P4 and P5 Math Requires a
Different Kind of Thinking.
The syllabus doesn't just add content. It shifts in structure.
From P4 onwards, Math increasingly demands abstract reasoning, multi-step problem decomposition, and systematic method selection. These are developmental shifts — not simply harder sums.
The right level of support depends entirely on your child's current foundations. Some students navigate this transition independently. Others benefit from structured guidance.
This page explains what changes, why it matters, and how to assess what your child may need.
Coronation Plaza • Punggol • Pasir Ris | View Schedule
As Featured In:
How the Syllabus Shifts in P4 and P5
- Basic operations mastery
- Simple 1–2 step problems
- Concrete, visual learning
- Computational fluency
- Abstract concepts (factors, multiples, patterns)
- Multi-step problems (3–4 operations)
- Method selection and strategic thinking
- Complex model drawing with multiple comparisons
📌 What This Means Developmentally
P4 content assumes fluency in P3 foundations — particularly fractions, place value, and basic problem-solving structures. Where those foundations are secure, the transition is manageable. Where they're partial, the new demands tend to surface the gap.
- Problem-solving frameworks
- Factors, multiples, patterns
- Model drawing development
- Multi-step thinking
- Approximately 80% of the PSLE syllabus is covered
- Ratio, Percentage, Rate, Average
- Questions that combine multiple concepts simultaneously
- Higher demands on abstract reasoning and working speed
📌 What This Means Developmentally
P5 is where PSLE preparation begins in earnest. The syllabus layers new concepts on top of P3/P4 structures. Students with strong prior foundations use this year to build forward. Students with incomplete foundations often spend it revisiting earlier material — which narrows the time available for new learning.
Five Areas Where Gaps Appear Most Often
Based on our diagnostic experience across hundreds of students, these are the topics that most frequently reveal underlying weaknesses
Common difficulties:
- Equivalent fractions (2/4 = 1/2)
- Unlike fractions (finding common denominators)
- "Fraction of remainder" word problems
Why it matters:
Fractions form the structural base for P5 Ratio, Percentage, and Rate
Worth observing: Taking 2+ minutes on basic fraction addition/subtraction may indicate incomplete fluency
Common difficulties:
- Identifying which operation to apply
- Decomposing complex problems into steps
- "Working backwards" problem patterns
Why it matters:
Problem decomposition logic applies across all P5/P6 word problems
Worth observing: Frequently saying "I don't understand what it's asking" often indicates a reading-to-method translation gap
Common difficulties:
- Knowing when a model is the appropriate method
- Drawing models that accurately represent relationships
- Translating a completed model into calculation steps
Why it matters:
Model drawing is the central problem-solving method in Singapore Math
Worth observing: Consistently avoiding model drawing may suggest the student lacks a reliable framework for it
Common difficulties:
- Classifying which heuristic applies to a given problem
- Maintaining a systematic approach with unfamiliar formats
- Verifying whether an answer is reasonable
Why it matters:
PSLE includes 1–2 "challenging" questions specifically testing heuristic reasoning
Worth observing: Giving up immediately on unfamiliar question types often signals a missing strategy repertoire
Common difficulties:
- Place value understanding (why 0.5 > 0.05)
- Converting between fractions and decimals
- Decimal operations and unit consistency
Why it matters:
Decimals appear in over 40% of P5/P6 questions
Worth observing: Errors like 0.5 × 2 = 0.10 suggest a place-value misconception rather than carelessness
Patterns That May Indicate Foundational Gaps
These are observable behaviours we commonly see in students whose prior learning has gaps at specific points
Academic Indicators
→ Often indicates difficulty with foundational steps, not just the new material
→ May suggest earlier concepts were learned procedurally rather than deeply understood
→ Frequently, these reflect incomplete understanding rather than inattention
→ Can indicate growing discomfort with the subject — a confidence signal, not a discipline issue
→ When the curriculum advances, incomplete foundations tend to show in results
Behavioural and Emotional Indicators
→ These statements typically reflect eroding confidence, which benefits from early attention
→ Usually a sign the student is trying but doesn't have the tools to succeed
→ May suggest the student has shifted from trying to understand to trying to finish
→ Indicates their self-concept around Math is shifting in ways worth monitoring
A Common Pattern: "Let's Wait and See How They Do"
This is a reasonable instinct, and for some students it works fine. But we observe this sequence often enough that it's worth describing clearly:
"P4/P5 is starting. Let's see how they adjust first."
Term 1 WA results come back. AL4–5. "Not ideal, but let's give it more time."
Mid-year exams. Still AL4–5. "We should probably look into support after the holidays."
