I B M AT H E M AT I C S S P E C I A L I S T

IB Math AI SL Syllabus (2026)

Complete topic outline with assessment structure, expanded formulas, and where
students consistently lose marks. Built from 6,500+ hours of teaching this course.
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Assessment Structure

40% 40% 20%

Paper 1 Paper 2 Internal Assessment

90 minutes 90 minutes 12–20 pages

Calculator allowed Calculator allowed Mathematical exploration

The Internal Assessment is a mathematical exploration worth 20% of the final grade. It is
marked against five criteria that most students misunderstand without guidance.

Not sure if AI SL is right for you? AI focuses on real-world applications, statistics,

modelling, and technology use. AA focuses on algebraic methods, exact reasoning, and
 symbolic manipulation. Both come in SL and HL. See the full comparison between all four
IB Math courses →
See common AI SL challenges and how I help →

IB Math AI SL Topics
This is the official IB Math AI SL syllabus. I have expanded some points to be clearer
and more specific, from years of teaching AI SL. Every subtopic shows the exact
formulas, notation, and depth you need to know, so you know exactly what the IB
expects at each point.

Number & Algebra Functions Struggle

Geometry & Trig Stats & Probability Tutoring
Calculus FAQ

Topic 1 Number & Algebra

1.1 Operations with Numbers

Numbers in the form a × 10k

Where 1 ≤ a < 10 and k is an integer

1.2 IB Math Master

Arithmetic Sequences and Series

Formulae for nth term: un = u1 + (n − 1)d

n
Sum of first n terms: Sn = (2u1 + (n − 1)d)
2
 Use of sigma (Σ) notation, e.g. Σk =1n (3k + 2)
Applications: analysis, interpretation, prediction when models are not perfectly
arithmetic

1.3 Geometric Sequences and Series

Formulae for nth term: un = u1 rn−1

u1(rn − 1)
Sum of first n terms: Sn = r − 1
Sigma notation for sums of geometric sequences
Identify first term and ratio; applications

1.4 Financial Applications

r
Compound interest: FV = PV × (1 + 100k )nk
Annual depreciation

1.5 Laws of Exponents and Logarithms

Laws of exponents with integer exponents

Introduction to logarithms: log10 x and ln x
Numerical evaluation using technology

1.6 Approximation

Decimal places and significant figures

Upper and lower bounds of rounded numbers
 vA − vE
Percentage errors: ε = | vE
| × 100%, estimation

1.7 Amortization and Annuities

Use of technology to calculate payments and balances

1.8 Solving Equations with Technology

Systems of linear equations (up to 3 variables)

Polynomial equations

Topic 2 Functions

2.1 Equations of a Straight Line

Different forms: gradient, intercepts

Parallel lines: m1 = m2
Perpendicular lines: m1 × m2 = −1

2.2 Concept of a Function

Domain, range, graph, notation (f(x), v (t), C (n))

Inverse function as reflection in y = x, notation f−1(x)

2.3 Graphing Functions

Sketch from context or data; transfer from screen to paper

 Graph sums and differences using technology

2.4 Key Features of Graphs

Determine points of intersection of curves/lines using technology

2.5 Modelling with Functions

Linear: f(x) = mx + c
Quadratic: f(x) = ax2 + bx + c , a ≠ 0; axis, vertex, zeros, intercepts
Exponential: f(x) = k · ax + c , f(x) = k · erx + c ; horizontal asymptote
Direct/inverse variation: f(x) = a · xn, n ∈ ℤ
Cubic: f(x) = ax3 + bx2 + cx + d
Sinusoidal: f(x) = a sin(bx) + d, f(x) = a cos(bx) + d

2.6 Modelling Skills

Develop, fit, test, reflect, and use models

Select a reasonable domain
Justify the choice of a model based on data, curve shape, and context

Topic 3 Geometry & Trigonometry

3.1 Distance, Midpoint, and Solids

Distance between two points: d = √((x2−x1)2 + (y 2−y 1)2 + (z2−z1)2)

Midpoint: M = ((x1+x2)/2, (y 1+y 2)/2, (z1+z2)/2)
 Volume and surface area: right pyramid, right cone, sphere, hemisphere, and
combinations
Angle between two intersecting lines or between a line and a plane

3.2 Trigonometry in Triangles

Right-angled triangles (sine, cosine, tangent):

sin θ = opp
hyp
, cos θ = adj
hyp
, tan θ = opp
adj
a b c
Sine rule: sin A = sin B = sin C
a2 + b2 − c2
Cosine rule: c 2 = a2 + b2 − 2ab cos C ; cos C = 2ab
Area of triangle: Area = 21 · a · b · sin C

3.3 Applications of Trigonometry

Applications of right and non-right triangle including Pythagoras’ theorem: a2 + b2

= c2
Angles of elevation and depression
Constructing labelled diagrams from statements

3.4 The Circle

Radian measure of angles

Length of an arc: L = r · θ
Area of a sector: A = 21 · r2 · θ

3.5 Equations of Perpendicular Bisectors

 Find perpendicular bisector of a line segment
Given two points or the equation of a line segment, calculate midpoint
Determine slope of perpendicular bisector
Equation using point-slope form: y − y 0 = m(x − x0)

3.6 Voronoi Diagrams

Sites, vertices, edges, cells

Adding a site to an existing diagram
Nearest neighbour interpolation
Applications such as the “toxic waste dump” problem

Topic 4 Statistics & Probability

4.1 Population and Sampling

Concepts of population, sample, random sample, discrete and continuous data

Reliability of data sources and bias in sampling
Interpretation of outliers
Sampling techniques and their effectiveness

