Proofs in IB Math AA SL: Comprehensive Notes with 30 Examples
In IB Mathematics: Analysis & Approaches SL, the concept of proof underpins all areas of mathematics. Although the SL syllabus emphasizes problem-solving and applications, students are also required to demonstrate rigorous understanding of fundamental properties, theorems, and reasoning techniques. This involves not just solving equations but substantiating steps with sound logical arguments.
In this comprehensive set of notes, we will discuss the nature of proofs, different proof methods, common pitfalls, and best practices for writing proofs that meet IB Math AA SL standards. We will then work through 30 example questions that cover a range of proof styles and difficulty levels. These examples are intended to mimic the style and scope of actual IB exam problems, complete with step-by-step solutions.
We aim to equip you with a deeper appreciation of how mathematical statements are rigorously shown to be true, as well as practical strategies to construct elegant and concise proofs under the time constraints of an IB examination. Let us start with an overview of proof methods, followed by specific examples and techniques relevant to IB Math AA SL.
1. Overview of Proofs in IB Math AA SL
Mathematical proofs in IB Math AA SL can take various forms. You might prove an algebraic identity, show that a given geometric construction has certain properties, or confirm a statement about sequences and series. In general, a proof must:
- State clearly what is being proved, often referred to as the proposition or theorem.
- Provide logical reasoning that follows step by step from known facts, definitions, and previously proven results.
- Conclude unambiguously that the proposition is true, referencing each required assumption or theorem along the way.
Within the IB curriculum, you might see direct proofs in algebra (e.g., showing an expression factors in a specific way), geometric proofs (sometimes requiring knowledge of properties of triangles, circles, or other shapes), or proof by induction for statements about natural numbers or sequences. The ability to present a coherent argument is central to your success in both internal and external assessments.
2. Common Proof Methods
2.1 Direct Proof
A direct proof is often the simplest approach: you start with known facts or assumptions and proceed logically to show that the target statement must be true. Common examples in IB Math AA SL include proving trigonometric identities, showing a polynomial is always divisible by a certain binomial, or establishing inequalities by algebraic manipulation.
- Example approach (inequality): If you want to prove that \(a \ge b\), you might start with known relationships, manipulate them algebraically, and arrive at \(a - b \ge 0\).
- Focus on clarity: Keep a linear, step-by-step argument. Avoid jumping to conclusions without justification.
2.2 Proof by Contraposition
Contraposition is an elegant variant of direct proof, used primarily in statements of the form “If \(P\), then \(Q\).” Instead of proving “\(P \implies Q\)” directly, you prove its contrapositive statement “\(\neg Q \implies \neg P\).” Since a statement and its contrapositive are logically equivalent, you have a valid proof if the contrapositive is established.
For instance, to prove “If \(n^2\) is even, then \(n\) is even,” one might use contrapositive: “If \(n\) is not even (i.e., \(n\) is odd), then \(n^2\) is not even (i.e., \(n^2\) is odd).”
2.3 Proof by Contradiction
Proof by contradiction (reductio ad absurdum) is another powerful method. You assume that the statement you want to prove is false and logically deduce a contradiction (something that violates a known fact or produces an impossibility). This forces the assumption of falsehood to be incorrect, so the original statement must be true.
Classic examples include proving that \(\sqrt{2}\) is irrational or that there are infinitely many prime numbers. In IB Math AA SL, you might see contradiction used in geometry (e.g., angles in polygons) or number theory (e.g., proving certain divisibility facts cannot hold).
2.4 Proof by Mathematical Induction
Proof by induction is frequently encountered in IB Mathematics, especially for series, sequences, or statements that are indexed by the natural numbers. The structure of an inductive proof is typically:
- Base Case: Show the statement is true for \(n = 1\) (or some initial integer).
- Inductive Step: Assume the statement is true for \(n = k\). Then prove it is true for \(n = k + 1\).
- Conclusion: By the principle of mathematical induction, the statement is true for all natural numbers \(n \ge 1\).
In IB Math AA SL, induction often appears in contexts such as proving formulas for sums of series, divisibility statements, or algebraic identities (e.g., expansions).
3. Proof-Writing Strategies for IB Exams
Many IB questions that require a proof will also award partial credit for “method.” Even if you do not fully complete the argument, demonstrating a correct approach (e.g., stating that you will use induction and properly setting up the base case) often secures marks. Below are some suggestions:
- Organize your proof: Label each step, reference definitions or known theorems, and avoid leaps of logic.
