Division of labor between this page and another article: If you want to understand the grading mechanism, the structure of the three parts of Paper 1, topic distribution and Past Paper strategy, please read first DSE Mathematics 5** Strategy— That article deals with "how the system works." This page deals with "Where should I start?" and is a roadmap at the execution level.
- First look at the actual difficulty: 5** How many people are there?
- Four Stages of Self-Assessment: Which stage are you at now?
- The first stage: basic reconstruction (the target is stable and qualified)
- Phase 2: Breaking through the bottleneck (Target Level 4 to 5)
- Phase Three: Eliminate Lost Points (Target Level 5 to 5*)
- Stage 4: Dash to the Stars (Goal 5**)
- Form 6 monthly execution schedule
- Tools and disciplines: notes, error book, computer
- Five things that kill your plans
1. First look at the actual difficulty level: 5** How many people are there?
Let’s correct a common wrong number first. Many articles on the Internet claim that "about 4% of candidates obtain 5** every year" - this is inconsistent with the statistics released by the HKEAA. According to the performance statistics released annually by the Hong Kong Examinations and Assessment Authority, Mathematics Core has obtained The number of candidates with 5** is about 1.3% to 1.5% in recent years, not 4%. In other words, the actual rarity of the 5** is nearly three times higher than many people think.
| Percentage of candidates who meet the standard (range in recent years) | significance | |
|---|---|---|
| 5** | About 1.3% to 1.5% | The highest number is about 10% among candidates with Level 5 or above |
| 5* or above | About 5% to 6% | The highest rate among Level 5 and above candidates is about 40% |
| 5 or above | About 13% to 15% | Common thresholds for competitive university subjects |
| 4 or above | About 36% to 40% | — |
| 3 or above | About 57% to 59% | Mathematics requirements for core subject "3322" |
| 2 or above | About 80% to 83% | — |
These numbers are internally consistent
It is worth noting that this set of figures is fully consistent with the grading mechanism: Level 5 and above adopt a norm-referenced breakdown, and the highest about 10% of candidates who reach Level 5 or above receive 5**. If level 5 or above is 13.6% in a given year, one-tenth of that is exactly about 1.4% - consistent with the published 5** percentage. This in turn proves:Your competition is not all candidates, but the 13% to 15% who have reached Level 5. In this group, everyone basically knows how to do most of the questions, and the score difference almost entirely comes from avoidable points loss.
At the same time, another statement should be corrected: "5** requires about 94% of the score" and "Paper 1 will lose up to 6 points." The HKEAA adopts level-referenced performance reporting.never announced The raw marks or percentages corresponding to each level of any subject, while the breakdown above Level 5 is a relative ranking rather than an absolute score. Therefore any specific score line is only an estimate. For detailed explanation, see DSE Mathematics 5** Strategy.
- 5** Strategy (mechanism and structure)
- Paper 1 Strategy
- Paper 2 Strategy
- time allocation
- Past Paper method
- DSE courses
Stage 2 and stage 4 self-assessment: Which stage are you at now?
The first step in the roadmap is not to start reviewing, but to determine the starting point. Using methods at the wrong stage is the most common waste - students with unstable foundations go to higher-level questions, or students who have reached Level 5 are still redoing basic questions, both of which are equally inefficient.
| stage | Typical school performance | core symptoms | real bottleneck |
|---|---|---|---|
| first stage Basic reconstruction |
Being on the edge of passing or below for a long time | My memory of formulas is fuzzy, I don’t know where to start when I see a question, and I frequently make mistakes in calculations. | There is a basic gap in junior secondary, and the current topic is just a symptom |
| second stage Break through bottlenecks |
Stable and passable but difficult to improve | I can do the standard questions, but get stuck on the variation questions; I often can’t finish Paper 2 | Only recognizes the question types, but does not establish problem-solving strategies |
| The third stage Eliminate lost points |
Above average level, close to the top in the school | Most of the question types can be solved, but occasionally you will lose points due to carelessness; Minister B will lose more points for questions | Avoidable point loss rate and depth of Division B |
| Stage 4 Sprint for the Stars |
Overall stable, but difficult to achieve zero mistakes; occasional inaccuracies under pressure | Stability, extreme question types, psychological quality |
A more reliable way to judge: Make a timed complete paper and then divide the missing points into two categories. A score of "Don't know how to do it" determines whether you belong to the first or second stage; a score of "Knows how to do it but makes mistakes" determines whether you belong to the third or fourth stage. If there are many categories of both, deal with "Don't know how to do it" first; if "Don't know how to do it" is close to zero and "Know how to do it but make mistakes" is still more than ten points, your problem is entirely at the implementation level.
