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Edexcel A-level Maths revision notes

Algebra and functions

Section 2
Years 1 and 2
Years 1 and 2: this holds AS subject content and content the exam board adds beyond it for the full A-level.
11 specification points

Notes and three levels of exam-style practice for each registered specification point in this section.

Checked against Edexcel 9MA0 section 2

Checked against Edexcel 9MA0 section 2. Review basis: the qualification registry sourced from the Pearson Edexcel Level 3 Advanced GCE in Mathematics (9MA0) specification; registry verification recorded 11 July 2026.

How this checking works

In the exam: Formulae booklet provided · calculator allowed in every paper

Year 1
Year 1: this is the AS subject content the exam board publishes, which is what most schools teach in Year 12.

Understand and use the laws of indices for all rational exponents.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • For a non-zero base, aman=am+na^m a^n=a^{m+n}, am/an=am−na^m/a^n=a^{m-n} and (am)n=amn(a^m)^n=a^{mn}. Interpret rational powers through roots: ap/q=apq=(aq)pa^{p/q}=\sqrt[q]{a^p}=(\sqrt[q]{a})^p whenever the real-valued expression is defined.
  • For example, 163/4=(164)3=23=816^{3/4}=(\sqrt[4]{16})^3=2^3=8.
  • A negative exponent means reciprocal, not a negative value: a−r=1/ara^{-r}=1/a^r; also avoid applying index laws across addition.
  • The base must be non-zero for division and negative powers.
  • When an equation contains different-looking powers, rewrite them with a common positive base before equating exponents; this makes the index law being used visible and avoids premature decimal approximations.
Worked example

Given x>0x>0, simplify x5/2x−1/2\dfrac{x^{5/2}}{x^{-1/2}} to a single power of xx.

  1. 1.For division with a common base, subtract the exponents: x5/2/x−1/2=x5/2−(−1/2)=x6/2=x3x^{5/2}/x^{-1/2}=x^{5/2-(-1/2)}=x^{6/2}=x^3.

Answer: x3x^3

Common mistakes

  • Don't apply (am)n=am+n(a^m)^n=a^{m+n} instead of multiplying the exponents.
  • Don't treat a−ra^{-r} as a negative number instead of the reciprocal 1/ar1/a^r.

Exam tip

When solving an exponential equation, rewrite both sides with the same base and show the equation formed by equating exponents.

Tier 1 · Easy

ORIGINAL

1.

Evaluate 813/481^{3/4} without using a calculator.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

Given x>0x>0, simplify (16x12)3/42x−2\dfrac{\left(16x^{12}\right)^{3/4}}{2x^{-2}}.

(3)

(Total for Question 1 is 3 marks)

Tier 3 · Hard

ORIGINAL

1.

Solve 82x−1=4x+28^{2x-1}=4^{x+2}, giving the exact value of xx.

(4)

(Total for Question 1 is 4 marks)

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Answer conventions

Follow the wording on the question and its mark scheme. awrt means an appropriately rounded value is accepted; an exact answer must stay as a fraction, surd, logarithm or multiple of π when required, and a rounded decimal may be disallowed. Include requested units and forms. A cso tag protects that accuracy mark, while earlier method marks follow the question-specific dependencies.

Year 1
Year 1: this is the AS subject content the exam board publishes, which is what most schools teach in Year 12.

Use and manipulate surds, including rationalising the denominator.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • A surd is an exact irrational root; simplify it by extracting the largest square factor, as in 50=52\sqrt{50}=5\sqrt2. Combine only like surds, and rationalise a binomial denominator by multiplying numerator and denominator by its conjugate.
  • For example, 1/(3+2)=(3−2)/(9−2)=(3−2)/71/(3+\sqrt2)=(3-\sqrt2)/(9-2)=(3-\sqrt2)/7.
  • Do not split roots across addition: a+b\sqrt{a+b} is not generally a+b\sqrt a+\sqrt b; after squaring an equation, check every candidate in the original.
  • Keep surd answers exact unless the question requests a decimal.
  • In equations, record the domain before squaring and substitute every candidate back into the original radical equation because squaring can introduce an extraneous solution.
Worked example

Rationalise and simplify 52+3\dfrac{5}{2+\sqrt3}.

  1. 1.Multiply by the conjugate: 52+3×2−32−3=5(2−3)4−3=10−53\dfrac{5}{2+\sqrt3}\times\dfrac{2-\sqrt3}{2-\sqrt3}=\dfrac{5(2-\sqrt3)}{4-3}=10-5\sqrt3.

