Private Tutoring (1:1)
- Mathematics
- HK$1,200
75 minutes a lesson · the figures below are per four lessons
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Primary School (English, Mathematics and Other Subjects)
Primary mathematics tutoring for P4 to P6, covering arithmetic foundations, geometry and measures, handling data and word problems, taught against the school's own syllabus, with full working practised for the internal assessment (呈分試) and transfer examinations. One-to-one or a self-formed group of at most 2 students, 75 minutes a lesson, in Kwun Tong, first lesson free.
Looking for primary mathematics tutoring? PY Education's classes are taught by Mr Wong — MSc in Financial Mathematics and Statistics from City University of Hong Kong (graduated with Distinction), BBA in Business Administration (major in Finance) from City University of Hong Kong, and currently reading for an MSc in Computer Science at the Chinese University of Hong Kong. He is a full-time tutor with five years of one-to-one and small-group teaching experience, and teaches mathematics at every level from primary school to pre-university.
We take students in P4, P5 and P6. Lessons follow the school-based syllabus of the student's own school, with targeted preparation for the internal assessment (呈分試) and school transfer examinations. The content is organised by the five strands of the Education Bureau's current Mathematics Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) and its supplement, Learning Content of Primary Mathematics: Number, Algebra, Measures, Shape and Space, and Data Handling. Lessons run 75 minutes, in Kwun Tong, one-to-one or in a self-formed group of at most 2 students.
We begin with the four arithmetic operations and the order of operations, then work through converting between fractions, decimals and percentages: 0.25, 1/4 and 25% have to be usable as the same number, the three notations interchangeable, which is what Percentages (I) asks for. Proportion is not in the primary syllabus — the curriculum places Rates, ratios and proportions in the junior secondary course (S1–S3), as Learning Unit 6, with the year left to the school. At primary level the same questions are handled by the unitary method, with students not even required to use the term “direct proportion”. The one place primary mentions a ratio is Fractions (V), where a fraction may be read as the ratio of two integers, without the “:” notation being introduced.
There is a common chain here. Adding and subtracting fractions with different denominators means finding a common denominator first, and a common denominator comes from common multiples — which belong to P4's Common multiples and common factors, the unit straight after Multiples and factors. Common multiples are in P4; Fractions (III) (comparison, addition and subtraction with different denominators), where they are used, is in P5 — a different year, and not the same chapter. When a P5 student gets addition and subtraction with different denominators wrong, the place they actually stopped can be that P4 unit, so we confirm it is clear before going back to fractions. Applications of percentages carry a chain of the same kind: the whole of it is built on converting between fractions and decimals.
Perimeter, area and volume are handled in stages, in the order the textbook takes them: Perimeter (I) to Perimeter (II) (circumference); Area (I) (squares and rectangles) to Area (II) (parallelograms, triangles and trapeziums), then Area (III) (areas of circles). Volume starts from cubic centimetres and cuboids, then the relation between capacity and volume. Each stage uses the result of the one before it, so the order cannot be skipped.
Speed is not a new operation. It is a division relation plus a unit — distance divided by time. Where a speed question stops is usually not the division itself, but reading “per hour” as “divided by time”, and that reading is where we start. Interconverting hours, minutes and seconds is itself the first learning objective of the Speed unit, and it runs on base sixty rather than base ten, so we teach it separately. Units of length, weight and capacity were finished in P1 to P3, but P4 to P6 questions keep using them. We ask for the conversion step to be written into the working, not done in the head.
Handling data at P6 covers averages, broken line graphs and pie charts, and the uses and abuses of statistics. Calculating an average is not hard in itself, but questions usually ask it backwards: given the average and the number of people, find the total first, then find one unknown value. A pie chart asks for an angle or a percentage to be turned back into an actual quantity. Uses and abuses of statistics has two parts: choosing a suitable statistical chart to present the data, and discussing and recognising how statistical charts are used and misused. The second is answered in a sentence of words, saying where a chart misleads, not in a calculation.
The first step in a word problem is turning a passage of words into a relationship — which quantity is the whole, which is the part, where the multiple is — and then writing an equation from that relationship. We ask students to draw the sentence first: a bar model handles whole and part, multiples and differences. The bar model is not a learning unit in the curriculum document; it is the drawing local textbooks commonly use for word problems. If a student can draw it, the equation usually follows. If they cannot draw it, what needs work is reading the question, not the calculation.
On a marked paper, two kinds of mistake are looked at separately. A method mistake is an equation written wrongly: that question gets talked through again from what it says, and is then done a second time with a different set of numbers. A right method with an arithmetic slip is a digit copied wrong, a carry forgotten, a unit not converted — that question does not need reteaching; what needs work is the habit of checking, putting the answer back into the original question and seeing whether it makes sense there. The two kinds are handled differently, so we sort them first when we mark, and then decide what the next lesson does.
