Lesson format
Weekly 1.5-hour live online class
Targeted online practice with instant marking supports work between lessons.
SEC 3 IB MATHEMATICS
Take Year 3 Core and Advanced Mathematics in stride.
Year 3 of the IB-track Integrated Programme splits mathematics into two parallel courses: Core Mathematics, which extends the Year 2 syllabus into upper secondary depth; and Advanced Mathematics, which introduces A-Math content — algebraic fractions, polynomials, functions, exponentials, logarithms, and trigonometry — that lands students within reach of the IB Diploma.
Syllabus
What we cover (Year 3 Core + Advanced Mathematics)
Year 3 IB-track students take two mathematics courses in parallel. Core Mathematics covers simultaneous equations, quadratics, indices, surds, logarithms, trigonometry (sine and cosine rule, area, bearings, 3D problems), linear inequalities, theory of quadratic equations, coordinate geometry, graphs of functions, and mensuration of pyramids, cones, and spheres. Advanced Mathematics covers algebraic fractions, polynomials, partial fractions, functions (composite, inverse, modulus, transformations), exponentials, logarithms, basic and intermediate trigonometry. Our class teaches the Year 3 Core and Advanced curriculum used at local IB schools.
Year 3 Core Mathematics
- Simultaneous Equations: linear–linear and linear–non-linear in two unknowns
- Solutions to Quadratic Equations: completing the square, quadratic formula, graphs and curve sketching
- Indices, Surds, and Logarithms: laws of indices, surds, exponential equations
- Solutions of a Triangle: trigonometric ratios for acute and obtuse angles, sine and cosine rule, area, bearings, 3D problems
- Linear Inequalities: properties, solving in one variable, word problems
- Theory of Quadratic Equations, Functions, and Inequalities: sum and product of roots, quadratic inequalities, discriminant and nature of roots
- Coordinate Geometry: midpoint, distance, gradient, equation of a straight line, collinear points, parallel and perpendicular lines, perpendicular bisectors, area of rectilinear figures
- Graphs of Functions: cubic, reciprocal, exponential; graphical solutions
- Mensuration: pyramids, cones, spheres
Year 3 Advanced Mathematics
- Algebraic Fractions: simplifying and solving
- Polynomials: identities, long division, remainder and factor theorems, cubic equations
- Partial Fractions: linear, repeated linear, and irreducible quadratic factors
- Functions: relations and functions, composite, inverse, absolute-valued functions, transformations of graphs
- Exponentials and Logarithms: properties and laws of logarithms, logarithmic and exponential equations, graphs and applications
- Basic Trigonometry: basic angles, simple trigonometric equations, graphs of sine, cosine, and tangent
- Intermediate Trigonometry: proving identities, solving trigonometric equations
Note
The Year 3 Core and Advanced Mathematics syllabus is consistent across local IB-track schools.
Common challenges for Year 3 IB students
Year 3 introduces a step change — two mathematics courses in parallel — and the depth jumps sharply. Students often share these pressure points:
Two courses, two assessment streams
Core and Advanced are graded separately, with distinct papers, distinct topics, and distinct expectations. Students who try to lump them together often underperform on both.
Advanced Mathematics introduces A-Math depth quickly
Polynomials, partial fractions, function transformations, and trigonometric identities arrive in rapid sequence. Students need fluent algebra and a clear mental model of functions to keep up.
Coordinate geometry and trigonometry get layered
Sine rule, cosine rule, 3D problems, perpendicular bisectors, and gradients all show up in mixed-topic problems. Students need to switch context fluidly.
IB Diploma is now visible on the horizon
Year 3 is when the IB pathway becomes concrete. Students who treat Year 3 as a holding year often arrive in Year 4 short of the foundation they need for AA HL or AI HL.
How DeepThink helps Sec 3 IB students
Our Sec 3 IB class is built around the reality of two mathematics courses running in parallel:
Teach Core and Advanced as separate disciplines
Each course has its own pacing, its own assessment style, and its own conceptual demands. We treat them that way — not as one bigger maths class.
Built around the Year 3 IB-track scheme
The Year 3 Core and Advanced Mathematics syllabus is broadly consistent across local IB schools. Our class teaches that scope directly.
Build the function and algebra fluency Advanced demands
Composite functions, inverse functions, polynomials, and trigonometric identities are all built on flexible algebra. We make sure that fluency is there before diving into the harder topics.
Anchor reasoning, not just procedure
IB-track schools assess understanding. We teach students to explain identities and proofs, not just compute.
Year 3 is the leap into IB-level mathematics. We make sure students land it cleanly.
Program facts
What families should know about Secondary 3 IB support
The details parents usually want before deciding whether to book a trial.