Answer: 10−5310-5\sqrt3

Common mistakes

  • Don't split a+b\sqrt{a+b} into a+b\sqrt a+\sqrt b, which is not a valid surd law.
  • Don't multiply a binomial denominator by itself instead of by its conjugate, so the denominator remains irrational.

Exam tip

For “exact” answers, simplify every surd and rationalise the denominator without converting to decimals.

Tier 1 · Easy

ORIGINAL

1.

Write 72\sqrt{72} in the form a2a\sqrt2, where aa is an integer.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

Show that 2+32−3−2−32+3=83\dfrac{2+\sqrt3}{2-\sqrt3}-\dfrac{2-\sqrt3}{2+\sqrt3}=8\sqrt3.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL

1.

Solve x+6−x−3=1\sqrt{x+6}-\sqrt{x-3}=1.

(5)

(Total for Question 1 is 5 marks)

Year 1
Year 1: this is the AS subject content the exam board publishes, which is what most schools teach in Year 12.

Work with quadratic functions and their graphs; the discriminant, including conditions for real and repeated roots; completing the square; solution of quadratic equations, including solving quadratic equations in a function of the unknown.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Definition

Specification 2.3: work with quadratic functions and their graphs; the discriminant of a quadratic function, including the conditions for real and repeated roots; completing the square; solution of quadratic equations, including solving quadratic equations in a function of the unknown.

Explanation

  • For ax2+bx+c=0ax^2+bx+c=0 the discriminant b2−4acb^2-4ac decides the roots: positive for two distinct real roots, zero for a repeated root, negative for none.
  • Questions rarely say “discriminant”: “meets the curve at two distinct points” means substitute the line into the curve, collect a quadratic in xx equal to zero, and set b2−4ac>0b^2-4ac>0; “does not meet” means <0<0; “touches” means =0=0.
  • The resulting inequality in kk needs its critical values and the correct region, written with strict signs and “or” where the region is two-sided.
  • Completing the square, x2−6x+11=(x−3)2+2x^2-6x+11=(x-3)^2+2, gives the vertex (3,2)(3,2), the minimum value and the range, and proves an expression is always positive.
  • A quadratic in a function of the unknown, such as e2x−5ex+6=0e^{2x}-5e^x+6=0 or tan⁡2θ−tan⁡θ=0\tan^2\theta-\tan\theta=0, is solved by substituting uu for the function, solving for uu, then returning to xx and rejecting values the function cannot take.
Worked example

1.

The equation 2x2+(k−1)x+8=02x^2+(k-1)x+8=0, where kk is a constant, has a repeated root. Find the possible values of kk.

(3)

(Total for Question 1 is 3 marks)

Working

  1. 1.A repeated root means the discriminant is zero: b2−4ac=0b^2-4ac=0 with a=2a=2, b=k−1b=k-1, c=8c=8.
  2. 2.So (k−1)2−4(2)(8)=0(k-1)^2-4(2)(8)=0, giving (k−1)2=64(k-1)^2=64.
  3. 3.Take both square roots: k−1=±8k-1=\pm8, so k=9k=9 or k=−7k=-7.

Answer: k=9k=9 or k=−7k=-7

Mark scheme

Mark scheme for question 1
QuestionSchemeMarks
1.Uses b2−4ac=0b^2-4ac=0 with a=2a=2, b=k−1b=k-1 and c=8c=8, eg (k−1)2−64=0(k-1)^2-64=0M1
(k−1)2=64(k-1)^2=64 or k2−2k−63=0k^2-2k-63=0A1
k=9k=9 and k=−7k=-7A1
Notes
A1: oe
A1: Both values required

(3 marks)

Common mistakes

  • Don't use b2−4ac=0b^2-4ac=0 for two distinct roots instead of for one repeated root.
  • Don't solve the quadratic in that variable and fail to return to solve for the original unknown after substituting a new variable.

