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IBDP Year 1 Math Exam Paper 2025

This document outlines the Term-1 Examination for Mathematics AI at Sancta Maria International School, scheduled for October 15, 2025. It specifies that the exam is for IBDP Year 1 Higher Level and consists of 17 questions, with a total maximum score of 110 marks. Candidates are instructed to use a graphic display calculator and provide answers to three significant figures unless stated otherwise.

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57 views27 pages

IBDP Year 1 Math Exam Paper 2025

This document outlines the Term-1 Examination for Mathematics AI at Sancta Maria International School, scheduled for October 15, 2025. It specifies that the exam is for IBDP Year 1 Higher Level and consists of 17 questions, with a total maximum score of 110 marks. Candidates are instructed to use a graphic display calculator and provide answers to three significant figures unless stated otherwise.

Uploaded by

oozingoomph
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

1

SANCTA MARIA INTERNATIONAL SCHOOL FARIDABAD

TERM-1 EXAMINATION OCTOBER 2025


Mathematics AI
IBDP Year 1
Higher Level
Paper 1

Wednesday 15 October 2025

2 hours

Instructions to candidates
• Do not open this examination paper until instructed to do so.
• A graphic display calculator is required for this paper.
• Answer all the 17 questions in the blank space provided beneath every question.
• Unless otherwise stated in the question, all numerical answers should be given exactly
correct to three significant figures.
• A clean copy of the mathematics: applications and interpretation formula booklet
is required for this paper.
• The maximum mark for this examination paper is [110 marks].
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1. Maximum mark:7]

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1. [Maximum mark:6]

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2. [Maximum mark:5]

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3. [Maximum mark: 6]

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4. [Maximum mark: 7]

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5. [Maximum mark:7]

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6. [Maximum mark:7]

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7. [Maximum mark: 7]
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8. [Maximum mark: 3]

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9. [Maximum mark: 5]

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10. [Maximum mark: 5]

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11. [Maximum mark:6]

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12. [Maximum mark:9]

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13. [Maximum mark: 5]

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14. [Maximum mark: 5]

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15. [Maximum mark:12]

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16. [Maximum mark:8]

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Common questions

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These instructions highlight broader educational goals, such as fostering an appreciation of accuracy and rigorous scientific standards. Emphasizing significant figures cultivates an analytical mindset necessary for dealing with real-world problems where precision is crucial, thereby preparing students for professional environments that demand exactness and attention to detail .

The absence of a clean formula booklet might compromise the reliability and validity of the assessment. Students could gain an unfair advantage if formula booklets contain personalized notes, shifting the focus from pure understanding and application of mathematical concepts to rote learning and misuse of resources, thereby undermining the exam's objective to assess true mathematical proficiency .

Requiring a clean copy of the mathematics formula booklet ensures that students rely on the booklet only for its intended purpose – to assist them with formulas during the exam rather than pre-annotated notes or reminders. It tests a student's ability to understand and apply the formulas to solve problems without aid from external annotations .

Students might struggle with rounding errors, especially in calculations involving consecutive operations. They can overcome these challenges by maintaining full precision throughout calculations and only rounding the final result. Also, understanding significant figures' rules helps avoid precision errors while solving mathematical problems .

The maximum mark allocation per question guides students in prioritizing their time during the examination. It prompts them to allocate more time and effort to questions with higher marks while managing time effectively across the entire exam, ensuring all questions are addressed. This strategic approach can improve overall performance by aligning effort with potential scoring opportunity .

Answering within the provided space requires students to articulate their understanding concisely, promoting clear and efficient communication of mathematical reasoning. This constraint reinforces concept comprehension as they must not only solve the problems but also present their solutions in a manner that is methodical and legible, which consolidates learning and problem-solving skills .

The structuring of a mathematics exam with specific instructions and a focus on precision underscores the pedagogical emphasis on discipline, attention to detail, and accuracy. These skills are critical for advancing mathematical understanding and practical application in real-world scenarios. It also seeks to standardize the testing conditions to ensure fairness and uniformity in assessment across diverse student backgrounds .

The instruction to not open the examination paper until directed helps ensure all students begin simultaneously, maintaining fair conditions. It can also influence a student's exam-taking strategy by encouraging them to use the initial waiting period to mentally prepare and review formulas or strategies rather than analyzing specific problems, which helps manage nerves and concentrate on time management when the exam officially starts .

Requiring numerical answers to be correct to three significant figures can increase stress levels as students need to be meticulous about precision and accuracy in calculations. Such precision dictates not only the mathematical process but also the confidence with which students approach problem-solving, potentially affecting their focus and time allocation during exams .

The requirement of a graphic display calculator in higher-level mathematics exams enhances students' ability to perform complex calculations, plot graphs, and analyze statistical data, which can lead to a more efficient and deeper understanding of mathematical concepts. This requirement emphasizes the importance of technological proficiency alongside traditional problem-solving skills .

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