3. Phase One: Basic Reconstruction
Target: From instability to stability and passing, and establishing a sustainable learning process.
Core Mission: Retrace rather than catch up
The most counter-intuitive point at this stage is:Don’t follow the school’s progress. If the junior secondary's factorization, equations, proportions and similarities are still unstable, pursuing current topics will only make the gap larger. Moreover, the question range of Part A of DSE paper 2 itself includes the basic parts of the courses from Form 1 to Form 3. It is not a waste of time to review the junior secondary courses. Those contents can be tested directly.
specific tasks- Review the junior secondary foundations of three learning areas: numbers and algebra (factorization, equations, exponents), measurement graphics and space (similarity and congruence, Pythagorean theorem, quadrature method), and data processing (statistical charts, basic probability).
- Each formula requires you to tell three things: where it comes from, under what conditions it is established, and in what types of questions it will be used. Failure to do so means that you have not truly mastered it.
- Starting from single concept and single step questions, the correct rate reaches about 90% before moving on to the next level.
- Establish a note-taking system and a wrong question book (see below Tools and Discipline).
- Able to write common formulas without prompts and explain the conditions for establishment
- The correct rate of basic questions (single step) is stable at more than 90%
- The wrong question book has been created and used continuously for more than four weeks
- In-school test scores turn from fluctuating to stable
If the gap spans multiple grades, it is recommended to Top-up courses or One to one Processed, as regular class progress does not stop for individual gaps.
4. The second stage: breaking through the bottleneck
Target: Upgrading from "recognizing question types" to "having problem-solving strategies" and stably entering Level 4 to Level 5.
Core mission: building strategies rather than accumulating questions
Students at this stage have usually done many problems, but they fail when conditions are reorganized - the reason is that they remember "this type of problem is done this way" rather than "why it is done". The way to break through is to deliberately train multiple solutions to a problem and choose methods.
specific tasks- One question with multiple solutions training: Do the same question once in different ways and compare which one is faster under exam conditions. For example, quadratic equations can be solved by factoring, formula method or combination method; trigonometric problems can be solved by sine formula, cosine formula or calculating height first; coordinate geometry can be solved by algebraic method or geometric properties.
- Method selection judgment: Decide which method to use within 10 seconds after reading the question, and then check whether it is the fastest path. This training directly affects the exam time.
- Start By Topic Practice previous test questions: After each study unit is completed, focus on 30 to 50 questions from previous years in that unit.
- Paper 2 limited time training: First do 15 questions in 25-minute segmented exercises, and then extend to the full paper after you adapt to the rhythm.
- Able to name two or more solutions to the same problem and determine which one is faster
- Paper 2 can be completed in 75 minutes with 45 questions and no blanks.
- The points lost in Part A (1) and Part A (2) of Paper 1 are no longer mainly due to "not knowing how to do it"
- The number of repetitions of similar errors in the error book begins to decrease
5. The third stage: eliminating lost points
Target: Reduce the "Know what you do but make mistakes" problem to close to zero, and start to deal with the problem of Minister B head-on.
Core mission: To avoid losing points and return them to zero, Part B can go from half points to full points
At this stage, the marginal return on adding new topics has dropped significantly. The real sources of points come from two sources: one is to eliminate careless points, and the other is to conquer Part B of Paper 1 - Part B accounts for 35 points, which is the same as Part A (1), but it is the place where most middle and upper level students only get half the points for a long time.
specific tasks- Lost score classification statistics: After each timed paper, classify the lost points into conceptual errors, procedural errors, review errors, and calculation errors one by one, and record the scores for each category. Four categories require four processing methods. For details, see Common loss points sorting.
