The Learning Lab’s Guide To Acing ‘O’ Level Math

‘ O ’ L E V E L A D D I T I O N A L M AT H E M AT I C S

Component Pointers for Peak Performance How Our Math Programme Helps

Equations and • Identifying the correct • Students are often uncertain whether the
Inequalities set of solutions region between the two intersections with
the x-axis or the regions on the extreme
• E.g. Solve x ( x + 1 ) > 12 ends of the two intersections is the correct
set of solutions
1. Manipulate equation to get
(x-3)(x+4)>0 • Students are taught to sketch the quadratic
graph to identify the correct region, or identify
2. Sketch curve to determine
the shape of the quadratic by its coefficient
that x < - 4 and x > 3 is the
correct set of solutions

• Distinguish between • A common mistake is for students to

discriminants and graphs associate discriminant < 0 with graph < 0,
and vice versa
• Teachers explain and emphasize that
discriminants represent the number
of solutions but are not the solutions
themselves

Indices • Apply the correct • Some students may apply multiplication

and surds indicial laws laws when terms are added together but
not multiplied together
• Action will be taken to clear students’
misunderstanding and distinguish between
an addition of terms and a product of terms

• Correct expansion and • Students may have the tendency to misapply

simplification of surds algebraic identities when expanding or
simplifying surds
• Some common mistakes
include: • The identities below are revised with students
and sufficient is given applying it in the
context of surds, especially with rationalizing
the denominator

• Perform rationalization of • Students may mistakenly use the exact

surds accurately same term to try and rationalize the surds
• They will be taught to determine when
rationalization is needed, and how to
identify the correct conjugate and
perform the rationalization
Component Pointers for Peak Performance How Our Math Programme Helps

Polynomials • Identifying improper fractions • This is an important first step that students
and Partial need to perform from the start to recognize
Fractions the need for long division
• Students are given guidelines to check
the degrees of terms in the numerator and
denominator to determine if a fraction is
improper or not

• Decomposing partial • All relevant possibilities are covered

fractions correctly depending case by case with students, whether they
on the factors involved involve linear factors, quadratic factors or
repeated factors
• Students are also reminded to check if
the denominators have been factorized
completely

Binomial • Solving the question does • While students are more comfortable with
Expansions not necessarily require a the binomial expansion formula, the general
complete binomial expansion term formula is emphasized over it when the
if students are able to find coefficients of a specific term is required
the coefficients of a specific rather than the first few terms
term directly
• Students are also taught to simplify
expressions in factorial form rather than
expand out everything

Power, • Being aware of the various • Students may fumble when dealing with
Exponential, ways the graphs might be transformations such as vertical shifts and
Logarithmic, transformed from the reflections across axes
and Modulus general form
functions • The different cases for the transformations
are illustrated to students and an emphasis is
placed on sketching the graphs

Trigonometric • Determining the correct • Students sometimes mix up the quadrants the
functions, quadrant of solutions and angles are in, especially when the variable in
identities being aware of the need the trigonometric function is a function of x
and equations to adjust the domain of and not just x
solutions when the angle
• A step by step procedure is taught to students
is a function of x
to deal with solving trigonometric equations,
�3 and the correct presentation is emphasized
E.g. Solve cos2θ = for
2 in first solving for the basic angle α, then
0° < θ < 360° identifying the quadrants and solving for x
1. Solve for basic angle.
�
α = cos -1 ( 3 ) 30°
2
2. Identify quadrants
( 1 st and 4 th )

3. Find all values in the

domain 0° < 2θ < 720°
Component Pointers for Peak Performance How Our Math Programme Helps

Coordinate • Students have to be familiar • Students are given a revision of the properties
Geometry in with the properties of of the quadrilaterals required and sufficient
two dimensions quadrilaterals as coordinate practice on application questions involving
geometry questions are often these properties
tied in with them

Proofs in plane • Based on the questions • Students often have difficulties starting these
geometry asked, students need to questions on their own, because they do not
have an idea of what they know which theorem to apply, or what to prove
need to prove
• By probing and guiding students step by step,
• E.g. When asked to prove teachers can help them to develop and form
that the products of two a logical process to solve these questions,
pairs of lengths are equal and enable them to tackle such questions
( AB x AC = DE x DF ), on their own
students should determine
whether they need to
prove similar triangles or
intersecting secants, then
find the triangles or secants
and work from there

Differentiation • Double check answers by • A common mistake for students is to

and integration differentiating an integration differentiate the outer function but not the
question, or integrating a inner function
differentiation question to
• Students are taught the chain rule, which they
see if the answer tallies with
can use to differentiate nested functions
the question
while reducing their chances of making
careless mistakes

• When dealing with connected • Numerous variables are often given in these
rates of change, students application questions, and students are given
need to be able to make practice on common contexts, such as those
sense of the context given involving length, area and volume
to identify the variables
whose rates of change they • Students are also given guidance on how to
need to connect form the necessary equations on their own,
before being able to determine the rates
of change from this equation and form an
equation relating the rates of change