Mark-scheme wording to use

  • “M1 for eliminating y using the two equations. A1 for obtaining a correct quadratic in x, such as 4x^2 - 3x + k - 10 = 0. dM1 for applying the distinct-root condition discriminant > 0. B1 for the critical value k = 169/16. A1 for k < 169/16” — Pearson 9MA0, Specimen Paper 2, Q5
  • “A1: k < 7 − √85 or k > 7 + √85 or any equivalent expression including set notation which includes both outside regions. … Do not allow e.g. "k < 7 − √85 and k > 7 + √85" or [−∞, 7 − √85] ∪ [7 + √85, ∞]” — Pearson 9MA0, June 2023 Paper 1, Q10(b)
  • “B1 for at least one of: rejecting x = -6 because a logarithm is undefined there, or showing that x^2 - 2x + 8 has no real roots. B1 for giving both valid reasons” — Pearson 9MA0, Specimen Paper 1, Q5(c)

What the examiner wants

An equation, not an expression, and the right inequality sign. The June 2024 Paper 1 report says candidates generally progressed to the discriminant but “=0=0” was often dropped in favour of a stand-alone expression, and setting the discriminant greater than or equal to zero was often seen where a strict inequality was needed.

Exam tip

For a repeated-root condition, write b2−4ac=0b^2-4ac=0 before substituting the coefficients.

Tier 1 · Easy

ORIGINAL

1.

Write x2−8x+5x^2-8x+5 in completed-square form.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

The curve with equation y=x2−6x+ky=x^2-6x+k and the line with equation y=2x−3y=2x-3 meet at exactly one point. Find the value of kk and the coordinates of this point.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL

1.

Solve (x2−5x)2−5(x2−5x)−14=0(x^2-5x)^2-5(x^2-5x)-14=0, giving exact answers.

(6)

(Total for Question 1 is 6 marks)

Year 1
Year 1: this is the AS subject content the exam board publishes, which is what most schools teach in Year 12.

Solve simultaneous equations in two variables by elimination and by substitution, including one linear and one quadratic equation.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • A simultaneous solution is an ordered pair satisfying every equation; graphically, solutions are intersection points. Use elimination when coefficients align conveniently, or substitute an expression from the linear equation into the nonlinear equation.
  • For example, substituting y=5−xy=5-x into xy=6xy=6 gives x(5−x)=6x(5-x)=6, whose roots generate the two intersection pairs. After finding one coordinate, substitute each possible value back separately; losing the second quadratic root or mismatching coordinates are common errors.
  • If substitution produces a quadratic, its two real roots may give two intersection points.
  • Pair each value of the first coordinate with the value obtained from the same substitution, then verify both coordinates in both original equations.
  • Equations involving powers such as y=2xy=2^x can similarly be reduced by substituting the exponential expression.
Worked example

Find every solution of y=x+1y=x+1 and x2+y2=25x^2+y^2=25.

  1. 1.Substitute y=x+1y=x+1: x2+(x+1)2=25x^2+(x+1)^2=25, so 2x2+2x−24=02x^2+2x-24=0.
  2. 2.Dividing by 22 gives (x+4)(x−3)=0(x+4)(x-3)=0, hence x=3x=3 or x=−4x=-4.
  3. 3.Using y=x+1y=x+1 gives the pairs (3,4)(3,4) and (−4,−3)(-4,-3).

Answer: (x,y)=(3,4)(x,y)=(3,4) or (−4,−3)(-4,-3)

Common mistakes

  • Don't keep only one root of the quadratic produced by substitution and lose a valid intersection.
  • Don't pair an xx-value with the yy-value belonging to the other root.

Exam tip

State every ordered pair and check each pair in both original equations.

Tier 1 · Easy

ORIGINAL

1.

Solve x+y=9x+y=9 and x−y=1x-y=1 simultaneously.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

Find the coordinates of the points of intersection of the curve y=x2−3x+1y=x^2-3x+1 and the line y=2x−5y=2x-5.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL

1.

Solve the system x+2y=7x+2y=7 and x2+y2=13x^2+y^2=13.

(5)

(Total for Question 1 is 5 marks)

Year 1
Year 1: this is the AS subject content the exam board publishes, which is what most schools teach in Year 12.

Solve linear and quadratic inequalities in one variable and interpret them graphically, including with brackets and fractions; express solutions using 'and'/'or' or set notation; represent linear and quadratic inequalities graphically.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • An inequality solution is a set of values; endpoints are included for ≤\leq or ≥\geq and excluded for << or >>. For a quadratic or rational inequality, locate every zero and undefined value, then use a sign diagram or graph on the resulting intervals.
  • For example, (x−2)(x+3)<0(x-2)(x+3)<0 between its roots, so −3<x<2-3<x<2.
  • Multiplying by an expression of unknown sign can reverse the inequality unpredictably; bring a fractional inequality to one side and analyse signs instead.
  • Mark open or closed endpoints carefully and exclude any value that makes an original denominator zero, even when it appears as a boundary on the sign diagram.
  • For a two-variable graphical inequality, draw a solid boundary for ≤\leq or ≥\geq, a dashed boundary for << or >>, test a point and shade the correct region.
Boundary curves and a test point determine the shaded region of a two-variable inequality.
Worked example

Solve (x−4)(x+1)≤0(x-4)(x+1)\leq0.

