IB Math HL, Year 1: Summer Packet

Due on the first day of class

Name:

Welcome to IB Math: Analysis and Approaches, higher level!

You are about to begin a rigorous, two-year course that covers topics in Algebra, Functions,
Trigonometry, Geometry, Probability, Statistics, and Calculus. The first year of this course plans
to cover the basics of each of those topics, so that we can dive deeper in to each topic in Year 2.
In Analysis and Approaches (AA), the Year 1 course is taught similarly to an Precalculus course,
with some focus on differential calculus toward the end of the year. Next year, you will take the
IB Math AA HL exam, a two-year, cumulative exam. If this sounds overwhelming, stop, and take
a breath–my job as your teacher is to develop your quantitative reasoning skills and give you the
foundation you’ll need to succeed in Year 2.

Since so much of this course relies on the concepts you have learned thus far in mathematics,
this packet has been designed to help you brush up on your skills so you can hit the ground running
in August. This course is rigorous and demanding, and so it is crucial that you enter the course
in August with a solid foundation in these topics. You should consider working as independently
as possible. However, you are also encouraged to use any online resource at your disposal to help
relearn or review these skills (I especially recommend Khan Academy). If you choose to use an
online resource, please indicate on which problems you used it, so I know where you had some
difficulty. It’s okay to get help– in fact, I expect you to in some cases– just be honest about when
and where you did.

As of right now, I’m supposed to teach this class in the fall, and I plan to count this assign-
ment as a series of homework grades. There will also be a quiz on this content within
the first few days of class. I’m using this packet both for you to practice your math skills and
for me to figure out any problem areas I should address right away. We will not have extensive
time to backtrack on this content, but I will still use this as an important tool in structuring Year
1 of this course.

You must show all work to receive full credit, and work should be completed neatly and thor-
oughly, preferably in pencil. In the interest of saving some paper, I didn’t provide a lot of room to
complete these problems, so please work on separate sheets of paper, and attach them to
this packet before submitting.

If you have any questions at all over the summer, please reach out to me! My email is
rcox@theproutschool.org. I would be happy to Zoom with you on a case-by-case basis if you’re
having difficulty.

Have a great summer!

- Mr. Cox

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 A brief introduction to IB notations and commands
Notation

Number sets N The set of positive integers and zero (natural numbers), {0, 1, 2, 3, . . . }
Z The set of integers, {0, ±1, ±2, ±3, . . . }
Z+ The set of positive integers, {1, 2, 3, . . . }
Q The set of rational numbers, any number that can be written
as a fraction in simplest form
Q+ The set of positive rational numbers, {x|x ∈ Q, x > 0}
R The set of real numbers
R+ The set of positive real numbers, {x|x ∈ R, x > 0}
Absolute value |x| IB may refer to this as modulus
Line segments Line segments AB will be written as [AB]
Angles We typically write angle A as ∠A.
IB will use the notation  or C ÂB
Repeating decimals Standard notations: 0.3 = 0.3333 . . . , 0.123 = 0.123123 . . .
IB notation: 0.3̇, 0.1̇23̇
Slope IB will refer to this as the gradient
Graphing calculator IB will refer to this as a GDC (graphic display calculator). The TI-83
Plus/TI-84 Plus, as well as similar Casio models, are recommended.
The TI-Nspire is prohibited for IB because of the computer algebra
system (CAS) installed.

Key Command Terms

Draw Represent by means of a labeled, accurate diagram or graph, using a pencil.

A ruler should be used for straight lines. Diagrams should be draw to scale.
Graphs should have points correctly plotted and joined in a straight line or
curve.
Hence Use the preceding work to obtain the required result.
Hence or otherwise It is suggested that the preceding work is used, but other methods could also
receive credit.
Show that Obtain the required result (possible using the information given) without the
formality of proof. These questions do not generally require the use of a
calculator.
Sketch Represent by means of a diagram of graph (labelled as appropriate).
The sketch should give a general idea of the required shape or relationship,
and should include relevant features.
Write down Obtain the answer(s), usually by extracting information. Little to no
calculation is required. Working does not need to be shown.

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1 Functions
1.1 Quadratic polynomials and equations
1-6. Factor each expression completely.

1. x2 − x − 2 2. x2 + 3x − 4 3. 16x2 − 81y 2

4. 3x2 − 5x + 2 5. 2x2 − x − 6 6. x3 − 3x2 − 18x

7-12. Solve each equation by using any method (factoring, completing the square, or the quadratic
formula). You may not solve by graphing or by guess-and-check. Give exact answers as solutions.
12
7. x2 + 25 = 10x 8. x2 + 3x − 1 = 0 9. x + =7
x
10. x2 + 2 = 9 11. x2 − 5x = 0 12. 36x2 − 35 = 0

1.2 Quadratic functions

13-15. For each of the following, state the axis of symmetry, vertex, concavity, x-intercept(s), and
y-intercept(s). Then, sketch the graph of each function, clearly labeling the intercepts and vertex.
1
13. y = −2(x + 2)(x − 1) 14. y = (x − 2)2 − 4 15. y = 2x2 + 6x − 3
2

16-20. Use your graphing calculator1 for the following questions. Round all approximations to
three significant figures.