- Maintain clarity: The examiner should easily follow your chain of reasoning. Use short paragraphs or bullet points for each step if needed.
- Check assumptions: Make sure you understand any conditions given in the problem (e.g., \(n\) is an integer, \(x \neq 0\), a triangle is acute, etc.).
- Conclude properly: Once you have deduced your final statement, link it back to the original proposition to show completion.
Next, we move on to 30 carefully selected examples that illustrate different proof styles and difficulty levels. Each question is followed by a solution that mirrors the clarity and rigor expected in an IB exam setting.
4. Example Questions & Detailed Solutions
Easy Questions (1 – 10)
- Let the two even integers be \(2m\) and \(2n\), where \(m\) and \(n\) are integers.
- The sum is \(2m + 2n = 2(m + n)\).
- Since \((m+n)\) is an integer, the sum is of the form \(2(\text{integer})\), which is even.
- Let the even integer be \(2a\). Let the other integer be \(b\).
- The product is \((2a) \cdot b = 2(ab)\).
- Since \(ab\) is an integer, the product is a multiple of 2, thus even.
- Let \(n = 3k\) for some integer \(k\). Thus \(n\) is a multiple of 3.
- Compute \(n^2 = (3k)^2 = 9k^2 = 3(3k^2)\).
- Clearly, \(3k^2\) is an integer, so \(n^2\) is a multiple of 3.
- Consider triangle \(ABC\). Draw a line through \(A\) parallel to side \(BC\).
- Let the angles at \(B\) and \(C\) be \(\angle ABC\) and \(\angle ACB\). By the alternate interior angles theorem, the angle formed at \(A\) on the parallel line corresponds to \(\angle ABC\) and \(\angle ACB\).
- The sum of angles on a straight line is \(180^\circ\). Hence, \(\angle BAC + \angle ABC + \angle ACB = 180^\circ\).
- Let \(n\) be an odd integer. Then \(n = 2k + 1\) for some integer \(k\).
- \(n^2 = (2k + 1)^2 = 4k^2 + 4k + 1 = 2(2k^2 + 2k) + 1\).
- Since \((2k^2 + 2k)\) is an integer, \(n^2\) is of the form \((2m + 1)\), which is odd.
- Base Case: For \(n=1\), LHS \(= 1\). RHS \(= \frac{1\cdot(1+1)}{2} = 1\). So it holds for \(n=1\).
- The full induction would then assume it is true for \(n=k\) and prove for \(n=k+1\). (Not shown here in detail.)
- We want all positive integers \(d\) such that \(10 = d \times k\) for some integer \(k\).
- Check systematically: \(1 \times 10\), \(2 \times 5\). No other positive integer pairs yield 10.
- Hence the factors are \(1, 2, 5, 10\). That’s exactly 4 factors.
- Start with the RHS: \((x - y)(x + y) = x^2 + xy - xy - y^2\).
- This simplifies to \(x^2 - y^2\).
- Hence \(x^2 - y^2 = (x - y)(x + y)\).
- \(\sqrt{4}\) is defined as the positive number which, when squared, equals 4.
- Check \(2^2 = 4\). Since 2 is positive, \(\sqrt{4} = 2\).
- \(\gcd(m, n)\) is the greatest common divisor of \(m\) and \(n\).
- By definition, it is the largest integer that divides both \(m\) and \(n\).
- Whether we say “\(\gcd(m, n)\)” or “\(\gcd(n, m)\),” the pairs of integers are the same, so the same integer divides them.
- Hence \(\gcd(m, n) = \gcd(n, m)\).
Medium Questions (11 – 20)
- We can do this via contrapositive: “If \(n\) is not even (i.e., \(n\) is odd), then \(n^2\) is not even (i.e., odd).”
- Let \(n = 2k + 1\). Then \(n^2 = (2k + 1)^2 = 4k^2 + 4k + 1 = 2(2k^2 + 2k) + 1\) which is odd.
- Thus \(\neg Q \implies \neg P\). Hence \(n^2\) being even (\(P\)) forces \(n\) to be even (\(Q\)).
- Recall that \(\gcd(a, b)\) is the largest integer that divides both \(a\) and \(b\).
