5.

Algebra

5. Algebra

Sequences and series

You should be able to:

• show that a given sequence is either arithmetic, geometric or neither
• find any given term in an arithmetic sequence or a geometric sequence
• find the common difference in an arithmetic sequence and the common ratio
in a geometric sequence
• find the number of terms in an arithmetic or a geometric sequence
• find the sum of the first n terms in an arithmetic or a geometric series
• apply the concepts of arithmetic and geometric sequences in the solution of
problems
• determine when it is possible to find the sum of an infinite geometric series
• find the sum to infinity of a convergent geometric series
• find the rational equivalent of a recurring decimal number.

You should know:

n
• ∑ uk = um + um + 1 + um + 2 + … + un − 1 + un; this sigma notation is very
k=m

often used as a “shorthand” way of writing series

• when a practical situation requires the use of the formula for the general
term of a sequence, and when you need to use the formula for the sum of n
terms in the sequence.

Example
An arithmetic sequence and a geometric sequence both have a first term
of 1. Their second terms are equal. The sixteenth term of the arithmetic
sequence is equal to four times the third term of the geometric
sequence. The common difference of the arithmetic sequence is less
than 1.
Find the twentieth term of each sequence.
Since this question gives information about two sequences, it is a good strategy to get
an overview of what they look like before starting the problem, by writing them in
terms of the information given.
Arithmetic sequence 1, 1 + d, 1 + 2d, 1 + 3d, 1 + 4d, …
Geometric sequence 1, r, r 2, r 3, r 4, …

12

503-05-IB Maths HL-05.indd 12 12-02-2010 09:06:43

 5. Algebra
Sequences and series (continued)

The first three sentences in the question translate to the equations

Texas Instruments Casio
1+d=r
and
1 + 15d = 4r 2,
which combine to give:
1 + 15d = 4(1 + d) 2
=> d =  _​3 ​  or d = 1.
4
These values give r = _ ​7 ​  or r = 2.
4
The solution required is d = _ ​3  ​  , r = _ ​7  ​.
4 4
Replacing these values in the formulae for the nth terms:
un = u1 + (n − 1)d
gives
u20 = 1 + (20 − 1) × 0.75 = 15.25,
needing no rounding since it is an exact value.
The value of X in the first column tells us the position of
u n = u 1r n − 1 each term in the sequence. We can see from this screenshot
gives that the sequences satisfy the first two sentences in the
u20 = 1 × 1.75 20 − 1 ≈ 41 468.93911… original problem.

This answer would be best left as an exact value, To find the twentieth terms, scroll to the twentieth row in the
()
7 19
u20 = _​ 4 ​   .
table. Very occasionally, GDC output may not confirm every digit
of your answer, owing to rounding errors within the calculator.
This solution can be verified with a GDC by drawing a table.
Be prepared
• Carefully check that you have correctly translated all the
information given in the problem into equations.
• Be careful to plan your working out so that you are
working with the correct term; for example, the fourth
term of an arithmetic sequence is given by u4 = u1 + 3d,
not u4 = u1 + 4d.
• Using your GDC can help by quickly generating terms of
a sequence in order to check or develop your answer to a
problem.

13

503-05-IB Maths HL-05.indd 13 12-02-2010 09:06:43

5. Algebra

Exponents and logarithms

You should be able to:

• apply the laws of indices and the laws of logarithms.

You should know:

• the “change of base” rule, an application of the law
log a n = n log a,
which allows you to find loga b, for any positive value of a
• the laws of indices and the definition of logarithm allow you to deduce that
1
loga b = −log1/a b and loga ​ __ ​= −loga b
b
• the laws of logarithms allow you to simplify expressions (like
5 log a + 2 log b − 3 log a2, for instance) by writing them as a single logarithm
• if a f(x) = a g(x), then f(x) = g(x).

