Fivethirty
Foundations first
Every chapter begins by rebuilding prerequisite ideas before moving into IB-level content, so hidden gaps are addressed before they compound.
Why Fivethirty Exists
If I had only 100 lessons...
to prepare a student for IB HL Mathematics, what would I teach, in what order, and why?
That question became 100 Days of Math: a complete path through IB HL Mathematics, built around teacher judgement, foundation-first learning, and one focused session at a time.
The question behind the course
If I had only 100 lessons to prepare a student for IB HL Mathematics, what would I teach?
What would I leave out?
What ideas must come first?
What mistakes would I prevent before they happen?
What concepts deserve the most time?
What topics can safely wait?
And most importantly — how would I organise everything so that every lesson made the next one easier?
Those questions became 100 Days of Math.
A path is not just a syllabus. It is a sequence of decisions about what should come next.
Students do not need more noise.
IB students are surrounded by resources: videos, notes, textbooks, questionbanks, past papers, tuition, online explanations, and now AI tutors. Some of these are helpful. Many are well made.
But the problem I kept seeing was not simply a lack of content.
Students were working hard, but the work did not always become progress. They did not always know which concept mattered most, which foundation was missing, which question was worth doing, or when to stop and review.
When students are unsure, they often do more: more tuition, more videos, more questions, more late nights. But more is not always better. Sometimes what students need is a clearer path.
Fivethirty exists to give students that path — one that reduces decision fatigue and helps them spend effort where it matters.
The aim is not to make students study more. The aim is to help them study better.
Teacher judgement is the product.
Technology helps deliver the course, but the core product is the judgement behind the path: what comes first, what deserves time, what students usually misunderstand, and what should return later.
Sequence matters
Topics are not placed randomly. They are ordered so that each lesson prepares students for the next one.
Not all practice has equal value
Practice is guided by concept weightage, chapter distribution, exam patterns, and teacher experience, so students focus on high-value standalone and bridging concepts.
Thinking over drilling
Students are guided to understand the logical links between steps, not just memorise answer patterns or repeat low-value exercises.
Review before gaps become permanent
Weak concepts return through spaced, conceptually varied practice so students can strengthen understanding over time.
Built from classroom teaching.
Fivethirty is designed by a current IB Mathematics teacher at a MOE Singapore school offering the IBDP, drawing on over a decade of classroom experience.
The course is shaped by the same decisions a teacher makes in front of real students: when to slow down, which misconception to address first, which foundation to revisit, which question is worth the time, and how much detail is enough for now.
The result is not a collection of resources. It is a guided learning path that preserves teacher judgement so students can follow it independently.
What Fivethirty became
A complete 100-session path through IB HL Mathematics, designed to help students learn concepts clearly, practise deliberately, review intelligently, and know what to study next.
100 focused sessions
A clear route through IB HL Mathematics, from first principles to exam mastery.
Six modules
Numbers & Algebra, Functions, Trigonometry, Vectors, Statistics & Probability, and Calculus.
Short concept lessons
Focused explanations that teach one idea at a time before students practise.
Interactive practice
Questions, hints, retries, and worked solutions that help students learn actively.
Chapter notes
A place to write explanations, mistakes, skipped questions, and ideas to revisit.
GDC support
Ti-Nspire workflows taught alongside the mathematics where they matter.
Adaptive review
Weak concepts return through spaced, varied practice before they become larger gaps.
Learning dashboard
Students can see chapter progress, concept mastery, and what to focus on next.
Exam-informed direction
Practice and recommendations prioritise concepts that matter most for IB exam readiness.
Open the library. Start where you are. Follow the path.
Begin with the free preview chapters and see whether the teaching style, structure, and pace fit the way you want to learn.