Start searching for programmes. Preferred classes may be full. Options are narrower than in January.
End-of-year exams. Grades have not shifted meaningfully. The student enters the next year carrying the same foundational gaps.
When Does Waiting Work — and When Doesn't It?
Waiting tends to work when:
The student has secure foundations, the grade dip is minor and situational, and the family can provide structured home support to address the specific area.
Waiting tends not to work when:
The difficulty is structural rather than situational — meaning the student is missing prerequisite understanding that each new topic builds upon. In these cases, the gap doesn't resolve with more time alone. It typically requires:
- Precise identification of where the gap sits
- Systematic work to close it
- Rebuilding forward on solid ground
This requires a diagnostic plan — not simply more practice.
Three Reasonable Paths Forward
Different students need different levels of support. Here's how we think about it.
For many students, this is the appropriate and responsible choice.
Suited to:
- AL1–2 students with strong, consistent foundations
- Families able to provide structured home practice
For students who only need targeted practice closer to PSLE:
PSLE Practice Bundle →Considerations:
Requires parental time and subject confidence • Gaps may surface gradually if foundations are partial • Options become more limited if structured support is needed later
Suited to:
- AL2–3 students with minor or localised gaps
- Students who need more guided practice, not remediation
- Families seeking flexibility in commitment
What this looks like:
- 1–2 sessions per week
- Focus on current syllabus topics
- A safety net for areas of difficulty
Considerations:
May address surface-level difficulty without resolving deeper foundational gaps • P5/P6 topics may still present challenges if prior concepts are not fully secure • Progress depends on whether gaps are isolated or structural
Appropriate when multiple foundational areas need attention
Suited to:
- AL3–6 students with gaps across more than one topic area
- Students who need both gap-filling and forward progress
- Families looking for a clear 2–3 year plan toward PSLE
What this looks like:
- Diagnostic assessment followed by systematic gap work
- Small classes (max 8 students), recorded lessons
- Regular progress tracking and topical assessments
Advantage:
Foundational gaps are addressed before they compound • Students enter P6 with secure prerequisites • Confidence develops progressively as mastery deepens
Considerations:
Requires weekly commitment from the family • More structured than some students need • An investment of both time and resources
Our role is to help you assess which path suits your child. Not every student needs structured intervention. For those who do, earlier tends to be more effective than later — but the decision should be based on a clear picture of your child's foundations, not on pressure.
If Path 3 Fits: How the Expedite Programme Works
For families choosing structured support, here is how we approach it
Our Approach: Diagnose First, Then Build Systematically
Typical approach:
- • Teach the current week's topic
- • Assign more practice
- • Hope that repetition closes the gap
Our approach:
- 1. Identify where the foundational gap sits
- 2. Address it with targeted, sequenced instruction
- 3. Prioritise understanding over coverage
- 4. Maintain max 8 students per class for close tracking
Programme Structure
📚 Weekly Lessons
1.5–2 hours per session, max 8 students per class. Every lesson is recorded for unlimited review.
📚 2× WA Support Sessions
Personalised 1-on-1 sessions before and after school weighted assessments (Zoom or onsite).
📚 June Holiday Programme
Mock exams under timed conditions plus revision lessons — designed to consolidate learning and identify remaining gaps before Term 3.
📚 Weekly Homework with Written Feedback
Each assignment is returned with specific, written commentary on errors and approach — not just marks.
📚 "Time Machine" Foundation Materials
40+ recorded P3/P4 lessons and accompanying textbooks for students who need to address earlier gaps alongside their current level.
📚 Full Resource Access
60+ in-house textbooks, unlimited consultation access, and WhatsApp support from tutors.
Detailed Programme Components
A breakdown of what the Expedite Programme includes
1. Weekly Math Classes
P4: 46 lessons × 1.5 hours
P5: 48 lessons × 2 hours
Available at Coronation Plaza, Punggol, Pasir Ris, or via Zoom.
Included: Access to all recorded lessons from January onwards
2. In-House Materials
• 4× Term Textbooks (refreshed every 10–12 weeks)
• 2× Revision Homework Booklets
• Topical Workbooks targeting specific weak areas
All written by Mrs Toh and her team, aligned to the current PSLE syllabus
3. Graded Weekly Homework
Starting July:
• Weekly assignments drawn from prelim and past PSLE papers
• Personalised marking with written commentary
• Guidance on where and how to improve
4. Two 1-on-1 WA Support Sessions
Your child receives two personalised 1-hour sessions (Zoom or onsite):
• Pre-WA: Targeted preparation aligned to their school's format
• Post-WA: Detailed analysis of errors and a focused improvement plan
5. June Holiday Programme
P4: 1 Mock Exam + 3 Revision Lessons
P5: 2 Mock Exams + 2 Revision Lessons
Students sit timed papers under exam conditions, followed by immediate marking, error analysis, and feedback from our Principal Tutors.