Example
Solve the equation (3 x)(42x + 1) = 6 x + 2, giving your answer in the form
ln a
​ ___   ​where a, b [ Z.
ln b
This is a typical paper 1 problem and looks tricky because the bases of the exponential
expressions are different. Using the laws of logarithms, we can simplify the exponential
equation to a linear one, which is usually easier to handle.
ln ((3 x)(4 2x + 1)) = ln (6 x + 2)
=> ln (3 x) + ln (4 2x + 1) = ln (6 x + 2)
=> x ln 3 + (2x + 1)ln 4 = (x + 2)ln 6
=> x(ln 3 + 2 ln 4 − ln 6) = 2 ln 6 − ln 4
 ​ 2 ln 6 − ln 4
=> x = ___________      ​
ln 3 + 2 ln 4 − ln 6
And now using the laws of logarithms to simplify
 ​ ln 36 − ln 4
x = ___________     ​
ln 3 + ln 16 − ln 6
 ​ln 9 ​  
=> x = ___
ln 8
Be prepared
• Be careful to ensure that the answer is given in the format required in the
question in order to gain full marks.

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 5. Algebra
Counting principles

You should be able to: for example, this would be one of the possible desk choices the
• find the number of ways in which the combination of a students could make: front, left; front, centre; and back, right:
succession of independent operations can be carried out
• find the number of possible permutations or Other 1 Other 2 Other 3
combinations of the elements in a set Other 4 Other 5 Other 6
• solve problems in which permutations and combinations
Front 1 Front 2 Front 3
are combined
• solve problems in which further conditions are This situation deals with combinations, since the order in which
introduced, such as circular arrangements or restrictions
on certain elements
seats are chosen is not important—we are only interested in
whether they are occupied.
• expand (a + b) n completely (where a and b are real
numbers and n is a natural number). The total number of ways to select 3 desks from a total of 9 is
9
 ​ 9!   ​ = ______
C3 = ___  ​9 × 8 × 7 ​ 
 
= 84
You should know: 6!3! 3 × 2 × 1
• nCr and ​ n  ​r​   ​are equivalent ways of denoting the The total number of ways to select 2 desks from 3 front desks is
n!
number ​ _______
   ​ 
3
 ​ 3!   ​ =  _​3 ​  = 3
C2 = ___
r!(n − r)! 2!1! 1
• the difference between the permutations and the The total number of ways to select 1 desk from the other 6 desks is
combinations of the elements in a set and when to use
each one
6
 ​ 6!   ​ =  _​6 ​  = 6
C1 = ___
5!1! 1
• the properties that allow you to simplify expressions with For each of the 3 selections of the front 2 desks there are 6
factorial numbers
selections of other desks, giving a total of 3 × 6 = 18 ways for
• the symmetrical properties of the expansion of (a + b) n
the three students to sit down. The answer is __ ​18 ​  = __
 ​ 3  ​ .
(both in its coefficients and in the exponents). 84 14

Example
A room has nine desks arranged in three rows of three
desks. Three students sit in the room. If the students
randomly choose a desk, find the probability that
exactly two desks in the front row are chosen.
In this type of problem it’s always a good idea to draw a
diagram: it helps you get more of a feel for the structure of the
problem than you would from only considering formulae. Here,
Be prepared
• If you find the problem hard, try to break it into smaller
pieces and solve them in turn.
• Problems concerning counting methods can often be
solved with brief calculations; any challenges come from
understanding the problem and planning its solution.
So if you find you are taking up a lot of space with
calculations, you may be on the wrong path.

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503-05-IB Maths HL-05.indd 15 12-02-2010 09:06:44