- Standardization of verification process: After completing each question, spend 10 to 15 seconds going back to the original form to check; first circle the question and the unit required before answering.
- Part B Special Question Type: Focus on dealing with long question types such as standard fractions, linear programming, three-dimensional triangles, properties of circles, four centers, cocircle problems, etc., and analyze the guiding relationship between small questions one by one.
- Standardized writing of steps: When using formulas, write the formulas first and then substitute them; you must write down the reasons for geometry and proof questions; do not skip steps. Paper 1 is scored based on reasoning steps, and this part is purely technical.
- Lose less than 5 points in "Knowing but doing wrong" for three consecutive limited time papers
- The scoring rate of Division B exceeds 70%
- Paper 1 can be completed in 135 minutes with time for examinations
- Similar errors will not occur a second time
6. The fourth stage: Sprint for the stars
Target: Push stability to its limits and handle performance gaps under pressure.
Core tasks: stability, extreme question types, psychological quality
Since 5** is obtained by taking the highest 10% from the 13% to 15% of candidates who have reached Level 5, the competition at this stage is not about "how much you know" but "how stable you are." Three focus points:
1. Stability- Complete one all-real timed paper every week (Paper 1 and Paper 2 are conducted consecutively) to simulate the fatigue state on a real exam day.
- Record the score structure of each roll and watch for any fluctuations - fluctuations in themselves are a problem to deal with.
- Comprehensive solution to difficult problems from multiple learning units, new question types that require self-setting of variables, and cross-category proof questions.
- Deliberately deal with the problem of "the direction cannot be seen at first glance": train to infer possible paths from known conditions within 60 seconds.
- Refer to the nature of the advanced learning unit - it itself requires the comprehensive application of knowledge from three categories to solve problems.
- Usually the simulation is good but the formal test is inaccurate, usually because the rhythm is disrupted and there is no preset response. Clear rules for discarding questions should be established in advance (for example, if a question exceeds the scheduled time, it will be marked as skipped) so that there is no need for temporary judgment on the spot.
- Replace vague anxiety with quantifiable progress records: the recidivism rate of wrong questions, time-limited completion rate, and monthly changes in the score structure.
- The score structure of four consecutive all-real limited-time rolls is stable, with no abnormal fluctuations.
- For Minister B's question, the reasoning can be written completely without interruption due to lack of time.
- Established and implemented question abandonment rules
- The loss of points for "knowing what is done but making mistakes" is close to zero
7. Form 6 monthly execution schedule
Tasks are listed below by month. If you are in Form 4 or Form 5, see the three-year macro plan 5** Strategy part of the three-year plan.
| month | Main tasks | Drill form | Check this month |
|---|---|---|---|
| September | Complete the remaining topics; create complete notes and formulas | Practice by Topic | All study units have been covered once |
| October | Project exercises are in full swing; weaknesses are strengthened | By Topic, 30 to 50 questions per unit | Three weakest units identified |
| November | Complete all subject exercises; start the whole paper time limit | Transfer to By Year | Complete the first all-real limited-time volume |
| December | Stabilize the rhythm of the entire paper; establish classification statistics of lost points | 1 to 2 full volumes per week | Can tell the four types of distribution of points lost by oneself |
| January | On-campus mock test (Mock); diagnose problems that arise under stress | Mock to add targeted hole filling | Completed Mock's complete score loss analysis |
| February | Intensive time-limited practice to maintain rhythm | 2 to 3 full volumes per week | Time limit completion rate reaches 100% |
| March | Focus on reviewing wrong questions; reduce writing new papers | Redo wrong questions and selective exercises | The rate of repeating wrong questions is close to zero |
| final stage before exam | Make reservations for the last 2 to 3 years of test papers to keep your hands on them; review the formulas and pitfall list | final simulation | Stop trying to learn new skills |
Paper 1 Time Conversion: A Common Miscalculation
Paper 1 has a full score of 105 points and a time of 135 minutes, which is converted into Approximately 1.29 minutes per 1 minute (or about 0.78 points per minute completed). Therefore, a 10-point question can theoretically be completed by approximately 13 minutes- Not 8 minutes. Reversing the ratio would seriously distort the timing of the entire volume.
