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A Level · Cambridge (CIE) · 9709

Draw argument rays and combine angular and radial conditions

Interpret a shifted argument as a ray from a fixed point, exclude its undefined origin and intersect angular conditions with radial bounds.

Pure Mathematics 3 · Complex numbers · 3.9
Exam scope and assessment notes

Pure Mathematics 3 (Paper 3, A Level) · Mathematics 9709, 2026–2027, section 3.9. Paper 1 algebra and radian trigonometry are assumed. Use Cartesian working for products, quotients and the two square roots of a non-zero complex number. Arguments usually use −π < θ ≤ π; an alternative interval 0 ≤ θ < 2π is acceptable unless specified. The argument of zero is undefined. General nth-root methods are beyond this mapped sequence. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • Interpret arguments, shifts and radian quadrants.
  • Describe disks, annuli and intersections of regions.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What parameter condition gives a ray from a in direction α?

What you will learn

  • Describe a shifted-argument locus as a ray with the correct direction and excluded endpoint.
  • Combine radial and angular inequalities with explicit boundary membership.
Intersect radial and angular bounds1 < r ≤ 3 · 0 ≤ θ ≤ π/2ReIm0(1,1)2 + i4 + i1 + 3iInner out · outer and sides in
The shaded quarter-annulus satisfies 1 < |z − (1 + i)| ≤ 3 and 0 ≤ arg(z − (1 + i)) ≤ π/2. It lies above and to the right of centre (1,1). The dashed inner arc is excluded; the solid outer arc and radial sides are included only at distances greater than one and at most three. The open point 2 + i is excluded, while filled points 4 + i and 1 + 3i are included. The centre has no displacement argument and is excluded. Both axes have equal scales.

An argument specifies a ray, not an entire line

The equation arg(z − a) = α describes points whose displacement from a has direction α. Write z = a + rcis α with r > 0; the starting point a is excluded because arg 0 is undefined. For a = 1 + i and α = π/4, the ray has Cartesian equation y = x with x > 1. The part of that line with x < 1 points in the opposite direction and does not belong.

Direction matters even for a vertical ray. The condition arg(z + 1 − 2i) = −π/2 starts at a = −1 + 2i and goes downwards: x = −1 and y < 2. For arg(z − 2) = 3π/4, the ray starts at (2,0), goes up and left and has y = 2 − x with x < 2. Always state the direction restriction alongside an infinite-line equation.

Intersect a sector with the permitted distances

Consider 1 < |z − (1 + i)| ≤ 3 and 0 ≤ arg(z − (1 + i)) ≤ π/2, using the usual principal argument. The radial condition selects distances greater than one and at most three from (1,1); the angular condition selects directions from rightwards to upwards, including both rays. The intersection is a quarter-annular region to the upper right of the centre. Its inner arc is excluded, outer arc included and both radial sides included only between the permitted distances.

Test all conditions for a proposed boundary point. The point 2 + i has distance one and is excluded despite lying on an included angular ray. The point 4 + i has distance three and angle zero, so it is included. The point 1 + 3i has distance two and angle π/2, so it is included; 3 − i has a negative argument and is excluded. The centre is excluded by the radial bound and independently has no argument. If a sector spans an argument interval endpoint, split or normalise the angular description carefully rather than treating a discontinuity in principal angles as a missing geometric direction.

Pause and explain

For arg(z − (1 + i)) = π/4, which Cartesian description is correct?

Put the idea to work

Worked example

Describe arg(z − (1 + i)) = π/4 in Cartesian terms and specify its endpoint.

Show the worked solution
  1. The displacement starts at (1,1) and points π/4 anticlockwise from the positive real direction.
  2. Its components are equal and positive, giving y = x with x > 1.
  3. The start (1,1) is excluded because its displacement is zero and has no argument.

Answer Ray y = x, x > 1, from excluded endpoint (1,1), going up and right.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Describe arg(z + 1 − 2i) = −π/2, giving its start, Cartesian condition and excluded point.

Give me a hint

Read the shifted centre first, then take the downward imaginary direction.

Compare my reasoning
  1. The start is a = −1 + 2i, or (−1,2).
  2. A downward displacement gives x = −1 and y < 2.
  3. The starting point itself is excluded because arg 0 is undefined.

Downward ray x = −1, y < 2, from excluded endpoint (−1,2).

Look for these in your work

  • Read both signs of the shifted starting point.
  • Specify the ray direction and exclude its endpoint.
2 · Independent

Describe arg(z − 2) = 3π/4 in Cartesian form, specifying the direction restriction.

Give me a hint

The quadrant II displacement has equal magnitude real and imaginary components with opposite signs.

Compare my reasoning
  1. The starting point is (2,0).
  2. Direction 3π/4 means x − 2 < 0 and y = −(x − 2).
  3. Thus the ray is y = 2 − x with x < 2, and its start is excluded.

Ray y = 2 − x, x < 2, from excluded endpoint (2,0), going up and left.

Look for these in your work

  • Preserve the shift when forming the line equation.
  • Retain the one-sided direction and excluded endpoint.
3 · Transfer

Describe 1 < |z − (1 + i)| ≤ 3 and 0 ≤ arg(z − (1 + i)) ≤ π/2. Decide whether 2 + i, 4 + i, 1 + 3i and 3 − i belong.

Give me a hint

Intersect the radial annulus and the two included angular rays.

Compare my reasoning
  1. The region is the upper-right quarter-annulus centred at (1,1), inner radius 1 excluded and outer radius 3 included; the radial sides are included over 1 < r ≤ 3.
  2. 2 + i has r = 1 and is excluded; 4 + i has r = 3 and angle 0, so it is included.
  3. 1 + 3i has r = 2 and angle π/2, so it is included; 3 − i has negative argument −π/4 and is excluded.

Quarter-annulus centred at (1,1), 1 < r ≤ 3, 0 ≤ θ ≤ π/2; 2 + i excluded, 4 + i included, 1 + 3i included, 3 − i excluded.

Look for these in your work

  • Describe all radial and angular boundaries separately.
  • Test each point against both conditions and exclude undefined arguments.

Common mistakes

  • An argument equality defines a ray; the opposite half of the line has a different direction.
  • Exclude the shifted origin wherever an argument is used.
  • An angular boundary is included only where all radial conditions also hold.
Recall without your notes

What can you explain now?

Does z = a belong to arg(z − a) = α?

Compare with the explanation

No.

Its displacement is zero and the argument is undefined, for every α.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Turn a shifted argument into a directed ray, exclude its origin and describe an intersection of angular and radial conditions.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

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Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.

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