5. Algebra
Mathematical induction
You should be able to:
• set out each of the steps involved in a proof by induction
clearly and using correct mathematical notation.
You should know:
• the first step in a proof by induction is to verify that it
holds true for some first value, k0; this value is usually, but
not always, 1
• when verifying that the proposition holds true for n = k0,
it is important to show this explicitly, by replacing n = k0
in both sides of the proposition equality
• when proving that if the proposition holds true for n = k
then it also holds true for n = k + 1, it is important to
show clearly how you use the inductive hypothesis
• it is important to write a “closing statement” to your
proof, stating why you can now say that you have proved
that the proposition is valid for all natural numbers.
Example
Use mathematical induction to prove that 5n + 9n + 2
is divisible by 4, for n [ Z+.
Let f(n) = 5­ n + 9 n+ 2 and let P(n) be the proposition that f(n) is
divisible by 4.
The first step is to show that the proposition is true for the
smallest value in the domain, which, in this case, is 1.
f(1) = 16,
so P(1) is true since 16 is divisible by 4.
Then set out the inductive hypothesis: assume that P(n) is true
for n = k, that is, f(k) = 5 k + 9 k + 2 is divisible by 4. We can
write this as
(5 k + 9 k + 2) = 4M, where M [ Z+
We then have to consider the proposition for n = k + 1 and
determine how it relates to the inductive hypothesis. We know
that we must arrive at a statement that says that
16
503-05-IB Maths HL-05.indd 16
f(k + 1) = 5 k + 1 + 9 k + 1 + 2 is divisible by 4. But the
inductive hypothesis is written in terms of the exponent k,
so, using 5 k + 1 = 5 k × 5 = 5 k(4 + 1), we write
f(k + 1) = 5 k(4 + 1) + 9 k(8 + 1) + 2
= 5 k + 9 k + 2 + 4(5 k + 2 × 9 k),
which can be written as 4M + 4(5 k + 2 × 9 k).
Both terms are divisible by 4 so f(k + 1) is also divisible by 4.
Therefore P(k) true => P(k + 1) true.
Always finish with the correctly stated, complete conclusion:
Since P(1) is true, and P(k) true => P(k + 1) true, P(n) is
proved true by mathematical induction for n  [ Z+.
Be prepared
• The first step of a proof by induction must include
complete calculations showing P(n) to be true for the first
element of the domain. Remember that you are writing a
formal proof; it must read well and be rigorous.
• Always ask yourself “How do I transform the P(k) into
P(k + 1)?” The key point is knowing what P(k + 1) looks
like and then rearranging it in some way that will bring
P(k) into the picture. This means that you need to think
about the mathematical relation between P(k) and
P(k + 1) and express it well, so that your use of the
inductive hypothesis is communicated clearly.
• The final step of a proof by induction must include
complete reasoning, showing P(n) to be true for all
elements of the domain; the first step and the inductive
step must feature in the reasoning.
• All proofs by induction have similar first and final steps,
but these steps must be expressed in complete detail to
gain full marks.
12-02-2010 09:06:44
 5. Algebra
Complex numbers

You should be able to: Example

___
• identify the real and the imaginary parts of a complex Given that |z| = ​ √10 ​,  solve the equation
10
number 5z + ​ __ ​ = 6 − 18i, where z* is the conjugate of z.
z*
• find the modulus and the argument of a complex number
In approaching this question, it might__not be obvious at the
• add, subtract, multiply and divide complex numbers beginning exactly how to use |z| =  ​√10    ​. However, one of the first
• represent complex numbers on an Argand diagram skills we meet in complex numbers is how to divide, and this will
• transform a complex number from its Cartesian form into help rationalize the denominator, thus simplifying the equation,
its modulus–argument form, and vice versa so this will be the first step:
• use De Moivre’s theorem to find powers and roots of  10 ​  = 6 − 18i => 5z +  __
5z + ​__ ​10 ​  ×  ​____
(z*)*  ​ = 6 − 18i
complex numbers
z* z* (z*)*
=> 5z +  __ 10 z
​  ​  ×  _​  ​  = 6 − 18i => 5z + ___  ​10z ​  = 6 − 18i
• prove De Moivre’s theorem using mathematical induction. z* z z*z
You should know:
Now, since z*z = |z|2 we can write
• the different forms in which a complex number can be  ​10z2 ​  = 6 − 18i.
5z + ___
written: Cartesian (z = a + ib) and polar or modulus–
|z|
__
argument form (z = r (cos θ + i sin θ ), z = re iθ or z = r cis θ ) But |z| =  ​√10    ​, so |z|2 = 10 and the formula simplifies to
• if two complex numbers are equal, then their real parts
are equal and their imaginary parts are equal  ​10z ​  = 6 − 18i
5z + ___
10
• the geometric significance of the modulus and the 6z = 6 − 18i
argument of a complex number So z = 1 − 3i.
• the relation between the moduli and the arguments
Be prepared
of two complex numbers and those of their products,
quotients and powers • When dealing with an unfamiliar equation, you may find
it useful to focus on the skill that can be applied straight
• the relation between the geometric representation of the away, or that helps simplify the equation considerably.
nth roots of a complex number
In the example above, division simplified the equation
• the relation between the geometric representation of a considerably.
complex number and that of its conjugate
• Use your GDC to check your answer by replacing it into the
• the properties of conjugates: (z*)* = z and zz* = |z|2 original equation:
• if z = a + ib is a root of a polynomial (with real Texas Instruments Casio
coefficients), then so is its conjugate.

