Find IGCSE Maths tutors

A topic label such as “algebra” is only a starting point. An unfinished answer can show whether the difficulty lies in understanding the question, choosing a method, carrying out the calculation or explaining the result. Use the learner’s own work to choose which of these areas needs attention, within their course and tier.

These constructed teaching examples show how a lesson can address the reasoning behind an answer. The task should match the learner’s tier.

Percentage change: identify the original amount

A coat costs £80 before a 15% reduction. Ten per cent of £80 is £8 and five per cent is £4, so the reduction is £12. The sale price is £80 − £12 = £68. This forward percentage work is part of Cambridge Core.

For a reverse-percentage task, suppose only the £68 sale price and the 15% reduction are given. The sale price represents 85% of the original, so the original price is £68 ÷ 0.85 = £80. Adding 15% to £68 would give £78.20: that uses the reduced price as the percentage base. A complete response identifies which amount represents 100% and checks that £80 × 0.85 returns £68. Reverse percentages appear in Cambridge Extended and Pearson Mathematics A Foundation and Higher.

Algebra: finish solving after factorising

To solve x² − 5x + 6 = 0, look for two numbers whose product is 6 and whose sum is −5. They are −2 and −3, giving (x − 2)(x − 3) = 0.

Stopping at the brackets leaves the equation unfinished. A product is zero when at least one factor is zero: x − 2 = 0 or x − 3 = 0. Therefore x = 2 or x = 3. The negative numbers in the brackets are not the solutions. Substitution checks both answers: 4 − 10 + 6 = 0 and 9 − 15 + 6 = 0.

This type of quadratic solving belongs to Cambridge Extended and is also included in Pearson Mathematics A Foundation and Higher. A useful next step is a similar equation attempted without the worked solution in view.

Agree the purpose of tuition before choosing how often to meet. A specific percentage gap, repeated difficulty keeping up with classwork and an approaching mock need different plans. The following sequence gives the learner and tutor something concrete to review.

Use Latimer’s free introductory meeting to discuss the learner’s goals, the tutor’s approach and lesson arrangements. Bring one marked question and describe what happens when the learner gets stuck: do they guess a method, lose track of signs, or understand an explanation but struggle alone afterwards?

Confirm experience with the exact course and tier. Then ask how the tutor would use that piece of work to choose an initial focus. A useful answer should connect the difficulty to a teaching task and a way of checking understanding. The introduction is a conversation about fit and arrangements, rather than a full teaching lesson.

Explain any preferences that affect learning. A learner who feels rushed might need thinking time before answering; someone who loses their place in long calculations might benefit from one step per line. Agree adaptations with the individual tutor, and check any specialist experience needed.

Each tutor sets their own hourly rate, shown on their profile, and Latimer uses pay-as-you-go billing. Check the individual rate and agree lesson length and frequency before estimating the cost over your planned review period.

A learner who can identify and correct mistakes with a worked solution may be able to continue with school resources and independent practice. Paid support has a clearer purpose when they need help locating a recurring error, understanding why a method works or applying it to a different question.

For a tight budget, agree which questions need a tutor’s explanation and prepare them before the lesson. A higher price alone does not establish course fit.

Check the qualification code, tier and examination year before choosing a syllabus or paper. Cambridge labels its syllabuses by examination year: a learner starting in 2026 and sitting in 2028 needs the 2028–2030 edition. Use the Cambridge links above to choose the applicable syllabus.

Begin with targeted questions where a method is insecure. Once the learner can use it independently, mix topics so that they have to select the method, then practise under the conditions of their paper. For Cambridge, include work without a calculator as well as calculator practice; Pearson Mathematics A permits a suitable calculator in both papers.

After marking, keep a short record of the error and the correction: for example, “used the sale price as 100%; identify the original amount first”. If an assessment is close, prioritise errors shown in recent work and realistic practice time. Agree a limited focus instead of expecting a whole course to be covered in a few lessons.