- If \(d\) divides both \(a\) and \(b\), then it also divides \((b-a)\). Likewise, if \(d\) divides \(a\) and \((b-a)\), it also divides \(b\). Thus the sets of common divisors of \((a, b)\) and \((a, b-a)\) are the same.
- Hence \(\gcd(a, b) = \gcd(a, b-a)\). This fact underpins the Euclidean Algorithm for gcd.
- Definition: \(\displaystyle \binom{n}{k} = \frac{n!}{k!(n-k)!}\).
- Then \(\displaystyle \binom{n}{n-k} = \frac{n!}{(n-k)!(n-(n-k))!} = \frac{n!}{(n-k)!k!}\).
- Observe that \(\frac{n!}{k!(n-k)!} = \frac{n!}{(n-k)!k!}\). Hence they are equal.
- Assume there are three distinct solutions: \(x_1, x_2, x_3\).
- A quadratic polynomial can be factored (if solutions exist) as \(a(x - x_1)(x - x_2)\). This leaves no room for a third distinct root \(x_3\), because a quadratic is degree 2.
- Hence having three solutions leads to contradiction. So the equation can have at most two solutions.
- Base Case (n=1): LHS = 1, RHS = \(\frac{1\cdot(1+1)}{2} = 1\). Holds.
- Inductive Step: Assume it holds for \(n=k\), i.e., \(1 + 2 + \cdots + k = \frac{k(k+1)}{2}\). We need to show it holds for \(n=k+1\).
- LHS for \(k+1\) is \((1 + 2 + \cdots + k) + (k+1)\). By induction hypothesis, that is \(\frac{k(k+1)}{2} + (k+1)\).
- Factor out \((k+1)\): \(\frac{k(k+1)}{2} + (k+1) = (k+1)\left(\frac{k}{2} + 1\right) = \frac{(k+1)(k+2)}{2}.\)
- Thus the formula holds for \(k+1\). By induction, it is true for all \(n\).
- Base Case: For \(n=1\), \(2^1 = 2\) which is greater than \(1\). So it holds.
- Inductive Step: Assume \(2^k > k\) for some \(k\ge 1\). Then for \(k+1\): \[ 2^{k+1} = 2 \cdot 2^k > 2k \ge k+1 \quad \text{(for }k\ge 1\text{)}. \]
- Thus \(2^{k+1} > k+1\). By induction, \(2^n > n\) for all \(n\ge 1\).
- Let triangle \(ABC\) have \(AB = AC\). We want to show \(\angle ABC = \angle ACB\).
- Draw the angle bisector or altitude from \(A\) if necessary, or use congruent triangles (\(SAS\) criterion) by considering an appropriate reflection.
- Alternatively, by standard geometry theorems, if two sides of a triangle are congruent, the angles opposite those sides are congruent.
- Expand \((x-y)(x^2 + xy + y^2)\): \[ (x)(x^2 + xy + y^2) - (y)(x^2 + xy + y^2) \] \[ = x^3 + x^2y + xy^2 - (yx^2 + y^2x + y^3) \] \[ = x^3 + x^2y + xy^2 - yx^2 - y^2x - y^3 = x^3 - y^3. \]
- Assume \(0.999\ldots \neq 1\). Let \(x = 0.999\ldots\).
- Then \(10x = 9.999\ldots\). Subtracting \(x\) from \(10x\), we get \(9x = 9\), so \(x=1\).
- This contradicts the assumption that \(x \neq 1\). Hence \(0.999\ldots = 1\).
- Contraposition approach: “If neither integer is divisible by \(p\), then their product is not divisible by \(p\).”
- If neither integer is divisible by \(p\), then \(p\) does not appear in the prime factorization of either integer. Hence it cannot appear in the prime factorization of their product, so the product is not divisible by \(p\).
- Therefore, if the product is divisible by \(p\), at least one of the factors must be divisible by \(p\).
Hard Questions (21 – 30)
- Assume \(\sqrt{2}\) is rational. Then \(\sqrt{2} = \frac{a}{b}\) for some integers \(a, b\) with no common factors (and \(b\neq 0\)).
- Squaring: \(2 = \frac{a^2}{b^2}\implies a^2 = 2b^2\). Thus \(a^2\) is even, implying \(a\) is even.