17

503-05-IB Maths HL-05.indd 17 12-02-2010 09:06:44

 (c) After the probability of a box being underweight has been reduced to 0.002,
a group of customers buys 100 boxes of biscuits. Find the probability that at
5. Algebra least two of the boxes are underweight. [3 marks]

Part B [Maximum mark: 10]

There are six boys and five girls in a school tennis club. A team of two boys and two
girls will be selected to represent the school in a tennis competition.

(a) In how many different ways can the team be selected? [3 marks]

(b) Tim is the youngest boy in the club and Anna is the youngest girl. In how many
different ways can the team be selected if it must include both of them? [2 marks]

(c) What is the probability that the team includes both Tim and Anna? [1 mark]

(d) Fred is the oldest boy in the club. Given that Fred is selected for the team,
what is the probability that the team includes Tim or Anna, but not both? [4 marks]

[Taken from paper 2, November 2008]

How do I approach the question? What are the key areas from
the syllabus?
(a) Since the team comprises girls and boys, this part can be reduced to three
smaller problems: how many boys can be selected, how many girls can be • Counting principles
selected and how do these two answers combine to find the answer for
the number of different team selections. Taking time to choose the right
counting method is essential; a diagram can help you in the process of What do I require from the
8808-7202 information booklet?
understanding the problem and planning your approach.
(b) Notice that this part still refers to a team selection. Ask1213
yourself how the • Probabilities of combined
requirement that Tim and Anna must be in the team would affect the events
answer to (b). Would it be more than, less than or the same as the answer to
(a)? Then a similar approach to that of (a) could be adopted.
n(A)
(c) The probability can be found from an application of the formula P(A) = ____. What are the links with
n(U) other areas of the syllabus?
(d) The word “given” tells you explicitly that Fred has been chosen, and
this means that you must take this fact into account in this part by • The probability of simple and of
understanding how this information changes the possible teams. compound events
In solving probability problems, the planning stage is vital. It will help to
translate “team includes Tim or Anna, but not both” into symbols, for
example, by writing the events T: “Tim is included”, A: “Anna is included”.
The probability asked for is a compound event, which can be approached by
use of a Venn diagram, tree diagram or a probability formula to help plan
out the calculation. Then, with your symbols and choice of diagram, try to
construct an expression that will find the required probability. Another
approach is to carry on the theme of the question—selections—and try to
find the number of selections of each type of team mentioned in the
question, and then use them to find the required probability.

18

503-05-IB Maths HL-05.indd 18 12-02-2010 09:06:45

 5. Algebra
This answer achieved 3/10

The working is not explained clearly Part B

enough, so no intermediate marks
are awarded. The fact that the (a) No. of selections = 6C2 × 2 × 5C2 × 2 A0
student multiplies by 2, twice, = 600 A0 A0
would seem to indicate uncertainty as to
whether to work with combinations or (b) No. of selections = 5C1 × 4C1 M1 A1
permutations. = 20

(c) 20 = __
P(Tim and Anna) = ___ 1 = 0.0333 A1 (ft)
The student shows clear 600 30
understanding that the required
answer is the product of the number (d) P(Tim or Anna ∩ Fred)
P(Tim or Anna | Fred) = ________________
of ways in which the second boy can P(Fred)
6 5
P(Fred) = C1 × C1 2
_ M0
be chosen by the number of ways in
3
which the second girl can be chosen.
P(Tim or Anna ∩ Fred) =

✓ When an exact answer has already

been obtained in fraction form
1 The student’s attempt, using
(such as ___, the probability in part
30
(c)), it is completely unnecessary to
express it as a decimal number,
especially when this involves an
approximation leading to a more
inaccurate answer.
conditional probability, shows
only partial understanding of
what is being asked. Little has
been done apart from writing down a
formula (incorrectly, since the
condition “but not both” is omitted)
and the only probability worked out
is also incorrect.
Although the answer is
incorrect, since the
required probability is
based on the total
number of ways found in (a),
a follow-through mark is
awarded.