| part | Fraction | by average speed | Recommended actual time | reason |
|---|---|---|---|---|
| Part A(1) | 35 points | about 45 minutes | about 25 minutes | The questions are relatively simple and should be done faster than the average speed to accumulate time |
| Part A(2) | 35 points | about 45 minutes | about 33 minutes | Moderate difficulty, close to but slightly faster than average |
| Part B | 35 points | about 45 minutes | about 70 minutes | It is the most difficult and requires the time saved in the first two parts. |
| examine | — | — | about 7 minutes | Check Part A (1) and marked questions first |
Paper 2 has 45 questions and 75 minutes, with an average time of about 1 minute and 40 seconds per question. It is recommended to limit the simple questions to 1 minute to save time, and reserve about 5 minutes for checking and filling. For complete rules see DSE maths Time Allocation.
8. Tools and discipline: notes, error book, computer
note-taking system
Passively listening to lectures without taking notes of your own is a common reason for stalled progress. An effective set of mathematical notes should contain four parts:
- Formulas and Theorems: Together with the establishment conditions, rather than just copying the formula itself.
- Question types and problem solving steps: Classify by question type and record clues to determine which method to use.
- Personal mistakes: My own unique error tendency, such as "often missing parentheses when dealing with negative exponents".
- classroom skills: Shortcuts and verification methods demonstrated by the instructor.
Correct usage of wrong question book
Wrong questions are not just copied once. A valid format contains four columns: question, correct solution,Misclassification (Concept/Procedure/Question Review/Calculation), and Repeat offender record. The fourth column is key—it lets you see which types of errors have actually been eliminated, and which types are just missing. The error book created in Form 5 will become the most valuable asset in Form 6.
Computers: Rules are more important than skills
There are two rules that must be followed when using computers. First, only use HKEAA approved model— The fuselage must be printed with "H.K.E.A.A. APPROVED" or "H.K.E.A. APPROVED" label. Second, regarding stored programmes: According to current rules, candidates Can Use pre-stored programmes in the computer to assist calculations (such as quadratic formulas, simultaneous equations, trigonometric calculations), but the programme No text data or answer prompts may be stored— Storing theorem text, text version formulas or notes into a computer will be considered a violation, with serious consequences. Before taking the exam, be sure to check the latest list of approved models and exam rules announced by the HKEAA.
Within the scope of the rules, it is worth becoming proficient in the built-in functions of the computer: equation solving, tabular function verification functions, and statistical functions to quickly find averages and standard deviations. These are not "shortcuts" but calculation tools - used to confirm the results of hand calculations, not to replace understanding. See details DSE mathematics computer usage skills.
9. Five practices that make plans ineffective
- Just do it without changing it. After completing the paper, you only look at the scores for the answers and do not analyze the causes of errors. The review time should be no less than the writing time, otherwise the investment will be sunk costs.
- Skip the basics and learn advanced techniques. Many so-called "difficulties" are just flexible applications of basic concepts; learning shortcuts when the foundation is unstable will only fail when conditions change slightly.
- Relying too much on techniques without understanding the principles. Skills can speed up familiarity with question types, but they cannot cope with combinations that have never been seen before. Skill and understanding must go hand in hand.
- Just cramming before the exam. Mathematics is a cumulative subject. What can be corrected in the last few weeks are implementation details (time allocation, step format, checking habits), and it is impossible to reconstruct concepts.
- Ignore psychological quality and rhythm management. Normally stable but inaccurate in formal exams, it is usually because there are no preset response rules. Question abandonment rules and time checkpoints should be fixed at ordinary times.