6. "Time Machine" Foundation Materials
• 40+ recorded P3/P4 lessons
• 4× P3/P4 Textbooks
Allows students to address P3 foundational gaps in parallel with current-level work.
7. Digital Video Library
Every lesson is recorded and uploaded within 24 hours.
Students can:
• Revisit difficult concepts at their own pace
• Catch up on any missed sessions
• Review before assessments
Unlimited replays. No additional cost.
In-House Textbooks Written by Our Teaching Team
Topical Workbooks Aligned to the Current Syllabus
Combined Component Value:
$4,850 (P4) | $5,960 (P5)
Outcomes from Students Who Began with Structured Support
Individual results vary. These figures reflect students who attended regularly and completed the full homework cycle consistently across the programme.
86%
of our P6 students improved by at least 2 AL grades (among consistent attendees)
61%
improved by 3 AL grades (among consistent attendees)
"From AL6 to AL4 in 6 Months"
"My child was scoring AL6 in P6 Term 1. I was desperate. After joining Mr. Wong's class, he improved to AL5 in Term 2 and AL4 in Prelims.
Mr. Wong's explanations are clear, he speaks at a steady pace for weaker students to follow, and he uses digital tools to make everything visual and easy to understand.
I wish I had enrolled him earlier."
Verified Student Results
"From Anxiety to 78/100, and Real Confidence"
"Before joining GPA, my son had major exam anxiety. He barely passed his Math tests.
After joining Mr. Wong's class, we saw his confidence grow. He scored 78 in his Prelims. He would've gotten 85-90 if not for careless mistakes.
Mr. Wong is truly a God-sent teacher. His dedication and personalized guidance made all the difference. My son walked into PSLE feeling confident instead of terrified."
"From AL5 to AL3. She Looks Forward to Lessons Now"
"I found GPA via Google. My child showed clear improvement, from AL5 in P5 to AL3 in Prelims.
But what stood out most? She actually looks forward to Math class now. Mr. Wong and Mrs. Toh's teaching built real confidence in my child."
Our Teaching Team: Ex-MOE Educators and Curriculum Authors
Every class is taught by a Principal Tutor with deep expertise in Singapore Math pedagogy. Our teachers write the curriculum, mark the homework, and know each student by name.
- • Master of Education (NIE)
- • NIE-Trained, Former MOE Teacher
- • Mother of 4 boys
- • Author of 60+ GPA textbooks
- • B.Sc. (Hons)
- • Top of PSLE Cohort (281/300)
- • 6+ years teaching experience
- • Anchors the Primary Programme (PREP)
- • B.Sc. (Hons)
- • 6+ years teaching experience
- • Trained under Mrs Toh's mentorship
- • Known for patience and clarity in breaking down complex concepts
What Distinguishes GPA
We teach Math exclusively. Every part of our programme is designed around this single focus.
📖 Proprietary Curriculum
60+ textbooks developed in-house, aligned specifically to the Singapore PSLE syllabus. Refreshed every 10–12 weeks to reflect current exam trends and question formats.
👥 Max 8 Students Per Class
Small enough for each student to receive individual attention during lessons. Parents can reach tutors directly via WhatsApp with questions or concerns.
🎥 Every Lesson Recorded
All sessions are recorded and uploaded within 24 hours. Students can revisit concepts or catch up on missed classes at any time.
✍️ Diagnostic Homework Feedback
Homework is returned with written commentary explaining what went wrong and how to approach it differently — not just correct/incorrect marking.
📞 Open Access to Tutors
Need to discuss a concept between lessons? Book a 1-on-1 session. Have a homework question? Message via WhatsApp. Ongoing support is part of the programme structure.
🎯 Math Only
We don't teach Secondary. We don't teach IB. Our entire team, curriculum, and methodology are built around one objective: strong PSLE Math foundations.
