The Modulus Function

1. a. Given that | t | = 3, find the possible values of |2t − 1|.

[3]

b. Solve the inequality .

[4]

2. i. Give full details of a sequence of two transformations needed to transform the graph of
y = |x| to the graph of y = |2(x + 3)|.

[3]

ii. Solve the inequality |x| > |2(x + 3)|, showing all your working.

[5]

3. It is given that ∣x + 3a∣ = 5a, where a is a positive constant. Find, in terms of a, the possible
values of
∣x + 7a∣ − ∣x − 7a∣.
[6]

4. (a) If |x| = 3, find the possible values of |2x − 1|. [3]

(b) Find the set of values of x for which |2x − 1| > x + 1. Give your answer in set notation. [4]

5. (a) Given that |n|= 5, find the greatest value of |2n − 3|, justifying your answer. [3]

(b) Solve the equation |3x − 6| = |x − 6|. [3]

6. Solve the equation |2x − 1| = |x + 3|. [3]

END OF QUESTION paper

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 The Modulus Function

Mark scheme
Question Answer/Indicative content Marks Part marks and guidance

Either Attempt solution of linear equation or inequality with signs of x

1 M1
different

Obtain critical value A1 or equiv (exact or decimal approximation)

Or 1 Attempt to square both sides M1 obtaining at least 3 terms on each side

Obtain A1 or equiv; or equation; condone > here

Or 2 Attempt sketches of
M1

Obtain at point of intersection A1 or equiv

Conclude with inequality of one of the following types:

M1 any integer k

final answer (or similar

unsimplified version) is A0

Examiner's Comments

It is disappointing to record the fact that

only 44% of candidates earned all four
marks on this inequality. The more
popular approach involved squaring both
sides of the inequality. There were some
errors, usually involving the square of

, but most did square both sides

A1 accurately. There were then errors

Obtain as final answer
involving signs and the manipulation of
the surds.

Other candidates dealt with either an

equation or inequality (or occasionally
four such) where each side was linear in
x. Often the critical value

was reached but it was

then a rather haphazard process to
reach a conclusion.

A neat approach involves careful

sketches of and

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 The Modulus Function

the critical value

and the answer are immediately
apparent. Such an approach was not
seen very often.

Total 4

in either order; ignore details here; allow

any equiv wording (such as move or shift
2 i Refer to translation and stretch M1 for translation) to describe geometrical
transformation but not statements such
as add 3 to x

or state translation by ; accept

i Either State translation in negative x-direction by 3 A1
horizontal to indicate direction; term
‘translate’ or ‘translation’ needed for
award of A1

or parallel to y-axis or vertically; term

‘stretch’ needed for award of A1; these
two transformations can be given in
i State stretch by factor 2 in y-direction A1 either order
SC: if M0 but details of one
transformation correct, award B1 for 1/3
(in Either, Or 1, Or 2 cases)

or parallel to x-axis; term ‘stretch’

i Or 1 State stretch by factor in x-direction A1
needed for award of A1

or state translation by ; term

‘translate’ or ‘translation’ needed for

award of A1; these two transformations
must be in this order – if details correct
for M1A1A1 but order wrong, award
M1A1A0

Examiner's Comments
i State translation in negative x-direction by 3 A1 [3]

The vast majority of candidates

recognised that a translation and stretch
were the transformations involved.
Generally the details of the two
transformations were correct if
sometimes the use of language was not
as precise as it might have been. As in
previous series, use of terms such as
‘move’ and ‘shift’ instead of ‘translate’
meant that the accuracy mark was not

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 The Modulus Function

earned. A minority of candidates used a

stretch with scale factor parallel to the

x-axis; this needs care with the
translation and with the order of the two
transformations and this care was often
absent in such cases. Occasionally a
third transformation was included,
reflection in the x-axis, obviously the
result of candidates recalling some
aspect connected with the graphs of
modulus functions.

or state translation by ; term

i Or 2 State translation in negative x-direction by 6 A1

‘translate’ or ‘translation’ needed for

award of A1

or parallel to x-axis; term ‘stretch’

needed for award of A1; these two
i State stretch by factor in x-direction A1 [3] transformations must be in this order – if
details correct for M1A1A1 but order
wrong, award M1A1A0

ii Either Solve linear eqn / ineq to obtain critical value −6 B1

Attempt solution of linear eqn / ineq where signs of x and 2 x are

ii M1
different

ii Obtain critical value −2 A1

using table, sketch, …; implied by

correct answer or answer of form a < x <
ii Attempt solution of inequality M1
b or of form x < a, x > b(where a < b);
allow ≤ here

as final answer; must be < not ≤; allow “x

> −6 and x < −2”

Examiner's Comments

There were some algebraic slips but,

generally, candidates were able to find
the two critical values of −6 and −2.
Squaring both sides of the given
ii Obtain −6 < x <−2 A1
inequality was the more usual method.
There was more difficulty in deciding the
correct set of values of x. Some
candidates were able to write down the
answer immediately but others had no
method for determining the answer and
conclusions often seemed somewhat
haphazard. Candidates concluding with
−6 ≤ x ≤ −2did not earn the final mark

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 The Modulus Function

and nor did candidates offering x < −2, x

> −6.