- Let \(a=2k\). Then \(a^2 = 4k^2\). So \(4k^2=2b^2\implies b^2 = 2k^2\). Now \(b^2\) is even, so \(b\) is even.
- Hence both \(a\) and \(b\) are even, contradicting the assumption that \(\frac{a}{b}\) was in lowest terms.
- Therefore, \(\sqrt{2}\) is irrational.
- Assume there are finitely many primes: \(p_1, p_2, \ldots, p_n\).
- Consider \(N = p_1 p_2 \cdots p_n + 1\). \(N\) is greater than any of these primes.
- None of the primes \(p_i\) can divide \(N\) evenly (because dividing \(N\) by any \(p_i\) leaves a remainder of 1).
- Hence \(N\) is either prime itself or has a prime factor not in the original list, contradicting the assumption of a complete prime set.
- Therefore, there must be infinitely many primes.
- Base Case (n=1): LHS = \(1^3 = 1\). RHS = \(\left(\frac{1\cdot(1+1)}{2}\right)^2 = 1\). OK.
- Inductive Step: Assume true for \(n=k\): \(1^3 + 2^3 + \cdots + k^3 = \left(\frac{k(k+1)}{2}\right)^2.\)
- Then for \(n = k+1\): \[ 1^3 + 2^3 + \cdots + k^3 + (k+1)^3. \] Using the induction hypothesis, this becomes \[ \left(\frac{k(k+1)}{2}\right)^2 + (k+1)^3. \]
- Factor out \((k+1)^2\): \[ = (k+1)^2 \left[\frac{k^2}{4} + (k+1)\right] = (k+1)^2 \left[\frac{k^2 + 4k + 4}{4}\right] = (k+1)^2 \frac{(k+2)^2}{4} \] This simplifies to \[ \left(\frac{(k+1)(k+2)}{2}\right)^2. \]
- Hence the formula is true for \(k+1\). By induction, the identity holds for all \(n\).
- Given \(\gcd(a, b) = 1\), no prime factors are common in \(a\) and \(b\).
- Now, \(\gcd(a, bc) = 1 \iff\) no prime divides both \(a\) and \(bc\).
- But if a prime divides \(a\) and \(bc\), it must divide either \(b\) or \(c\) (by Euclid's Lemma, since \(p\) is prime). Since it can’t divide \(b\) (as \(\gcd(a,b)=1\) means \(a\) and \(b\) share no prime factors), it must divide \(c\).
- Hence \(\gcd(a, bc) = 1 \iff \gcd(a, c) = 1\). This is a standard property used in proof of unique factorization.
- Start with LHS: \(\cos^4 x + \sin^4 x\).
- Recognize this as \( (\cos^2 x)^2 + (\sin^2 x)^2 \). We can complete the square: \(A^2+B^2 = (A+B)^2 - 2AB\).
- Let \(A=\cos^2 x\) and \(B=\sin^2 x\). Then \[ \cos^4 x + \sin^4 x = (\cos^2 x + \sin^2 x)^2 - 2\cos^2 x \sin^2 x. \]
- But \(\cos^2 x + \sin^2 x = 1\). So \[ (\cos^2 x + \sin^2 x)^2 = 1^2 = 1. \]
- Hence \[ \cos^4 x + \sin^4 x = 1 - 2\sin^2 x \cos^2 x. \]
We prove this by induction on \(a \ge 0\). The result extends to negative \(a\).
- Base Case (\(a=0\)): \(0^p - 0 = 0\), which is divisible by \(p\). Holds.
- Inductive Step: Assume \(k^p - k\) is divisible by \(p\) for some integer \(k \ge 0\). We want to show \((k+1)^p - (k+1)\) is divisible by \(p\).
Consider \((k+1)^p - (k+1)\). By the Binomial Theorem: \[ (k+1)^p = k^p + \binom{p}{1}k^{p-1} + \binom{p}{2}k^{p-2} + \cdots + \binom{p}{p-1}k + 1. \] So, \[ (k+1)^p - (k+1) = (k^p + \binom{p}{1}k^{p-1} + \cdots + \binom{p}{p-1}k + 1) - (k+1) \] \[ = (k^p - k) + \left[ \binom{p}{1}k^{p-1} + \binom{p}{2}k^{p-2} + \cdots + \binom{p}{p-1}k \right]. \] - For a prime \(p\), all binomial coefficients \(\binom{p}{j}\) for \(1 \le j \le p-1\) are multiples of \(p\). This is because \(p\) divides \(p!\) but does not divide \(j!\) or \((p-j)!\) (since \(j, p-j < p\)).
