Differences between IP Math VS Express Math

> **Q:** What does Differences between IP Math VS Express Math cover?\
> **A:** Differences between IP Math VS Express Math outlines key points and next steps for students and families.

> “Algebra's like sheet music, the important thing isn 't can you read music, it 's can you hear it”

Our training teaches students to grapple with Math intuitively and predictively instead of simply just reading and reacting

# Integrated Programme Mathematics Y1-Y4

## What MOE fixes for the Express route

The Ministry of Education’s Mathematics (Express/Normal Academic) syllabus sets the floor for the O-Level route. The 2020 syllabus (current implementation) organises content into:

* **Number and Algebra** — standard form, indices (including fractional/negative), algebraic manipulation, and quadratic graphs.
* **Geometry and Measurement** — similarity/congruence, mensuration, trigonometry, and coordinate geometry.
* **Statistics and Probability** — data handling (mean/median/mode, standard deviation) and probability.

Source: [MOE 2020 Mathematics (Express/NA) Syllabuses](https://www.moe.gov.sg/-/media/files/secondary/syllabuses/maths/2020-express_na-maths_syllabuses.pdf).

Need the latest N(A)/N(T) results release summary and progression options? See [https://eclatinstitute.sg/blog/2025-GCE-NA-NT-Results-Release](https://eclatinstitute.sg/blog/2025-GCE-NA-NT-Results-Release).

## Additional Mathematics (Sec 3–4)

Students on the O-Level route who take Additional Mathematics cover a second syllabus that adds:

* **Algebra extensions** such as logarithms, binomial expansions, and more involved functions/graphs.
* **Advanced trigonometry and geometry**, including identities and circular measure.
* **Calculus** (differentiation and integration of polynomials, trigonometric, and exponential forms) and related applications.

Source: [MOE 2020 Additional Mathematics (Express/NA) Syllabuses](https://www.moe.gov.sg/-/media/files/secondary/syllabuses/maths/2020-express_na-add-maths_syllabuses.pdf).

## How IP schools diverge

MOE’s Integrated Programme (IP) is a six-year route to the A-Level, IB Diploma, or NUS High School Diploma without taking O-Levels in Secondary 4. Because schools design their own progression, each IP math track is school-specific and often:

* Blends the O-Level Mathematics and Additional Mathematics strands, introducing topics like logarithms, binomial expansions, or basic calculus earlier than Sec 3.
* Uses school-designed combined papers instead of the separate E-Math/A-Math structure.
* Sprinkles in pre-JC techniques (e.g., sequence/recurrence or summation-style problems) to prepare students for H1/H2 Mathematics.
* Publishes topic and assessment plans on the school website—always check the latest outline before assuming coverage or weightings.

Source: [MOE Integrated Programme overview](https://www.moe.gov.sg/secondary/schools-offering-full-sbb/schools-with-specialised-curriculum/integrated-programme).

# How do we address this difference in our classes? By prioritizing efficiency

1. Students complain of a lack of time to complete the paper and do necessary checks even after long hours of study.
2. Questions are designed to be heavy in critical thinking and pattern recognition instead of completing using a longer method.
3. Hard working students often blindly work at the solution instead of noticing certain prompts in the numbers or question that hint towards the best method.
4. Textbook recommended methods are blind application; we focus on live application that adapts to the situation.

Below is a typical two-mark quadratic manipulation task. Note the differences between a brute-force expansion versus a factorisation-first approach.

## Example (Sec 2 quadratic factorisation)

Solve the following equation:

\[
7(x-3)(x+4) = -4(x+4)
\]

### Less efficient

\[
\begin{align}
7(x-3)(x+4) &= -4(x+4) \\
7(x^2 + x - 12) &= -4x - 16 \\
7x^2 + 7x - 84 + 4x + 16 &= 0 \\
7x^2 + 11x - 68 &= 0
\end{align}
\]

### More efficient

\[
\begin{align}
7(x-3)(x+4) + 4(x+4) &= 0 \\
(x+4)\bigl[7(x-3) + 4\bigr] &= 0 \\
(x+4)(7x-17) &= 0
\end{align}
\]

From which \\( x = -4 \\) or \\( x = 17/7 \\).

# Common Pitfalls in IP Y1-Y4 Math

Students who have done well in PSLE math may show an over-reliance on PSLE style, open ended techniques which are designed to solve problem sums, but not secondary level questions.

Secondary level questions focus on laws, procedure, equations, and discipline, especially for Integrated Programme students who contend with multi-topic or interdisciplinary questions at the final year exam.

Students need to memorize specific equations, master specific laws, and apply them in the right context, at the same time also using algebraic manipulation to simplify the question.

In IP, the mathematics strands are often merged into a single internal subject, so the workload can feel like two subjects even though the report book shows one line item.

Schools may also pull forward upper-level concepts: Y1s and Y2s can meet O-Level content early, and Y3/Y4 assessments sometimes preview H1/H2 techniques.

Mastery of maths at Y3/Y4 also has a DIRECT CORRELATION WITH COMPETENCY IN YOUR SCIENCES. Physics, Chemistry and Biology, and Computer Studies at the IP level often have their difficulties bolstered by the addition of complex math concepts, be it calculus for rates of changes and graphs, or trigonometry in periodic patterns.

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