19

503-05-IB Maths HL-05.indd 19 12-02-2010 09:06:46

5. Algebra

This answer achieved 6/10

Unlike the previous example, here it Part B

is possible for the examiner to infer
the reasoning behind the product: (a) The number of ways = 6C2 × 5C2 A1 A1
the number of ways the boys can be = 150 ways A1
chosen × the number of ways the girls
can be chosen. (b) Number of ways = 5C1 × 4C1 M1 A1
= 20 ways

✓ Although the student achieves full

marks here, a more explicit
(c) P(Tim, Anna) 20
= ___
150
= 0.133
A1

method explaining what each of

the combination numbers results in
could have been used.
(d) P(Tim, Fred) + P(Anna, Fred)
5
C × 4C1 M0
= 1
Correct probability, from two
previous correct answers.

The student seems to be intending

to follow the same steps as in (a) to
(c), and then to work out the sum of
two probabilities. This hints at a
misunderstanding of the question, since it
gives no indication that the student has
recognized the conditional probability
implicit in the information given in the
question (that Fred is selected for the
team).

20

503-05-IB Maths HL-05.indd 20 12-02-2010 09:06:47

 5. Algebra
This answer achieved 8/10

This student set out the question Part B

very clearly, organizing the 6B, 5G, Boy = B
information given in the question Girl = G
and thus making it easier to
understand where the combination (a) How many ways?
numbers come from. Team → 2B, 2G
= 6C2 × 5C2 A1 A1
= 150 ways A1

The student’s side annotations and (b) T A

little diagrams add clarity to the
= 1 × 5C1 × 4C1 , Tim, Anna, B, G M1 A1
working out.
= 20 ways

(c) 20
P(Tim, Anna incl.) = ___
150
This student obtains the correct
probability, given as an exact value,
2
= __ A1
in its simplified form. 15
(d) P(T, A | Fred) = P(A | B)
P(A ∩ B)
= _______
P(B)
F T G G
Here, the formula for conditional
F A B G
probability is used correctly. Again, P(Tim) + P(Anna), Fred in the team =
the auxiliary diagram drawn by the = 1 × 1 × 4C0 × 4C2 + 1 × 1 × 4C1 × 4C1
student adds clarity to the = 6 + 16 A1
calculation of the number of teams that
include Tim but not Anna and then Anna
= 22 ways
but not Tim. This total is correct, but then P(A ∩ B) = ___22 = __
11
there is a mistake in the calculation of 150 75
the number of teams that include Fred P(Fred selected) = P(B)
(the student multiplies by  24 instead of
 = 1 × 5C1 × 4C2 A0

 2  and gets 30 instead of 50). This leads

5 = 30
to an incorrect final answer, although the 30 = _1
P(B) = ___
method applied is correct. 150 5
11 × _5
P(A | B) = __ M1
75 1
11
= __ A0
15

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5. Algebra
Examiner report
(a) For this part you need to identify that
selections are counted by use of
combinations.
(b) A common error is to use a formula in
a calculation that bears little
relevance to the problem—a diagram
is a safeguard against this happening.
(c) A common error here is to approach
the calculation as a completely new
problem and fail to notice the link
with parts (a) and (b)—both parts
involve a team that includes both Tim
and Anna. Before starting on a
calculation, it is good practice to keep
in mind your previous results.
22
503-05-IB Maths HL-05.indd 22
(d) The interpretation of “given that” to
suggest use of the conditional
probability formula is correct, but a
common difficulty is to expect that
writing down the formula will rapidly
find the solution. Be clear on the
structure of the problem: if we let T
be the event “Tim is chosen” and A
“Anna is chosen”, then the probability
in this part P(T or A but not both) can
be written as
P(T ) × P(A′) + P(T′) × P(A),
and this can be used to find the
answer without quoting the
conditional formula.
If a counting method is used, the
condition that Fred is chosen reduces the
total possible number of teams from 150
to 50. Use counting methods to find the
total number of teams with “Tim or Anna
but not both” (that is, the number of
teams with Tim but not Anna plus the
number of teams with Anna but not Tim).
This number divided by 50 gives the
answer, again without need to quote the
formula.
12-02-2010 09:06:47
 5. Algebra
– 1 – M08/5/MATHL/HP1/ENG/TZ2/XX