Thus, the term in the square brackets is divisible by \(p\). - By the inductive hypothesis, \((k^p - k)\) is divisible by \(p\).
Therefore, \((k+1)^p - (k+1)\) is the sum of two terms divisible by \(p\), so it is also divisible by \(p\). - By the principle of mathematical induction, \(a^p - a\) is divisible by \(p\) for all integers \(a \ge 0\). (The argument can be extended for \(a < 0\).)
- Let \(ABCD\) be a cyclic quadrilateral inscribed in a circle with center \(O\).
- Consider opposite angles \(\angle A\) and \(\angle C\).
- The angle subtended by an arc at the center is double the angle subtended by the same arc at any point on the remaining part of the circle.
- Let arc \(BCD\) subtend angle \(\alpha\) at the center \(O\), and angle \(\angle A\) at the circumference. So \(\alpha = 2 \angle A\).
- Let arc \(DAB\) subtend angle \(\beta\) at the center \(O\), and angle \(\angle C\) at the circumference. So \(\beta = 2 \angle C\).
- The sum of angles around the center \(O\) is \(360^\circ\), so \(\alpha + \beta = 360^\circ\).
- Substituting, \(2\angle A + 2\angle C = 360^\circ\), which implies \(\angle A + \angle C = 180^\circ\).
- Similarly, \(\angle B + \angle D = 180^\circ\).
- Consider a right-angled triangle \(\triangle ABC\) with the right angle at \(C\). Then \(AB\) is the hypotenuse, and \(AC\) and \(BC\) are the legs.
- Assume, for the sake of contradiction, that the hypotenuse \(AB\) is NOT the longest side. This means either:
- Case 1: \(AC \ge AB\), or
- Case 2: \(BC \ge AB\).
- Case 1: Assume \(AC \ge AB\).
By Pythagoras' Theorem, \(AB^2 = AC^2 + BC^2\).
Since \(BC\) is a length, \(BC > 0\), so \(BC^2 > 0\).
Therefore, \(AC^2 + BC^2 > AC^2\).
This implies \(AB^2 > AC^2\). Taking the square root of positive quantities, \(AB > AC\).
This contradicts our assumption that \(AC \ge AB\). - Case 2: Assume \(BC \ge AB\).
By Pythagoras' Theorem, \(AB^2 = AC^2 + BC^2\).
Since \(AC\) is a length, \(AC > 0\), so \(AC^2 > 0\).
Therefore, \(AC^2 + BC^2 > BC^2\).
This implies \(AB^2 > BC^2\). Taking the square root, \(AB > BC\).
This contradicts our assumption that \(BC \ge AB\). - Since both assumptions lead to a contradiction, our initial premise that the hypotenuse is not the longest side must be false.
Let \(P(n)\) be the statement \(\sum_{i=1}^{n} \frac{1}{i(i+1)} = 1 - \frac{1}{n+1}\).
- Base Case (\(n=1\)):
LHS = \(\frac{1}{1(1+1)} = \frac{1}{1\cdot 2} = \frac{1}{2}\).
RHS = \(1 - \frac{1}{1+1} = 1 - \frac{1}{2} = \frac{1}{2}\).
Since LHS = RHS, \(P(1)\) is true. - Inductive Step: Assume \(P(k)\) is true for some integer \(k\ge 1\).
That is, assume \(\sum_{i=1}^{k} \frac{1}{i(i+1)} = 1 - \frac{1}{k+1}\).
We need to show that \(P(k+1)\) is true, i.e., \(\sum_{i=1}^{k+1} \frac{1}{i(i+1)} = 1 - \frac{1}{(k+1)+1} = 1 - \frac{1}{k+2}\).