Expedite Programme Fees
All programme components are included in a single annual fee
Component Breakdown:
- 46 lessons × 1.5 hours = $3,450
- 2× WA Support Sessions = $400
- June Holiday Programme = $400
- Weekly Homework Programme = $600
Component Breakdown:
- 48 lessons × 2 hours = $4,560
- 2× WA Support Sessions = $400
- June Holiday Programme = $400
- Weekly Homework Programme = $600
Included in Both Programmes:
Weekly onsite or Zoom classes
All textbooks, workbooks, and revision booklets
Access to recorded lessons from January
"Time Machine" foundation materials
Graded weekly homework with written feedback
Digital video library (unlimited replays)
WhatsApp access to tutors
Access to snack pantry (onsite students)
Payment Options: PayNow to UEN: 201712877C | Payment links available upon request
Choose Your Preferred Learning Mode
Onsite Classes
📍 Coronation Plaza #03-30 (Bukit Timah)
P4 & P5 Available
📍 660A Edgedale Plains #02-04 (Punggol)
P4 & P5 Available
📍 Pasir Ris West Plaza (NEW)
Limited Availability
All centres are air-conditioned with whiteboards and a snack pantry for students.
Zoom Classes (Online)
Same curriculum, same teachers, same small class sizes — conducted from home.
Well suited for:
- Families with scheduling constraints
- Students who focus well in a home environment
- A reliable backup when a student is unwell
All Zoom classes are recorded and available for replay.
Or Contact Us Directly:
Frequently Asked Questions
Often not. Students scoring AL1–2 consistently typically have the foundations in place to manage without regular tuition. They may benefit more from targeted practice closer to PSLE.
For these students, our PSLE Practice Bundle (ad-hoc, non-regular programme) may be a better fit than the full Expedite Programme.
If you're unsure, a diagnostic consultation will help clarify whether structured weekly support is needed or whether lighter-touch practice is sufficient.
Our teaching emphasises method classification and problem-solving frameworks — structures the student can apply independently, not techniques that require a teacher in the room.
Recorded lessons allow self-paced review. "Time Machine" materials let students fill gaps on their own. Homework feedback teaches them to diagnose their own errors.
The objective is to build the student's capacity to work through problems independently over time.
Small classes (6–8 students max) allow us to pace lessons according to student understanding. We don't advance until concepts are secure.
The learning environment is structured to be non-judgmental. Errors are treated as diagnostic information, not something to be embarrassed about.
In our experience, confidence tends to develop naturally as understanding deepens. Anxiety usually diminishes as the student begins to feel competent in the material.
Every homework assignment includes written feedback identifying specific error patterns and recommending how to address them.
We conduct regular topical assessments to track mastery across all syllabus areas.
The 2× WA Support Sessions (Pre-WA and Post-WA) include detailed analysis of your child's strengths and areas that need further work.
Progress is tracked concretely — through error analysis, topical mastery, and assessment performance over time.
Weekly time commitment: 1.5–2 hours of class + approximately 2 hours of homework = roughly 4 hours per week.
We focus on efficiency — targeted, diagnostic-led practice rather than high-volume repetition. Small classes mean no time is wasted.
Recorded lessons mean a missed class doesn't create a gap — the student simply watches the recording at a convenient time.
The goal is to make the hours spent on Math more productive, not to add hours to an already full schedule.
WhatsApp us to arrange a free diagnostic consultation. We'll assess your child's current foundations, discuss their specific situation, and recommend whether the Expedite Programme, the PSLE Practice Bundle, or no programme at all makes the most sense.
Yes. January enrolment gives maximum benefit as the student has the full year of structured support. Mid-year students can use the recorded lessons from earlier in the year to cover the material they missed.
Exclusive focus on Math. We don't teach Secondary or IB. Our entire methodology, curriculum, and team are dedicated to Singapore PSLE Math.
Small classes. 6–8 students maximum per class.
Proprietary curriculum. 60+ textbooks written in-house, refreshed every 10–12 weeks to reflect current PSLE trends.
Diagnostic feedback. Homework is returned with written analysis of errors and method suggestions — not just correct/incorrect marking.
Is This Programme the Right Fit for Your Family?
This programme is designed for a specific type of student and family. It's worth being clear about fit upfront.
The Expedite Programme is well-suited to families who:
Can commit to consistent weekly attendance
Understand that foundational mastery develops over months, not weeks
Want ongoing visibility into their child's progress
Value structured, evidence-based instruction
This programme may not be the best fit if:
• You're seeking rapid results without sustained effort
• Your child is resistant to regular homework and practice
• You prefer minimal involvement in the learning process
• Consistent weekly attendance would be difficult to maintain
Would You Like to Assess Your Child's Fit?
When students have sufficient time to build understanding layer by layer, space to work through errors methodically, and teachers who track their progress closely — they develop both competence and confidence.
Not a guarantee of a specific outcome. A structured programme with expert instruction and 2–3 years of systematic development.
Path 1, 2, or 3 — our role is to help you decide based on your child's actual foundations.
We're here to help you make a well-informed decision — whether that leads to our programme or another path entirely.