  1. 1.The boundary values are x=−1x=-1 and x=4x=4.
  2. 2.The upward-opening quadratic is non-positive between these roots, and equality includes both endpoints.
  3. 3.Therefore −1≤x≤4-1\leq x\leq4.

Answer: −1≤x≤4-1\leq x\leq4

Common mistakes

  • Don't divide an inequality by a negative quantity without reversing the inequality sign.
  • Don't cross-multiply a rational inequality by an expression of unknown sign, so the direction of the inequality is unjustified.

Exam tip

For a quadratic or rational inequality, show the critical values and a sign diagram before writing the final intervals.

Tier 1 · Easy

ORIGINAL

1.

Solve 5−2x<115-2x<11.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

Solve the compound inequality 3(2x−1)≤5−x<4x+103(2x-1)\leq5-x<4x+10.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL

1.

Solve x+2x−3>2\dfrac{x+2}{x-3}>2 and give the result in set notation.

(4)

(Total for Question 1 is 4 marks)

Year 1
Year 1: this point starts in the AS subject content, which is what most schools teach in Year 12. The full A-level adds in Year 2: Simplifying rational expressions, including by factorising and cancelling and by algebraic division (dividing a polynomial by (ax + b) or (ax − b), with the factor theorem, is already Year 1).Year 2 adds: Simplifying rational expressions, including by factorising and cancelling and by algebraic division (dividing a polynomial by (ax + b) or (ax − b), with the factor theorem, is already Year 1).

Manipulate polynomials algebraically, including expanding brackets, collecting like terms, factorisation and simple algebraic division; use the factor theorem; simplify rational expressions by factorising, cancelling and algebraic division.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • Polynomial manipulation uses expansion, collection and factorisation while preserving equality; choose the form that exposes the required structure. The factor theorem states that ax−bax-b is a factor of f(x)f(x) exactly when f(b/a)=0f(b/a)=0; after finding a factor, divide by the linear expression to obtain the remaining polynomial.
  • For example, f(2)=0f(2)=0 for f(x)=x3−3x2−4x+12f(x)=x^3-3x^2-4x+12, and division by x−2x-2 gives x2−x−6x^2-x-6. Cancel factors, not separate terms, in rational expressions, and retain exclusions from the original denominator even when a factor cancels.
  • Only linear divisors ax+bax+b or ax−bax-b are required for algebraic division.
  • When simplifying a rational expression, factor the complete numerator and denominator before cancelling.
  • A cancelled factor still records an excluded input from the original expression, so state that restriction with the simplified answer.
Worked example

Use the factor theorem to factorise x3−4x2+x+6x^3-4x^2+x+6 fully.

  1. 1.Let f(x)=x3−4x2+x+6f(x)=x^3-4x^2+x+6.
  2. 2.Since f(2)=8−16+2+6=0f(2)=8-16+2+6=0, x−2x-2 is a factor.
  3. 3.Division gives x2−2x−3x^2-2x-3, which factorises as (x−3)(x+1)(x-3)(x+1).
  4. 4.Hence f(x)=(x−2)(x−3)(x+1)f(x)=(x-2)(x-3)(x+1).

Answer: (x−2)(x−3)(x+1)(x-2)(x-3)(x+1)

Common mistakes

  • Don't cancel separate terms across addition, such as cancelling the xx in (x+2)/x(x+2)/x.
  • Don't forget the excluded value from the original denominator after a common factor has cancelled.

Exam tip

Use the factor theorem by showing f(a)=0f(a)=0, then divide by x−ax-a and factorise the quotient fully.

Tier 1 · Easy

ORIGINAL

1.

Factorise x2−9x+20x^2-9x+20 completely.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

The polynomial p(x)=x3+ax2−4x−12p(x)=x^3+ax^2-4x-12, where aa is a constant, has a factor x+2x+2. Find the value of aa and hence factorise p(x)p(x) fully.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL
Year 2 part
Simplifying rational expressions

1.

Simplify x3−4x2+x+6x2−4x+4\dfrac{x^3-4x^2+x+6}{x^2-4x+4} as far as possible, then use algebraic division. State any excluded value.