Consider the LHS for \(P(k+1)\): \[ \sum_{i=1}^{k+1} \frac{1}{i(i+1)} = \left(\sum_{i=1}^{k} \frac{1}{i(i+1)}\right) + \frac{1}{(k+1)((k+1)+1)} \] \[ = \left(\sum_{i=1}^{k} \frac{1}{i(i+1)}\right) + \frac{1}{(k+1)(k+2)} \] Using the inductive hypothesis \(P(k)\): \[ = \left(1 - \frac{1}{k+1}\right) + \frac{1}{(k+1)(k+2)} \] Now, we combine the fractions: \[ = 1 - \left(\frac{1}{k+1} - \frac{1}{(k+1)(k+2)}\right) \] \[ = 1 - \left(\frac{k+2}{(k+1)(k+2)} - \frac{1}{(k+1)(k+2)}\right) \] \[ = 1 - \left(\frac{k+2-1}{(k+1)(k+2)}\right) = 1 - \left(\frac{k+1}{(k+1)(k+2)}\right) \] \[ = 1 - \frac{1}{k+2}. \] This is the RHS for \(P(k+1)\). - Thus, if \(P(k)\) is true, then \(P(k+1)\) is true. Since \(P(1)\) is true, by the principle of mathematical induction, \(P(n)\) is true for all integers \(n\ge 1\).
Let \(P = \cos(20^\circ)\cos(40^\circ)\cos(60^\circ)\cos(80^\circ)\).
- We know \(\cos(60^\circ) = \frac{1}{2}\).
So, \(P = \frac{1}{2} \cos(20^\circ)\cos(40^\circ)\cos(80^\circ)\). - Multiply and divide by \(2\sin(20^\circ)\) (assuming \(\sin(20^\circ) \neq 0\), which is true): \[ P = \frac{1}{2} \cdot \frac{2\sin(20^\circ)\cos(20^\circ)\cos(40^\circ)\cos(80^\circ)}{2\sin(20^\circ)} \] Using \(2\sin A \cos A = \sin(2A)\): \[ P = \frac{1}{2} \cdot \frac{\sin(40^\circ)\cos(40^\circ)\cos(80^\circ)}{2\sin(20^\circ)} \]
- Apply the identity again: Multiply numerator and denominator by 2. \[ P = \frac{1}{2} \cdot \frac{2\sin(40^\circ)\cos(40^\circ)\cos(80^\circ)}{2 \cdot 2\sin(20^\circ)} = \frac{\sin(80^\circ)\cos(80^\circ)}{8\sin(20^\circ)} \]
- Apply the identity one more time: Multiply numerator and denominator by 2. \[ P = \frac{2\sin(80^\circ)\cos(80^\circ)}{2 \cdot 8\sin(20^\circ)} = \frac{\sin(160^\circ)}{16\sin(20^\circ)} \]
- We know that \(\sin(180^\circ - x) = \sin(x)\).
So, \(\sin(160^\circ) = \sin(180^\circ - 20^\circ) = \sin(20^\circ)\). \[ P = \frac{\sin(20^\circ)}{16\sin(20^\circ)} \] - Since \(\sin(20^\circ) \neq 0\), we can cancel it: \[ P = \frac{1}{16}. \]
5. IB Exam Tips & Summary
The examples above illustrate a wide range of proof techniques that appear in the IB Math AA SL syllabus. From basic direct proofs and algebraic factorization to more sophisticated approaches like induction and contradiction, the key to a successful proof is clarity of explanation and logical progression.
To excel in IB exams, keep these points in mind:
- Organize your work: Use concise paragraphs or bullet points. Label each key step and reference theorems as needed.
- Use correct mathematical notation: This signals to the examiner that you have a firm command of definitions and results.
- Avoid unproven assumptions: If your proof requires a theorem, mention it or give a brief justification. IB examiners look for proper referencing of known results (e.g., Pythagorean theorem, binomial theorem, angle properties, etc.).
- Reflect on problem type: Some IB questions guide you toward a certain proof (e.g., “Prove by induction…”). Follow instructions carefully to secure method marks.
- Practice! The best way to become proficient at proofs is to practice problems of varying complexity. Over time, your familiarity with core arguments and typical patterns (like factoring, rewriting expressions, or leveraging symmetries) will improve.
Remember, the art of proof is about weaving logical threads into a coherent tapestry of reasoning. In IB Math AA SL, you do not always need ultra-formal or advanced proofs, but you do need to show clarity, thoroughness, and correctness in your arguments.
We hope these 30 examples, combined with the overview of proof methods, will bolster your confidence and competence in constructing elegant solutions for your IB Math AA SL assessments.
Best wishes in your IB journey — and may your proofs be ever concise and correct!