Class size
Maximum 4 students
Students are grouped by learning pace, not just by level — if no existing session matches your child’s pace, we open a new one.
Syllabus focus
MOE Secondary Mathematics
Full curriculum and chapter list shown in the syllabus section above.
Pricing
$50 per live class
Same fee across levels and streams.
Trial
Free trial class available
Parents can see the teaching pace, structure, and student experience before committing.
Best fit
Secondary 3 IB students who need weekly support matched to their exact stream and exam syllabus.
Decision support
When Secondary 3 IB support is the right fit
These are the situations where extra support tends to make the biggest difference.
Two parallel courses (Core and Advanced) are pulling against each other
Year 3 IB-track students sit two separately-graded mathematics courses with distinct topics, distinct papers, and distinct expectations. Students who try to revise them as one bigger maths class typically under-prepare for both.
Advanced Mathematics is introducing A-Math depth faster than expected
Polynomials, partial fractions, function transformations, and trigonometric identities arrive in rapid sequence in Year 3 Advanced. Without fluent algebra and a clear mental model of functions, each new topic feels harder than the last.
The AA versus AI Diploma decision is becoming visible
By Year 3, a student's comfort with abstract reasoning versus application often signals whether they are heading toward Analysis and Approaches (AA) or Applications and Interpretation (AI), and at HL or SL. Strong Year 3 work keeps the most options open for that decision in Year 4–5.
If any of these patterns sound familiar, this is likely the right level of support for your child — a trial class is a good next step.
Frequently asked questions
Clear answers for parents
What does Sec 3 IB Math (Year 3 Core and Advanced) cover at ACS(I) and SJI?
Year 3 IB-track students take two parallel mathematics courses. Core Mathematics covers simultaneous equations (linear–linear and linear–non-linear), quadratic theory (sum and product of roots, discriminant, quadratic inequalities), indices, surds, logarithms, trigonometry (sine and cosine rule, area, bearings, 3D problems), linear inequalities, coordinate geometry, graphs of cubic, reciprocal and exponential functions, and mensuration of pyramids, cones and spheres. Advanced Mathematics covers algebraic fractions, polynomials and the remainder and factor theorems, partial fractions, functions (composite, inverse, modulus, transformations), exponentials and logarithms, and trigonometry (basic angles, equations, and proving identities).
Why does Year 3 split into Core and Advanced Mathematics?
Year 3 is the deliberate step-up to IB-level mathematics. Core extends the Year 2 syllabus into upper-secondary depth and locks in the bread-and-butter content every IB student needs. Advanced introduces A-Math-level material — polynomials, partial fractions, function transformations, trigonometric identities — that builds toward the AA Higher Level pathway in Year 5–6. Both courses are graded separately on distinct papers, so students plan revision around two assessment streams, not one.
How is Sec 3 IB Advanced Math different from O-Level A-Math?
Topic overlap is significant — polynomials, partial fractions, exponentials and logarithms, and trigonometric identities appear in both. The differences are pace and framing. Year 3 Advanced moves faster, expects deeper mastery of function-style thinking (composite, inverse, modulus, transformations) earlier, and embeds more reasoning-style questions. Many IB Advanced classes are also assessed in formats closer to the IB Diploma than to O-Level A-Math.
Year 3 feels like a big jump — what should students prioritise?
Algebra fluency and function thinking. Almost every Year 3 Advanced topic — polynomials, partial fractions, composite and inverse functions, modulus equations, trigonometric identities — assumes that algebraic manipulation is automatic. If a student is still slow on expansion, factorisation, or indices, every Advanced topic feels harder than it should. Repair the Year 1–2 algebra first, and Advanced becomes about ideas rather than computation.
How does Year 3 Core compare with mainstream Sec 3 G3?
Core covers similar ground — quadratics, indices, trigonometry, coordinate geometry — but expects more conceptual depth and more comfort with unfamiliar contexts. IB-track schools also assess Core differently from G3: more justification, more written reasoning, less reliance on memorised procedure. The destination is the IB Diploma, so even Core builds reasoning habits that AA and AI papers will reward in Year 5–6.
Should Sec 3 IB students already be choosing between AA and AI for the Diploma?
It is still early to commit, but Year 3 is when the trajectory becomes visible. Students who handle Advanced comfortably — function transformations, identities, polynomial work — usually have AA HL or AA SL in their range. Students who find Advanced consistently hard are often a better fit for AI, which leans on application and modelling rather than abstract proof. The decision is finalised in Year 4–5, but the patterns that drive it are forming now.
How many students are in each class?
Four, at most. Students are grouped by learning pace, not just by year level, so each lesson moves at the speed of the students actually in it. When no session matches a child’s pace, we open a new one. In a class that size, every child answers questions, gets their working checked, and gets help the moment they need it.
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