(5)

(Total for Question 1 is 5 marks)

Year 1
Year 1: this point starts in the AS subject content, which is what most schools teach in Year 12. The full A-level adds in Year 2: The modulus of a linear function.Year 2 adds: The modulus of a linear function.

Understand and use graphs of functions; sketch curves including polynomials, the modulus of a linear function, y = a/x and y = a/x² with asymptotes; use graph intersections to solve equations; understand proportional relationships.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • A useful sketch records intercepts, turning points, end behaviour, symmetry and asymptotes rather than relying on a table of isolated points.
  • For y=a/xy=a/x the coordinate axes are asymptotes and the relation is inverse proportionality; y=a/x2y=a/x^2 is inverse-square, symmetric about the yy-axis and has the same sign as aa.
  • Translations such as y=a/(x−p)+qy=a/(x-p)+q move the asymptotes to x=px=p and y=qy=q.
  • The graph of y=∣f(x)∣y=|f(x)| reflects negative outputs above the xx-axis; use its intersections with another graph to solve equations or inequalities.
  • Do not draw a reciprocal curve crossing an asymptote, and distinguish direct proportionality y=kxy=kx from a relation that merely has positive correlation.
The graph of y=4/xy=4/x: the branches approach, but never cross, the coordinate-axis asymptotes.
Worked example

Find the intersection values of xx for the graphs y=∣2x−3∣y=|2x-3| and y=x+4y=x+4.

  1. 1.For x≥3/2x\geq3/2, solve 2x−3=x+42x-3=x+4, giving x=7x=7.
  2. 2.For x<3/2x<3/2, solve −(2x−3)=x+4-(2x-3)=x+4, so −2x+3=x+4-2x+3=x+4 and x=−1/3x=-1/3.
  3. 3.Each value lies in its required branch, so both are intersections.

Answer: x=7x=7 or x=−13x=-\dfrac13

Common mistakes

  • Don't draw a reciprocal branch crossing an axis even though the axes are asymptotes.
  • Don't call a relation directly proportional without a graph through the origin or an equation of the form y=kxy=kx.

Exam tip

On a sketch, label intercepts, turning points and asymptotes; a table of unlabelled points is not enough.

Tier 1 · Easy

ORIGINAL

1.

For the curve y=−6xy=-\dfrac{6}{x}, state both asymptotes and the two quadrants containing its branches.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL
Year 2 part
The modulus function

1.

Sketch the graph of y=∣3x+6∣−2y=|3x+6|-2, showing the coordinates of the vertex and all intercepts with the coordinate axes.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL

1.

The curves y=4xy=\dfrac4x and y=x+3y=x+3 meet twice. Determine the exact coordinates of both intersections.

(4)

(Total for Question 1 is 4 marks)

Year 2
Year 2: this is content the exam board adds beyond the AS subject content, for the full A-level.

Understand and use composite functions; inverse functions and their graphs.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Definition

Specification 2.8: understand and use composite functions; inverse functions and their graphs. fg(x)\mathrm{fg}(x) means f(g(x))\mathrm f(\mathrm g(x)), the function g\mathrm g applied first; f−1\mathrm f^{-1} exists only when f\mathrm f is one-to-one, and its graph is the reflection of y=f(x)y=\mathrm f(x) in the line y=xy=x.

Explanation

  • For a composite, substitute the whole of the inner function into the outer one and simplify: gf(x)\mathrm{gf}(x) with g(x)=3ln⁡x\mathrm g(x)=3\ln x and f(x)=ex\mathrm f(x)=e^x is 3ln⁡ex=3x3\ln e^x=3x, and leaving 3ln⁡ex3\ln e^x is not a finished answer.
  • Solving fg(x)=k\mathrm{fg}(x)=k means forming the equation, solving it, then rejecting any solution outside the domain of the inner function, with the reason stated.
  • For an inverse, write y=f(x)y=\mathrm f(x), make xx the subject, then swap the letters and write the answer as f−1(x)=…\mathrm f^{-1}(x)=\ldots; a rational function needs cross-multiplying and collecting the xx-terms on one side.
  • The domain of f−1\mathrm f^{-1} is the range of f\mathrm f and must be stated, found from a sketch, the minimum of a quadratic or the endpoint of the domain.
  • A many-to-one function such as a quadratic has no inverse unless its domain is restricted; a repeated output, g(0)=g(3)\mathrm g(0)=\mathrm g(3), is the standard reason.
A function and its inverse are mirror images in the line y=xy=x, so (a,b)(a,b) becomes (b,a)(b,a).
Worked example

1.