4.2 Presentation of Data

Frequency distributions (tables) for discrete and continuous data

Histograms
Cumulative frequency and cumulative frequency graphs; find median, quartiles,
percentiles, range, interquartile range (IQR)
 Box-and-whisker diagrams

4.3 Measures of Central Tendency

Mean, median, mode

Estimation of mean from grouped data
Modal class
Interquartile range (IQR), standard deviation, variance
Effect of constant changes on data

4.4 Linear Correlation

Scatter diagrams; lines of best fit (by eye through mean point)
Pearson’s correlation coefficient r
Regression line of y on x: y = ax + b; interpret parameters a and b
Use of regression for prediction

4.5 Probability – Basic Concepts

Trial, outcome, equally likely outcomes, relative frequency, sample space U, event
n (A )
Probability: P(A ) = n(U)
Complementary events: P(A ′) = 1 − P(A )
Expected number of occurrences

4.6 Probability – Diagrams and Rules

Venn diagrams, tree diagrams, sample space diagrams, tables of outcomes

 Combined events: P(A ∪ B) = P(A ) + P(B) − P(A ∩ B)
Mutually exclusive: P(A ∩ B) = 0
P (A ∩ B )
Conditional probability: P(A |B) = P (B )
Independent events: P(A ∩ B) = P(A ) · P(B)

4.7 Discrete Random Variables

Probability distributions
Expected value (mean) E(X)
Applications

4.8 Binomial Distribution

General notation: X ~ B(n, p)

Mean formula: μ = np
Variance formula: σ2 = np(1 − p)

4.9 Normal Distribution

General notation: X ~ N(μ, σ2)

Properties of normal curve and diagrammatic representation
Normal probability calculations using technology
Inverse normal calculations

4.10 Spearman’s Rank Correlation

Spearman’s rank correlation coefficient rs

 Awareness of Pearson vs Spearman correlation
Effect of outliers

4.11 Hypothesis Testing

Null and alternative hypotheses: H0 and H1

Significance levels, p-values
Chi-square test (χ2): independence, goodness of fit
t-test: comparing two population means
One-tailed and two-tailed tests

Topic 5 Calculus

5.1 Introduction to Limits and Derivatives

Concept of a limit
Derivative interpreted as gradient function and rate of change

5.2 Increasing and Decreasing Functions

Graphical interpretation: f′(x) > 0, f′(x) = 0, f′(x) < 0

5.3 Derivatives of Polynomial Functions

f(x) = axn ⇒ f′(x) = anxn−1, n ∈ ℤ

Derivative of f(x) = axn + bxm + …, all integer exponents
5.4 Tangents and Normals

Tangent and normal lines at a given point

Equations of tangents and normals

5.5 Introduction to Integration

Anti-differentiation of f(x) = axn + bxm + …, n ∈ ℤ, n ≠ −1

Notation: ∫ f(x) dx
Anti-differentiation with boundary condition
Definite integrals using technology
Area of a region enclosed by y = f(x) and the x-axis where f(x) > 0

5.6 Stationary Points

Values of x where gradient is zero: f′(x) = 0

Local maximum and minimum points

5.7 Optimisation Problems

Solving context-based optimisation problems

5.8 Approximating Areas

Trapezoidal rule for approximating areas under curves

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Where AI SL Students Lose Marks

AI SL is not the easy option. The course tests whether students can interpret
mathematics in context, choose the right model, and explain what their results
actually mean. That is harder than it sounds under exam conditions.

✗ Writing conclusions for hypothesis tests that actually answer the question in
context, not just stating “reject” or “do not reject”

✗ Choosing the wrong model type when fitting data, or failing to justify why a
particular model was selected over alternatives
 ✗ Setting up chi-square tests incorrectly, particularly confusing goodness of fit with
tests of independence

✗ Losing marks on Voronoi diagram questions by not showing clear construction

lines or misidentifying nearest neighbours

✗ Interpreting regression coefficients and correlation values without connecting

them to what the data actually represents

✗ Using the GDC inefficiently, spending too long on calculations that should take
seconds with the right menu or function

What Separates a 5 from a 7 in AI SL

Grade 5

Can run the right test on the calculator but writes a weak conclusion. Gets the regression
equation but cannot explain what the gradient means in context. Sets up a chi-square
table correctly but confuses the expected frequencies. Knows the method but loses
marks through vague interpretation.

Grade 7
 Writes every conclusion in context. States what the correlation means for the actual
variables, not just “strong positive.” Justifies model choice with reference to the data
shape and residuals. Links the hypothesis test result back to the original question. The
statistics are the same. The difference is interpretation.

Most students who improve from a 5 to a 7 do not learn new content. They learn to
write about their results the way examiners expect.

How Tutoring Helps in AI SL

AI SL students often lose marks not because they cannot do the maths, but because they
do not write about it the way examiners want. Sessions focus on building the
interpretation and modelling skills that separate a solid understanding from a top grade.

✓ A study plan built around your exam date, your school’s teaching order, and the
topics where you actually need the most practice

✓ Regular past paper practice marked against the real scheme, with specific
feedback on how to write stronger conclusions and interpretations

✓ Focused work on statistics and hypothesis testing, which carries the heaviest
weighting and is where most marks are available
 ✓ Building fluency with your GDC so that calculator operations are automatic, freeing
time and attention for the interpretation that earns marks

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Frequently Asked Questions

Common questions about the IB Math AI SL course, exams, and preparation.

What topics are covered in the IB Math AI SL syllabus? +

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What is the Internal Assessment (IA) in IB Math AI SL? +

What is the difference between IB Math AI SL and AA SL? +

How can students prepare effectively for IB Math AI SL exams? +

Is IB Math AI SL easier than AA SL? +

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