outside the piece's domainTip: Check which piece applies by reading the inequality signs on each domain carefully. |
| 7 | loan payments with the finance solver | Mixed | PV and PMT not opposite in sign; used years instead of months for N; used the compound interest formula for regular paymentsTip: With regular payments use the TVM solver, convert periods to months and mind cash flow signs. |
| 8 | parameters of a sinusoidal model | Most struggled | mixed up amplitude, period and principal axis; assumed a 365-day period; read the period off the diagram without justificationTip: Find the period as twice the horizontal gap between a maximum and the next minimum. |
| 9 | complex numbers and rotation by i | Answered well | gave an angle in degrees when radians were specifiedTip: Always check whether the domain for an argument is in radians. |
| 10 | transformations and composite functions | Mixed | misread the effect of the 2x - 3 inside the function; tried to find a formula for g instead of using points; confused inputs and outputsTip: Work through composites by tracking an input value step by step through each function. |
| 11 | characteristic equation, eigenvalues and eigenvectors | Answered well | algebra errors forming the characteristic equation; wrong eigenvalues led to inconsistent eigenvectorsTip: Expand the determinant carefully and check eigenvalues with the GDC before finding eigenvectors. |
| 12 | sum of squared residuals and exponential regression | Most struggled | could not compute the sum of squared residuals; quoted the given model instead of running regression; answered in x and y instead of the named variablesTip: Use the GDC regression as instructed and write the model with the question's variables. |
| 13 | logistic model and carrying capacity | Most struggled | misinterpreted t as years after the base year; could not set up and solve the simultaneous equations; algebra errors isolating LTip: Define t from the base year carefully, then solve the resulting equations with the GDC. |
| 14 | derivative by chain rule and angle of a tangent | Most struggled | treated an output as an input; chain rule misapplied or answer left unsimplified; wrote inverse notation for a derivative; did not link gradient to tan of the angleTip: A line's gradient is tan of its angle measured from the positive x direction. |
| 15 | combining normal random variables | Most struggled | halved the standard deviation wrongly; subtracted variances instead of addingTip: Variances always add when combining independent normal variables, even for a difference. |
| 16 | volume of revolution about the y-axis | Mixed | integrated y or y squared instead of x squared; wrong limits of integration; errors making x the subjectTip: For rotation about the y-axis integrate pi x squared with respect to y between y limits. |
| 17 | coupled differential equations for predator and prey | Most struggled | ran out of time; inaccurate values from the GDC; said the fish population falls when the model predicts extinctionTip: Leave time for the last question and state model predictions precisely. |
What to practise
- Build conceptual understanding with graphs, dynamic software and real applications rather than rote formulas.
- Provide plenty of varied practice and regular assessment.
- Give targeted support to struggling students, such as peer tutoring or small groups.
- Encourage self-assessment and reflection on their own work.
HL Paper 2
Accuracy was a major problem, with unsupported two significant figure answers and early rounding, and messy working often prevented method marks; HL-only content was poorly prepared.
Found difficult
- summary statistics
- algebraic manipulation
- vectors
- rounding and accuracy
- showing working
Well prepared
- arithmetic sequences and series
- geometric sequences and series
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | summary statistics, outliers and correlation | Mixed | wrong first value from a simple calculator task; did not know the outlier condition; correlated score with rank instead of the intended variablesTip: Learn the 1.5 IQR rule for outliers and check which two variables you are correlating. |
| 2 | cylinder measurements and whether a label fits | Mixed | algebraic errors in later parts; compared areas instead of dimensions to show the label fitsTip: To show something fits, compare the relevant lengths, not just total areas. |
| 3 | sequences and series in context | Answered well | occasional rounding errors; last part harder |
| 4 | multi-part question built on prior knowledge | Most struggled | struggled from part (b) despite presumed knowledge; few completed the final partTip: Revise prior knowledge topics so they do not block later HL parts. |
| 5 | vectors and angles between them | Mixed | used the wrong pair of vectors for the angle; little experience with vector questionsTip: Draw the vectors from a common point before finding the angle between them. |
| 6 | matrix transformations and rotation | Most struggled | did not state the centre of rotation; could not find a key length, blocking later partsTip: A rotation is fully described only with its angle, direction and centre. |
| 7 | coupled linear differential equations solved with eigenvectors | Most struggled | show that work indistinguishable from restating the result; eigenvector errors; confused the vector solution with the component function x(t)Tip: In a show that, write each step clearly, and extract the component asked for from the vector solution. |
What to practise
- Teach the full additional HL content; SL plus a little extra is not enough.
- Train students to write clear, readable working so partial credit can be given.
- Give more practice with long multi-part questions.
HL Paper 3
Standard techniques like steady states, Poisson expectations and hypothesis tests went well, but multi-step transition probabilities, degrees of freedom and sketching from a differential equation were weak, and many scored very low.
Found difficult
- markov chains
- chi-squared goodness of fit test
- differential equations
Well prepared
- travelling salesman problem
- markov chains
- poisson distribution
- chi-squared goodness of fit test
- t-test
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | minimum spanning tree, travelling salesman bounds and transition matrices | Mixed | chose the wrong edge so the result was a path not a tree; columns of the transition matrix not summing to one; used the wrong matrix power or multiplied powers wrongly; averaged distances instead of weighting by steady state probabilitiesTip: Raise the transition matrix to the number of steps actually taken and multiply by the initial state. |
| 2 | Poisson fit, goodness of fit test, t-test and a growth differential equation | Mixed | did not subtract a degree of freedom for the estimated mean; used a z-test instead of a t-test; sketched L instead of dL/dt; lost the minus sign integrating and used L = 0 for the constantTip: Subtract one extra degree of freedom for each parameter estimated from the data. |
What to practise
- Consider whether students scoring very low would be better placed at SL.
- Cover the full additional HL material before the exam.
Internal assessment
What moderators raised about the exploration this session, criterion by criterion.
- A. no clear achievable aim, long manual calculations and opening plans that break the flow
- A. explaining syllabus content while leaving non-syllabus ideas unexplained
- B. unlabelled or poorly scaled graphs, wrong chart types, inconsistent and calculator notation
- C. template topics and forced extra models confuse interest with genuine engagement
- D. descriptive reflection and end lists of limitations or AI generated extensions instead of acting on them
- E. correct but irrelevant mathematics gains no credit and teachers overmarked modelling work
- E. advanced regression or tests used without explaining them at the level of the course
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 AI 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 AI HL November 2024?
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The questions most candidates struggled with were on piecewise function domains and intercepts, parameters of a sinusoidal model, sum of squared residuals and exponential regression and logistic model and carrying capacity. 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 transformations of functions, modelling with functions, chain rule, trigonometry, piecewise functions, linear combinations of random variables, algebraic manipulation and volumes of revolution, among others.
What were the grade boundaries for Maths AI HL November 2024?
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Maths AI HL: a 7 from 77 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.