Or Square both sides to obtain

ii B1 or equiv
x2 > 4(x2 + 6x + 9)

with same guidelines as in Q2(ii) for

ii Attempt solution of 3-term quadratic eqn / ineq M1
factorising and formula

ii Obtain critical values −6 and −2 A1

using table, sketch, …; implied by

correct answer or answer of form a < x <
ii Attempt solution of inequality M1
b or of form x < a, x > b(where a < b);
allow ≤ here

as final answer; must be < not ≤; allow ‘x

ii Obtain −6 < x < −2 A1 [5]
> −6 and x < −2’

Total 8

Allow solution
leading to

3 Obtain 2a as one value of x B1

(B1) and

(M1A1)

If using
quadratic
By solving equation with signs of x and formula to
5a different, or by squaring both sides solve
Attempt to find second value of x M1
and attempting solution of quadratic equation,
equation with three terms substitution
must be
accurate

Obtain −8a A1 And no other values of x

Substitute each of at most two values of x (involving a) leading to one

final answer in each case and showing correct application of modulus M1
signs in at least one case

Obtain 4a as final answer A1 Obtained correctly from x = 2a

Obtained correctly from x = −8a

Examiner's Comments

This question proved to be one of the

Obtain −14a as final answer A1 more demanding requests in the paper
and only 38% of the candidates
recorded full marks. The slightly
unfamiliar nature of the request and the
presence of a were presumably factors
causing the difficulties. It was also plain

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 The Modulus Function

that many candidates did not understand

the meaning of the modulus function.
Successful candidates were able to
complete the answer in just a few lines,
obtaining the two possible values of x
from two simple linear equations and
then substituting each value into |x + 7a|
− |x − 7a| without fuss. For example,
|−8a + 7a| − |−8a − 7a| = |−a| − |−15a| =
a − 15a = −14a as part of the solution
left no doubt that the candidate really
understood what was needed.

Not all candidates realised that a sensible

strategy was to start by finding possible
values of x. They started by trying to
manipulate |x + 7a| − |x − 7a|, often
squaring the two terms and simplifying to
obtain 28ax. Sketch graphs were
employed by some candidates but were
seldom of any help. A majority of the
candidates did solve |x + 3a| = 5a
correctly to obtain −8a and 2a, although
those adopting a method involving
squaring were prone to errors, forgetting
to square the right-hand side or being
unable to deal with a quadratic equation
including both x and a. A few candidates,
apparently thinking everything had to be
positive in a question involving modulus,
rejected −8a as a possibility or changed
it to 8a.

For many of the candidates who had

found the two possible values of x, the
latter part of the question revealed their
uncertainties with this topic. As well as
the presence of modulus signs tending
to prompt a spurious process of
squaring, their presence also sometimes
prompted the haphazard deployment of
± signs. Many candidates proceeded to
provide a long list of possible values by
evaluating |x + 7a| − |x − 7a|, using x =
2a, x = −2a, x = 8a, x = −8a in turn and
even, in some cases using different
values of x in the same evaluation,
evaluating for example |2a + 7a| − |−8a −
7a|. Sometimes the modulus signs were
treated just as if they were brackets, and
final answers presented as |x| = 4a and x
= |4a| were not convincing either.

Total 6

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 The Modulus Function

5
B1(AO1.1)
M1(AO1.1a)
4 a Substituting x = −3 into |2x − 1|
A1(AO1.1)
[3]
7

OR OR

B1 for a B1 (2x −
sketch of y 1)² > ( x
= |2x − 1| + 1)²
and seen
y=x+1
2x −1 > x + 1 therefore x > 2
B1(AO 1.1) on the
same axes M1
M1 attempt
attempt to to
M1(AO3.1a)
−(2x − 1) > x + 1 (Allow ± in bracket) find the multiply
points of out and
b
intersection simplify,
A1(AO1.1)
then
x<0
A1(AO2.5)
A1 obtain x solve
> 2 and x quadratic
<0 A1
{x : x < 0} {x : x > 2}
[4] obtain x
A1{x : x < > 2 and
0} {x : x x<0
> 2}
A1{x : x
<
0} {x :
x > 2}

Total 7

Identify
that n = ±
5
B1(AO1.2)
n=±5
M1(AO2.1)
Substitute
|2(− 5) − 3| = 13 |2(5) − 3| = 7 both
5 a A1(AO2.4)
n=±5
into
13, as 13 > 7
[3]
expression

Conclude
with 13

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 The Modulus Function

and
explanation

Obtain x =
0 OR
3x – 6 = x – 6, so x = 0 B1(AO1.1)
M1
square
both sides
M1(AO1.1a) Attempt
3x – 6 = −x + 6 to solve A1 Obtain
b equation, x=0
with 3x
A1(AO1.1) and x of
opposite
4x = 12
signs
x=3 [3]
A1 Obtain
Obtain x = x=0
3

Total 6

Or
consider
two linear
e.g.
equations
squaring
(2x − 1) =
both sides
± (x + 3)
to obtain
3 terms
M1(AO on both
1.1a)E sides
1 correct
Attempt process for finding both values
(4x2 − 4x
solution
+ 1 = x2 +
for A1
6x + 9)
SC one
6 A1(AO correct
1.1)E solution
BC
3x2 − 10x − 8(= 0)
A1(AO from one
1.1)E linear
Obtain 4 and
equation
B1
[3]

Examiner’s Comments
This question was answered extremely
well with nearly all candidates correctly
solving this equation involving the
modulus function. Of the two main
methods for solving this type of equation
the first, which involved re-writing as (2x
− 1)2 = (x + 3)2 was far more successful

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 The Modulus Function

than those candidates who decided to

re–write as two linear equation as many
made sign errors even though most
started from the correct two equations
(2x − 1) = ± (x + 3).

Total 3

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