The function f\mathrm f is defined by f(x)=3x+2x−1\mathrm f(x)=\dfrac{3x+2}{x-1}, x∈Rx\in\mathbb R, x≠1x\neq1. Find f−1(x)\mathrm f^{-1}(x) and state its domain.

(4)

(Total for Question 1 is 4 marks)

Working

  1. 1.Let y=3x+2x−1y=\dfrac{3x+2}{x-1} and cross-multiply: y(x−1)=3x+2y(x-1)=3x+2, so xy−y=3x+2xy-y=3x+2.
  2. 2.Collect the xx-terms: xy−3x=y+2xy-3x=y+2, so x(y−3)=y+2x(y-3)=y+2 and x=y+2y−3x=\dfrac{y+2}{y-3}.
  3. 3.Swap the letters: f−1(x)=x+2x−3\mathrm f^{-1}(x)=\dfrac{x+2}{x-3}.
  4. 4.The range of f\mathrm f is all real values except 33, so the domain of f−1\mathrm f^{-1} is x∈Rx\in\mathbb R, x≠3x\neq3.

Answer: f−1(x)=x+2x−3\mathrm f^{-1}(x)=\dfrac{x+2}{x-3}, x∈Rx\in\mathbb R, x≠3x\neq3

Mark scheme

Mark scheme for question 1
QuestionSchemeMarks
1.Cross-multiplies and attempts to collect the xx-terms on one side, eg xy−3x=y+2xy-3x=y+2M1
Fully correct method to make xx the subject, eg x=y+2y−3x=\dfrac{y+2}{y-3}M1
f−1(x)=x+2x−3\mathrm f^{-1}(x)=\dfrac{x+2}{x-3}A1
Domain x≠3x\neq3B1
Notes
A1: In function notation, oe
B1: Must be stated

(4 marks)

Common mistakes

  • Don't evaluate fg(x)fg(x) by applying ff first, even though fg(x)=f(g(x))fg(x)=f(g(x)).
  • Don't use both square-root branches for the inverse of a restricted quadratic instead of choosing the branch fixed by the stated domain.

Mark-scheme wording to use

  • “M1 for cross-multiplying and attempting to collect the x-terms, or the swapped y-terms, on one side. M1 for a fully correct method to isolate the original input. A1 for f^(-1)(x) = (x + 5)/(3 - x), stated in function notation with domain x != 3” — Pearson 9MA0, Specimen Paper 1, Q10(a)
  • “M1 for applying the functions in the correct order. A1 for the simplified result gf(x) = 3x … leaving 3ln(e^x) is not sufficient for the accuracy mark” — Pearson 9MA0, Sample Paper 2, Q4(a)
  • “B1 for explaining that g is many-one or not one-to-one, or giving a valid repeated-value example such as g(0) = g(3) = 0” — Pearson 9MA0, Specimen Paper 1, Q10(e)

What the examiner wants

The domain, every time. The June 2024 Paper 1 report repeats a point from earlier reports that continues to be overlooked: the requirement for the domain to be stated when an inverse function is asked for, and the need to avoid incorrect statements such as “square numbers are always positive” when justifying a range.

Exam tip

To find an inverse, rearrange y=f(x)y=f(x) for xx and state the inverse domain obtained from the original range.

Tier 1 · Easy

ORIGINAL

1.

Let f(x)=3x−1f(x)=3x-1 and g(x)=x2+2g(x)=x^2+2. Calculate fg(2)fg(2).

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

Let f(x)=2x−3f(x)=2x-3 and let g(x)=1x+1g(x)=\dfrac1{x+1}. Find fg(x)fg(x), state its domain and solve fg(x)=5fg(x)=5.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL

1.

The function f(x)=(x−3)2+1f(x)=(x-3)^2+1 has domain x≥3x\geq3. Find f−1(x)f^{-1}(x), state its domain, and solve f−1(2x+1)=x+3f^{-1}(2x+1)=x+3.

(6)

(Total for Question 1 is 6 marks)

Year 1
Year 1: this point starts in the AS subject content, which is what most schools teach in Year 12. The full A-level adds in Year 2: Combinations of these transformations, applied to any of the functions in the A Level specification (including |x|).Year 2 adds: Combinations of these transformations, applied to any of the functions in the A Level specification (including |x|).

