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In my opinion, one of the important objectives of any set of review questions should be to give students the experience of answering a wide variety of questions - variety in both syllabus material covered and level of difficulty. During the course, most of the assessments that students will be completing will come in the form of unit tests which are designed to only assess students' knowledge and understanding on a relatively narrow section of the syllabus content. Students may often go some time without being required to answer a set of questions covering a wider range of the syllabus. Of course, this is not possible until after a significant amount of the syllabus material has been covered. Thus, it's not really until during the 2nd year of the course are students capable of answering questions on different topics during a single assessment or homework assignment. Teachers should strive to take advantage of any opportunity to have students engage themselves with a set of miscellaneous review questions. The more of these review tests that students can complete (either as homework assignments or as in-class timed assessments) the better - and especially before the mock exam. It is also important to try and design review tests so that students get a chance to answer both non-calculator questions (Paper 1) and calculator-allowed questions (Paper 2). All review questions should be clearly marked as a GDC-allowed or non-GDC question. It is important to include some questions that are best done without a calculator as Paper 2 review questions - since this will occur on the actual Paper 2 exam in May (or November). Some of the review tests allow a GDC on all questions but it is certainly the case that it is not appropriate to use a GDC for each question. Students need practice in deciding about when it is appropriate to use a GDC on a GDC-allowed (Paper 2) question.

The tests available on this page offer students the experience of being confronted with a wide range of syllabus content in a set of questions which generally move from 'accessible' to 'discriminating' (as on the exams).

Worked Solutions

Worked solutions are available for each review test on the Review Tests worked solutions page. All of the questions on these review tests are original and not from past IB exams.

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SL Review Test_1_v2  
This test has 10 questions for a total of 56 marks and a GDC is allowed on all questions. Worked solutions available below. syllabus content:  sequences & series, binomial expansion, cosine rule, extension of sine rule to ambiguous case, trigonometric identities, solving trigonometric equations, differentiation (chain, product & quotient rules); tangents and normals, optimization, integration (by inspection, by substitution), area between a curve and the x-axis.
version 2: changes to some of the question marks; and change to instructions for Q.7 (exact answer not required) & Q.9

SL Review Test 2 
This test has 12 questions: Part 1 (7 questions) no GDC; and Part 2 (5 questions) GDC allowed. Total # of marks is 65.

HL Review Test_1  
This test has 10 questions for a total of 70 marks and a GDC is allowed on all questions. Worked solutions available below. syllabus content:  sequences & series, binomial expansion, cosine rule, extension of sine rule to ambiguous case, trigonometric identities, solving trigonometric equations, differentiation (chain, product & quotient rules); tangents and normals, implicit differentiation, related rates, optimization, integration (by inspection, by substitution, by parts), area between a curve and the x-axis, volume of a solid of revolution

HL Review Test_2 
This test has 7 questions: Part 1 (5 questions) no GDC; and Part 2 (2 questions) GDC allowed. Total # of marks is 60.