14. [Maximum mark: 12]

2π 2π
Let w = cos + i sin .
5 5

(a) Show that w is a root of the equation z 5 − 1 = 0 . [3 marks]

(b) Show that ( w − 1) ( w + w3 + w2 + w + 1) = w5 − 1 and deduce that

w + w3 + w2 + w + 1 = 0 . [3 marks]

2π π 1
(c) Hence show that cos + cos =− . [6 marks]
5 5 2

[Taken from paper 1, time zone 2, May 2008]

How do I approach the question? What are the key areas from
the syllabus?
Although no GDC is permitted, the good news is that De Moivre’s theorem serves
as a useful “calculator”; it always gives a quick way to find the power of a • Complex numbers
complex number expressed in polar form.
• De Moivre’s theorem
(a) This is the first place in the question where De Moivre’s theorem is useful.
• Factor theorem and roots of
Be clear about the meaning of “root” and expect to use your knowledge of
polynomial equations
trigonometric functions to simplify.
• Trigonometric functions
(b) Although the question does not say so explicitly, there is a clear link with
part (a). Recall that if w is a root, then w 5 − 1 must equal zero. “Show that”
and “deduce” are clear indicators that you should communicate clearly your
reasoning about the product on the left-hand side and the fact that it is What do I require from the
zero too. information booklet?
(c) “Hence” is an explicit instruction to apply the previous results. Another clue
2π • De Moivre’s theorem
is that the argument of w, __, appears in the expression to be shown, as
4π 5
does __ —this hints that De Moivre’s theorem has been applied. Recall that
5
in paper 1, the unit circle (and all its symmetries) is another important “pen
and paper” calculating device.

23

503-05-IB Maths HL-05.indd 23 12-02-2010 09:06:48

2208-7213
5. Algebra

This answer achieved 3/12

The student has replaced w into the

(a) 2π + i sin __
w = cos __ 2π , w = cos 72 + sin 72 i
equation and has attempted to 5 5
apply De Moivre’s theorem to show z5 – 1 = 0
that z 5 − 1 = 0. However, the
z =  cos __
2π + i sin __
2π
5
working out is not clear and the student M1
5
does not show the calculation that leads
z5 = r 5  cos 5 __ 50π
2π + i sin ___
5 
to 0. A0
5

✓
(b) (w – 1) (w4 + w3 + w2 + w + 1) = w5 – 1
It is not usually helpful, in this type
w5 – w4 + w4 – w3 + w3 – w2 + w2 – 1 = w5 – 1 M1 A1
of question, which asks you to
“show that…”, to turn the radians LHS = w5 – 1 RHS = w5 – 1
into degrees, so, more often than not, 2π + cos  __
cos  __ 4π 1
 5  = – _2
2π
5 
it ends up being a waste of time. (c) θ = __
5
cos θ + cos (2 θ) = – _1
The student correctly expands the 2
right-hand side of the equation, cos θ + cos θ – sin θ = – _1
2 2
M0
showing that it equals w 5 – 1, but 2
then does not attempt the “deduce”
cos  __
2π + cos2  __2π  2π = – _1
part of the question. 5   5  – sin2 __
5  2

The student, having spotted that one

argument is double the other, has
used a trigonometric identity to
4π 2π
express cos __ in terms of cos __: not
5 5
a useful approach as far as the question
is concerned. The student has ignored
the word “Hence”, which was clearly
saying that the answer to (b) had to be
used, in some way, to prove the given
relation.