Understand the effect of simple transformations on the graph of y = f(x), including sketching associated graphs: y = af(x), y = f(x) + a, y = f(x + a), y = f(ax) and combinations of these transformations.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • Transformations outside ff act on output coordinates: y=af(x)y=af(x) scales vertically by factor ∣a∣|a| and reflects in the xx-axis when a<0a<0. Transformations inside ff act oppositely on inputs: f(x+a)f(x+a) moves left by aa, while f(ax)f(ax) scales horizontally by factor 1/∣a∣1/|a| and may reflect in the yy-axis.
  • The graph y=∣f(x)∣y=|f(x)| reflects every negative part above the xx-axis.
  • For y=∣f(−x)∣y=|f(-x)|, first reflect ff in the yy-axis, then apply the output modulus.
  • For example, a point (u,v)(u,v) on y=f(x)y=f(x) maps to (u/2,v+3)(u/2,v+3) on y=f(2x)+3y=f(2x)+3.
  • Map a general point through combined transformations so horizontal scale factors and shifts stay in the correct order.
Replacing xx by x−ax-a translates the graph of ff right by aa.
Worked example

The point (6,−1)(6,-1) lies on y=f(x)y=f(x). Find the corresponding point on y=−2f(3x)+1y=-2f(3x)+1.

  1. 1.For the transformed input to equal 66, set 3x=63x=6, giving x=2x=2.
  2. 2.The transformed output is −2(−1)+1=3-2(-1)+1=3, so the corresponding point is (2,3)(2,3).

Answer: (2,3)(2,3)

Common mistakes

  • Don't describe f(x+a)f(x+a) as a translation right by aa instead of left by aa.
  • Don't use horizontal scale factor aa for f(ax)f(ax) instead of the reciprocal factor 1/∣a∣1/|a|.

Exam tip

Track a point (u,v)(u,v) through the transformation and give its new coordinates to verify every shift, stretch and reflection.

Tier 1 · Easy

ORIGINAL
Year 2 part
Combining two transformations

1.

Describe fully the transformation from y=f(x)y=f(x) to y=f(x−4)+2y=f(x-4)+2.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL
Year 2 part
Combining transformations

1.

The graph of y=2xy=2^x is transformed to the graph of y=2x+1−3y=2^{x+1}-3. Describe the transformation, and state the equation of the horizontal asymptote and the yy-intercept of the transformed graph.

(4)

(Total for Question 1 is 4 marks)

Tier 3 · Hard

ORIGINAL
Year 2 part
Combining transformations

1.

Let f(x)=x2−4x+1f(x)=x^2-4x+1. For g(x)=−f(2x+2)+4g(x)=-f(2x+2)+4, find the turning point and both xx-intercepts, then state whether it is a maximum or minimum.

(5)

(Total for Question 1 is 5 marks)

Year 2
Year 2: this is content the exam board adds beyond the AS subject content, for the full A-level.

Decompose rational functions into partial fractions (denominators not more complicated than squared linear terms and with no more than 3 terms, numerators constant or linear).

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • Factor the denominator first and assign one partial-fraction term to each linear factor. A repeated factor needs a term for every power: (x−a)2(x-a)^2 requires A/(x−a)+B/(x−a)2A/(x-a)+B/(x-a)^2.
  • After multiplying through by the common denominator, substitute convenient roots or compare coefficients to determine the constants.
  • If the numerator degree is at least the denominator degree, divide first; omitting a repeated-factor term produces an identity that cannot hold.
  • Recombine the fractions to check the identity.
  • The simpler terms can then be differentiated, integrated or expanded as binomial/geometric series within the required domain.
Worked example

Decompose 5x+1(x−1)(x+2)\dfrac{5x+1}{(x-1)(x+2)} into partial fractions.

  1. 1.Let (5x+1)/((x−1)(x+2))=A/(x−1)+B/(x+2)(5x+1)/((x-1)(x+2))=A/(x-1)+B/(x+2).
  2. 2.Hence 5x+1=A(x+2)+B(x−1)5x+1=A(x+2)+B(x-1).
  3. 3.Substituting x=1x=1 gives 6=3A6=3A, so A=2A=2.
  4. 4.Substituting x=−2x=-2 gives −9=−3B-9=-3B, so B=3B=3.