Three situations where tutor assistance is needed
Self-study can go a long way, but outside help is often needed in the following three situations:
| Condition | Why self-study is difficult to solve | suggestion |
|---|---|---|
| Don't know where the gap is | Diagnosis requires comparing the error patterns of a large number of students to accurately classify | Do an evaluation first, see Book a Trial Lesson |
| Know the gap but stuck | The same blind spot cannot be seen by oneself, because it is the judgment standard itself that is wrong | One to one or Top-up courses |
| Lack of discipline and progress supervision | No matter how good the roadmap is, it will not be executed without external rhythm. | regular class Fixed progress and quizzes in each class |
our DSE maths tuition courses Taught by instructors who have personally taken the exam as self-taught students and obtained 5** in Core, M1, and M2. Form 6 will complete the entire course in October. After that, mock papers will be distributed in each class and reviewed in the next class. The teacher-student ratio in small classes is no more than 1:7, and each class has about 12 to 14 people taught by two instructors. The fee is HK$1,360 for 4 Core lessons per month (1.5 hours per lesson), and HK$1,600 for the compulsory M1 or M2 (2 hours per lesson). Please see Charge page.
Class location and contact
- Address: Room A, 9/F, Landmark City, 761 Nathan Road, Prince Edward, Kowloon (About 2 minutes’ walk from Exit C1 of MTR Prince Edward Station)
- WhatsApp/Phone: 9651 3910
- Email: terrybgwan@gmail.com
Students mainly come from Band 1 secondary schools in Kowloon district, including DBS, DGS, La Salle College, Maryknoll Convent School, Wah Yan College, Kowloon and Heep Yunn School. See centre background About Math Insight, please see the instructor’s qualifications Maths Tutors.
FAQ
How many people have achieved 5** in DSE Mathematics?
According to the score statistics published by the Hong Kong Examinations and Assessment Authority, about 1.3% to 1.5% of candidates in Mathematics Core achieved 5** in recent years, about 5% to 6% achieved 5* or above, and about 13% to 15% achieved Level 5 or above. The “approximately 4%” figure circulated on the Internet does not conform to official statistics.
Currently it is only Level 3, is there still a chance to get stars?
Jumping from Level 3 to Level 5** in one year is extremely difficult, but moving up to Level 5 is a common and feasible goal. The bottleneck of Level 3 usually lies in the junior secondary foundation and procedural errors. The foundation should be rebuilt first. See Top-up courses.
How much time should be spent on each point of Paper 1?
105 minutes, 135 minutes, or about 1.29 minutes per minute. A 10-point question theoretically takes about 13 minutes. However, the actual difficulty should be adjusted according to the three parts: Part A (1) is faster than the average and the cumulative time is given to Part B.
Can I use a calculator programme?
Can use pre-stored For calculation programme, but the computer must be an HKEAA-approved model (printed with the H.K.E.A.A. APPROVED label), and the programme No text or answer prompts may be stored. Please check the latest HKEAA rules before taking the exam.
How long does it take for maths tuition to be effective?
Depends on question type. Correction of procedural or review errors can be reflected within a few weeks; conceptual gaps spanning multiple grades may take more than a semester. A reliable early indicator is a decrease in re-occurrence of incorrect questions, not scores.
Should I enroll in a large class or a small class?
Small class sizes allow instructors to pick up on each student's error patterns. Our teacher-student ratio is no more than 1:7, with about 12 to 14 people in each class taught by two instructors.One to one and online courses.
Is there a big difference between IB Mathematics and DSE Mathematics?
The differences lie in the scope, tool rules and internal assessment: IB has IA accounting for 20%, while DSE does not have school-based assessment; Paper 1 of IB Mathematics AA does not allow the use of computers. See details IB/GCE course page.
What is the difference between this page and "5** Guide"?
This page is an execution roadmap (self-assessment, stage tasks, monthly schedule);5** Strategy Dealing with the institutional level (rating mechanism, structure of Paper 1 and 3, topic distribution, Past Paper strategy). It is recommended to read this article first and then use this page to implement it.