24

503-05-IB Maths HL-05.indd 24 12-02-2010 09:06:49

 5. Algebra
This answer achieved 7/12

Here the student is successful in (a) z5 – 1 = 0

 cos __
replacing w into the equation and 2π + i sin __
2π 5 – 1 =? 0
applying De Moivre’s theorem, 5 5 
showing clearly that the answer is 0.
by de Moivre’s theorem: (cos 2π + 2 sin 2π) – 1 = 0 M1
1 – 1= 0 A1
The expansion of the factorized 2π 2π
expression is carried out correctly, ∴ cos __ + i sin __ is a root of z5 – 1 = 0 A1
5 5
to obtain w 5 − 1. The final
reasoning mark is obtained by (b) (w – 1) (w4 + w3 + w2 + w + 1)
showing clear understanding that, since = w5 + w4 + w3 + w2 + w – w4 – w3 – w2 – w – 1 M1
the product is 0 and one of the factors is
not, then the other must be 0.
= w5 – 1 A1
w5 – 1 = 0 and w ≠ 1, ∴ w4 + w3 + w2 + w + 1 must be zero R1

 cos __
2π +  cos __
2π + i sin __4
2π +  cos __
2π + i sin __ 3
2π + i sin __
2π + 2

5   5 5   5 5 
The student pays attention to (c)
the ““Hence” and starts off the 5
question correctly: by substituting
+  cos __
2π + i sin __
2π + 1 = 0
5 
2π 2π M1
cos __ + i sin __ into the equation 5
5 5
derived in part (b). Then, De Moivre’s
theorem is applied correctly, but the
student fails to realize that the next step
is to identify real and imaginary parts,
and to equate the real parts on the
right-hand side and the left-hand side.

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503-05-IB Maths HL-05.indd 25 12-02-2010 09:06:50

5. Algebra

This answer achieved 11/12

The student looks for the fifth roots (a) z5 – 1 = 0 => z5 = 1

of 1, writes down a correct 2π n + i sin __
=> z = cos __ 2π n M1
expression for the five roots, in 5 5
terms of n, and shows that one of n = 0, 1, 2, 3, 4 A1
these values of n (1) produces w as one of
taking n = 1 2π + i sin __
z = cos __ 2π = w A1
the roots of the equation. 5 5
(b) (w – 1) (w4 + w3 + w2 + w + 1) = w5 + w4 + w3 + w2 + w – w4 – w3 –
The student simply states – w2 – w – 1 = M1 A1
“⇒ w 4 + w 3 + w 2 + w + 1 = 0”, 5
=w –1
without giving any reasoning to
4 3 2
support the statement. => w + w + w – w + 1 = 0 R0

(c) 1 + w + w2 + w3 + w4 = 0 (from b)
The student rearranges the right-
2π + i sin __2π +  cos __ 2π 2+  cos __
2π + i sin __ 2π + i sin __
2π 3+
hand side into the form a + bi, =>1+ cos __
5 5  5 5   5 5 
making it easy to identify the real
+  cos __2π + i sin __
2π 4 = 0
5
part of the complex number, which M1
is then equated to 0.
5
2π + i sin __
1 + cos __ 2π + cos __ 4π + i sin __
4π + cos __ 6π + i sin __
6π +
5 5 5 5 5 5
The trigonometric circle diagram 8π + i sin __8π = 0
shows clearly how the student + cos __ M1
5 5
recognized the two pairs of
 1 + cos __
2π + cos __ 4π + cos __ 6π + cos __8π +
5 
equivalent cosines in the expression,
which make it possible to obtain a
5 5 5
+ i  sin __
2π + sin __ 4π + sin __
6π + sin __ 8π = 0
5 
simplified version of the real part. From A1 A1
here, the required equality is then 5 5 5
deduced, quite directly. => real part = 0
4 2
6π = cos __ 4π 5
cos __ 5
M1
5 5
8π = cos __
cos __ 2π
6
5 5 5
8
5

4π + 2 cos __
=> real part = 1 + 2 cos __ 2π = 0 A1
5 5
4π
=> cos __ + cos __ = – _1
2π AG
5 5 2

Examiner report
(a) A common error is failing to exploit (b) A common error is to leave the (c) You need to be careful to follow the
the fact that, for example, “deduce” step poorly written. Make development of the question, using
2π
cos (5 × __) = cos (2π) = 1 and this sure that the reasoning is written the command term “Hence”, to
5 formally, using each premise from establish a link with part (b).
leads to marks being lost.
parts (a) and (b) to write a complete
and coherent argument.

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