Answer: 2x−1+3x+2\dfrac2{x-1}+\dfrac3{x+2}

Common mistakes

  • Don't write only one term for a repeated factor (x−a)2(x-a)^2 instead of both A/(x−a)A/(x-a) and B/(x−a)2B/(x-a)^2.
  • Don't use an unnecessary linear numerator over a linear factor instead of a constant numerator.

Exam tip

Factor the denominator first, write every required fraction term, then multiply through before substituting convenient values.

Tier 1 · Easy

ORIGINAL

1.

Express 7(x+1)(x+2)\dfrac7{(x+1)(x+2)} as partial fractions.

(3)

(Total for Question 1 is 3 marks)

Tier 2 · Standard

ORIGINAL

1.

Express 3x+5(x+1)2\dfrac{3x+5}{(x+1)^2} in the form Ax+1+B(x+1)2\dfrac{A}{x+1}+\dfrac{B}{(x+1)^2}, where AA and BB are constants.

(3)

(Total for Question 1 is 3 marks)

Tier 3 · Hard

ORIGINAL

1.

Express 5x+1(x−1)2(x+2)\dfrac{5x+1}{(x-1)^2(x+2)} as three partial-fraction terms.

(5)

(Total for Question 1 is 5 marks)

Year 2
Year 2: this is content the exam board adds beyond the AS subject content, for the full A-level.

Use of functions in modelling, including consideration of limitations and refinements of the models.

Notes
Worked answers & exam appearances →
Evidence from your answers: none yet
Your confidence:

A self-report of how sure you feel. It does not measure mastery. Evidence from your answers reaches secure after the latest Tier 2/3 attempt is correct, with three correct distinct drills across at least two dates and two practice sources.

Explanation

  • A function model links clearly defined variables over a stated domain; it may use polynomial, exponential, logarithmic, trigonometric or reciprocal functions.
  • Use data to determine parameters, then calculate and interpret the result with units and appropriate rounding.
  • For example, P(t)=P0rtP(t)=P_0r^t models repeated growth, while a sine function can model periodic height and a reciprocal function can model inverse variation.
  • Evaluate assumptions such as fixed rates, exact periodicity, ignored constraints or extrapolation.
  • A refinement must answer the weakness: use a piecewise rate when growth changes, add a seasonal term when residuals are periodic, or restrict the domain when extrapolation is unreliable.
Worked example

A cooling model is T(t)=18+62e−0.15tT(t)=18+62e^{-0.15t}, where TT is in degrees Celsius and tt is in minutes. Find the first whole minute for which the model gives T<30T<30, and state one limitation.

  1. 1.Solve 18+62e−0.15t<3018+62e^{-0.15t}<30.
  2. 2.This gives e−0.15t<6/31e^{-0.15t}<6/31, so t>−ln⁡(6/31)/0.15=10.95…t>-\ln(6/31)/0.15=10.95\ldots.
  3. 3.The first whole minute is therefore 1111.
  4. 4.One limitation is that the fixed ambient temperature may not remain exactly 1818 degrees Celsius.

Answer: 1111 minutes; for example, the model assumes a constant surrounding temperature of 1818 degrees Celsius.

Common mistakes

  • Don't report a decimal model output as an exact real-world count without appropriate contextual rounding.
  • Don't extrapolate beyond the stated domain without discussing whether the model assumptions remain plausible.

Exam tip

After interpreting the value, link each limitation to a concrete refinement that changes the model or restricts its domain.

Tier 1 · Easy

ORIGINAL

1.

A colony is modelled by P(t)=120(1.08)tP(t)=120(1.08)^t, where tt is measured in days. Estimate the number of organisms after 33 days.

(2)

(Total for Question 1 is 2 marks)

Tier 2 · Standard

ORIGINAL

1.

A company uses V=AbtV=Ab^t to estimate the value of a car, where £VV is its value tt years after purchase. The constants AA and bb satisfy b>0b>0. According to this model, the car is worth £18 00018\,000 initially and £14 58014\,580 after two years. Find AA and bb. Hence estimate the value of the car after 55 years, giving your answer to the nearest pound. State one limitation of the model.

(5)

(Total for Question 1 is 5 marks)

Tier 3 · Hard

ORIGINAL

1.

The cross-section of a greenhouse roof is modelled by h(x)=kx(30−x)h(x)=kx(30-x) for 0≤x≤300\leq x\leq30, with distances in metres. The point (5,10)(5,10) lies on the model. Find kk, the maximum modelled height, and the horizontal width over which h(x)≥12h(x)\geq12. Give one limitation of the model.

(7)

(Total for Question 1 is 7 marks)

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