16. Find the roots of 3x2 − x − 5 = 0.

17. Find the minimum value of f (x) = 2x2 − 5x + 1.

18. Find the maximum value of g(x) = −3x2 + x − 3.

19. Find the points of intersection of y1 = 3 − 5x − x2 and y2 = x2 + 3x + 11.

20. Find the points of intersection of y1 = x2 + 3x − 1 and y2 = 5 − x.

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IB will refer to your graphing calculator as a graphic display calculator, or GDC.

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1.3 Domain and range
21-26. State the domain and range of each function without the use of a calculator. Express your
answers using interval notation. If there is not a point clearly marking the end of the curve, assume
that the curve continues infinitely in that direction.

21. 22. 23.

√ x+4
24. f (x) = x−4 25. g(x) = 5x − 3x2 26. y =
x−2

1.4 Operations between functions

27-32. Let f (x) = 2x2 − 1, g(x) = 3x, h(x) = 5 − x. Find each of the following.

27. f (−3) 28. (f ◦ g)(x) 29. (h ◦ f )(x)

30. (f ◦ h)(x + 1) 31. (g ◦ h)(4) 32. (f ◦ f )(−1).

33-36. Find the inverse of each of the following.

x3
33. f (x) = 2x + 1 34. f (x) =
3

5 √
35. g(x) = 36. g(x) = 1 + 4−x
x−2

37. If the point (2, 7) is on the graph of f (x), what point must lie on the graph of f −1 (x)?

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1.5 Linear functions
38. Write down the slope, x-intercept, and y-intercept of the equation 5x − 4y = 8.

39. Determine the equation of the line in slope-intercept form that passes through the points
(4, 3) and (7, −2).

40. Determine the equation of the line that passes through the point (4, 7) and is perpendicular
to the line y = −2x + 9.

1.6 Rational functions

41-43. Find the equations of the horizontal and vertical asymptotes of each of the following.

1 x2 − 5 x2 + 2x − 3
41. y = 42. y = 43. y =
2x − 5 2x2 − 12 x3 + 6x2 − 7x

1.7 Parent functions and basic transformations

44-48. Graph the parent function f and the transformation g on the same set of axes for each pair
of functions. Label all key features of g (maxima, minima, intercepts).
( ( (
f (x) = x f (x) = x2 f (x) = x3
44. 45. 46.
g(x) = 3x − 4 g(x) = x2 − 5 g(x) = x3 + 1

( √ (
f (x) = x f (x) = |x|
47. √ 48.
g(x) = x + 6 g(x) = |x − 1| + 3

2 Number and algebra

2.1 Solving equations
49-53. Solve for x. Eliminate any extraneous solutions, if necessary.
√ x 5 −3
49. 37 − 3x = x − 3 50. −3(2x + 1)3 = −192 51. − =
3 2 x

4x − 1
52. =x−1 53. 2|3x − 1| + 5 = −2x + 8
x+1

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2.2 Solving inequalities
54-57. Solve each inequality. Express your answers in interval notation.

54. 5(x − 3) ≤ 8(x + 5) 55. 3(6x − 1) > 18 − 3x

56 26 + m ≥ 5(−6 + 3m) 57. −2(1 − 5x) > −(x + 1) − 1

2.3 Solving systems of equations

58-61. Solve algebraically (without a graphing calculator).
( (
3x + 7y = 36 6x + 10y = 32
58. 59.
x = 5y − 10 4x − 2y = 4

( (
x = y2 x2 + y 2 = 25
60. 61.
x−y =6 y = x2 − 13

62. On a graph, where does the solution(s) to a system of equations lie?

2.4 Simplifying expressions

63-68. Simplify each radical expression, rationalizing the denominator where necessary. Provide
exact answers.
√ 3 1
63. 72 64. √ 65. √
5 x

1 1 √
66. √ 67. √ 68. 48x6
1+ 3 x−2

69-71. Simplify without the use of a calculator.

69. 82/3 70. 81−3/4 71. (9x2 )1/2

72-77. Simplify completely, leaving only positive exponents in your answer.

3x2 y −3
72. (x2 y)4 73. 74. (5x2 y)(2x4 y −3 )
12x6 y 3
 4x5 y 3 2x4 y −4
75. 76. 77. (2x3 y −3 )2
16xy 4 8x7 y 3

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3 Geometry and Trigonometry
3.1 Right triangle trigonometry
78-83. Use the Pythagorean Theorem to find the missing side of the right triangle. Then, find the
exact value of the indicated trigonometric ratio.

78. sin θ 79. cos θ 80. tan θ

81. sin θ 82. cos θ 83. tan θ

84-85. Use a trigonometric ratio to find the measure of the indicated side. Round your answers
to three significant figures.

84. 85.