| Component | Max | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|
| Overall | 100 | 29 | 42 | 55 | 70 |
| Internal assessment | 20 | 9 | 12 | 15 | 18 |
| Paper 1 | 80 | 18 | 28 | 38 | 50 |
| Paper 2 | 80 | 24 | 35 | 45 | 57 |
SL Paper 1
Routine GDC tasks and standard calculations went well, but setting up equations from contexts, interpreting gradients and justifying statements were weak.
Found difficult
- interpreting parameters in context
- systems of linear equations
- writing equations from context
- gradient of a line
- axis of symmetry
- reasonableness of answers
- binomial distribution
- gradient from the derivative
- increasing and decreasing functions
- constant of integration
- communicating reasoning
Well prepared
- linear regression
- substitution into formulae
- chi-squared test for independence
- inverse variation
- area of a circle
- binomial distribution
- roots of a function
- area under a curve
- logarithms
- differentiation of polynomials
- sine and cosine rules
- bearings
- gdc use
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | linear regression and correlation | Answered well | rounded r to 0.99 or 1.00; described the slope without referring to a change in both variablesTip: Interpret a gradient as the change in y for each one-unit increase in x, in context. |
| 2 | chi-squared test for independence | Answered well | gave a generic conclusion instead of one in contextTip: State the conclusion using the names of the variables in the question. |
| 3 | setting up a system of three linear equations | Mixed | set every equation equal to the same total; repeated x + y + z with different constants; tried to solve algebraicallyTip: Translate each sentence into a separate equation, then let the GDC solve the system. |
| 4 | gradient of a slope and inverse variation | Mixed | did not explicitly compare the gradient with 1/3; treated inverse variation as direct; converted hours to minutes unnecessarilyTip: Finish comparisons with an explicit statement, and in variation problems the units need not match. |
| 5 | quadratic model of a dolphin jump | Mixed | used the formula instead of symmetry for the axis; read h(d) as h times d; answer contradicted given informationTip: Mark given points on the diagram; equal heights reveal the axis of symmetry at their midpoint. |
| 6 | arc length and sector area | Answered well | used the wrong radius; rounded each area before subtractingTip: Subtract unrounded areas and round only the final difference. |
| 7 | binomial conditions and probabilities | Mixed | could not state conditions for a binomial model; computed P(X <= 4) instead of P(X >= 4)Tip: Binomial needs a fixed number of independent trials with constant success probability; use 1 - P(X <= 3) for at least 4. |
| 8 | derivative and increasing function | Mixed | kept the constant c in the derivative; substituted into f instead of f'; did not state that a positive gradient means increasingTip: Evaluate f' at the point and say explicitly that a positive derivative means the function is increasing. |
| 9 | finding a coefficient and a definite integral | Answered well | Nothing specific reported. |
| 10 | piecewise linear cost model | Most struggled | could not write a simple cost expression; could not build the piecewise modelTip: Write the cost for each range of orders separately, then combine with the domain stated. |
| 11 | wind chill with ln and percentage error | Most struggled | ignored the ln term in the calculation; used the approximate value as the exact one; multiplied by 1.06 instead of using the formulaTip: Identify which value is exact and which approximate before substituting into the percentage error formula. |
| 12 | optimisation and integration with a boundary condition | Most struggled | found the maximum of the derivative instead of its zero; ignored or mishandled the constant c; skipped the independent final partTip: Use the initial condition, such as V = 0 when w = 0, to fix the constant of integration. |
| 13 | cosine rule, sine rule and bearings | Mixed | added lengths instead of using the cosine rule; incomplete justification of equal lengthsTip: When justifying a geometric fact, combine all the properties needed, not just one. |
What to practise
- Practise interpreting contexts and choosing the right process before calculating.
- Use past IB questions and command terms throughout the course.
- Keep full accuracy until the end and show the unrounded value first.
- Annotate given diagrams with known information.
- Practise complete justifications and check answers for realism.
SL Paper 2
Students did well on sequences, coordinate geometry and Voronoi basics, but probability parts, complex finance wording and an area from coordinates proved hard.
Found difficult
- cumulative frequency graphs
- complementary events
- communicating reasoning
- financial applications on the gdc
- basic probability
- area from coordinates
Well prepared
- statistical diagrams
- gdc use
- geometric sequences and series
- arithmetic sequences
- coordinate geometry
- voronoi diagrams
| Q | Topic | How it went | Where marks were lost |
|---|---|---|---|
| 1 | mean, cumulative frequency, quartiles and probabilities | Mixed | wrong median and quartiles from the table; did not say which data set was described; could not identify the complementary event; could not write the required probabilitiesTip: Label which data set each statistic belongs to, and use 1 minus P(A) for the complement. |
| 2 | finance apps with savings and loans | Mixed | ignored the specified rounding; wrong solver entries in a complex context; confused interest amount with interest rateTip: Read carefully whether the question wants an amount of interest or an interest rate. |
| 3 | geometric and arithmetic sequences in training plan | Mixed | could not explain why the sequence is geometric; did not compare with the planned distance; forgot the distance is swum twice per dayTip: Show a constant ratio between consecutive terms to justify a geometric sequence. |
| 4 | 3D coordinate geometry and prism volume | Most struggled | could not prove the triangle right-angled; could not find the prism volume; misunderstood which length was neededTip: Prove a right angle with Pythagoras on the three side lengths; prism volume is base area times length. |
| 5 | Voronoi diagram of fire stations | Mixed | midpoint not as a coordinate pair; long unclear explanations; did not conclude three stations respond; could not find a quadrilateral area or convert unitsTip: Split a quadrilateral into triangles to find its area, then convert grid units to km squared. |
What to practise
- Start each question on a new page and label parts.
- Read contextual questions carefully and sketch the information.
- Use the GDC throughout the course, including for unfamiliar functions.
- Model short justifications supported by a reason.
- Plan time and use reading time to spot accessible parts.
Internal assessment
What moderators raised about the exploration this session, criterion by criterion.
- A. several aim-like statements such as rationale, research question and hypothesis reduce focus
- A. headings used without linking ideas, and conclusion not matching the aim
- B. calculator notation, inconsistent variables and imprecise statistical terminology in hypotheses
- B. GDC screenshots and unexplained regression lines or tables add little
- C. engagement equated with effort or interest rather than independent mathematical thinking
- D. conclusions based on personal assumptions and reflection only at the end
- E. procedures applied without explaining why they suit the aim and data
- E. models chosen only by R squared, and Voronoi diagrams drawn but not interpreted
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 SL report for May 2025 TZ1, 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 AI SL May 2025 TZ1?
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The questions most candidates struggled with were on piecewise linear cost model, wind chill with ln and percentage error, optimisation and integration with a boundary condition and 3D coordinate geometry and prism volume. The tables above list every question discussed in the report, paper by paper.
What did candidates find difficult in May 2025 TZ1?
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Across the papers the examiners listed interpreting parameters in context, systems of linear equations, writing equations from context, gradient of a line, axis of symmetry, reasonableness of answers, binomial distribution and gradient from the derivative, among others.
What were the grade boundaries for Maths AI SL May 2025 TZ1?
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Maths AI SL: a 7 from 70 out of 100 overall in May 2025 TZ1. 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.