Word problems on school papers and transfer papers generally award marks by step, so we ask for a complete equation, working and answer sentence on every question, and do not accept a bare answer; the actual marking method is whatever the school publishes. Units, the answer sentence and the number of decimal places to round to are all asked for as part of the steps.
The first lesson goes through the student's recent test papers, exercises and homework, and sorts the wrong questions into method mistakes and arithmetic slips. From the method mistakes we work backwards: whether a fraction mistake stopped at the common denominator or at common multiples, whether an area mistake stopped at the formula or at where the height is, whether a word-problem mistake stopped at reading the question, writing the equation or the arithmetic.
Lessons two to four work on the chain that came out of that — going from P4's Common multiples and common factors up to P5's addition and subtraction with different denominators, say, or filling in a missing stage in the Area (I) to Area (III) sequence. Any question a student gets wrong in a lesson is set again with a different set of numbers and done at the start of the next lesson, to confirm it is genuinely clear rather than remembered from the lesson before. After four lessons we say plainly which topic we have reached and which chain is next.
There are three internal assessment (呈分試) sittings: the second term of P5, the first term of P6 and the second term of P6. The papers are the school's own, so we work from the student's school-based syllabus and its past papers, and set the emphasis for each lesson from the questions missed in the last few tests. There is no published marking scheme for the internal assessment — each school sets and publishes its own papers and its own marking method, so how each subject is scored and how much coursework counts are questions to put to the school.
On weighting: from the 2026/27 school year the subject weightings are 88844222 — Chinese 8, English 8, Mathematics 8, Humanities 4, Science 4, Physical Education 2, Visual Arts 2, Music 2, 38 marks in total, with Mathematics at 8. General Studies has been split into Humanities and Science, and Physical Education counts for the first time. This set applies to the cohort now in P5, who sit the first assessment in the second term of P5 in 2027; students now in P6 have all three sittings under the previous set of weightings, and the actual scoring is still whatever the school publishes.
A transfer examination is a paper set by the target school. Its question types, depth and timing are different from a school test, and some schools set questions deeper than the school's own level. We practise the target school's past question types, so please tell us the target school and the examination date when you enrol.
The trial lesson looks at where the student is now and where the weak points are, goes through the last few test papers and exercises, and settles which topic to start from. There is no request to enrol on the spot. When you enrol, please tell us the school and the textbook in use, and we will follow that school's progress.
Kwun Tong
75 minutes
HK$1,200 per four lessons one-to-one, 75 minutes a lesson. A self-formed group is HK$1,000 per student per four lessons, at most 2 students per group. Lessons are in Kwun Tong, and the first lesson can be free.
Yes. We teach P4, P5 and P6, not P6 only. The trial lesson goes through recent test papers and homework to confirm which topic to start from — if working backwards puts the break in an earlier year, we pick it up from that unit.
Yes, but a primary self-formed group takes at most 2 students and no more. Students find their own classmate; we do not run group formation or matching. The two should be close in year group and using similar textbooks. Tell us both names when you enrol — it is HK$1,000 per student per four lessons.
They help, but not on their own. Where a word problem stops is usually not the arithmetic; it is the step from the sentence to the relationship — which quantity is the whole, which is the part, where the multiple is. We ask for a bar model first and the equation after it, then set the same question again with different numbers, to see whether the method is understood or the answer was remembered.
Not necessarily. Two things need separating first. A method mistake is an equation written wrongly, and that question gets talked through again from what it says. A right method with an arithmetic slip is a digit copied wrong, a carry forgotten, a unit not converted — that does not need reteaching; what needs practice is checking after the calculation, putting the answer back into the question and seeing whether it makes sense. We sort marked papers into those two kinds before deciding what the next lesson does.
Yes. Tell us the school and the textbook in use when you enrol, and we teach in the order of the school-based syllabus, revising the school's published scope before a test. The one time we depart from it is when working backwards puts the break in an earlier year — P5 addition and subtraction with different denominators actually stopping at P4 common multiples, for instance. We fill that unit in first, then rejoin the school's progress.
Three: the second term of P5, the first term of P6 and the second term of P6. From the 2026/27 school year the subject weightings are 88844222 — Chinese 8, English 8, Mathematics 8, Humanities 4, Science 4, Physical Education 2, Visual Arts 2, Music 2, 38 marks in total, with mathematics at 8. General Studies has been split into Humanities and Science, and Physical Education counts for the first time. This set applies to the cohort now in P5, who sit the first assessment in the second term of P5 in 2027; students now in P6 have all three sittings under the previous set. How each subject is actually scored, how coursework counts and what papers are set are decided and published by each school, so that part is a question for the school.
No. The first sitting is in the second term of P5 at the earliest, and P3 and P4 do not sit it. What we do in those two years is the curriculum of that year itself: in P4 that is Multiples and factors, Common multiples and common factors, Fractions (II), Decimals (I) and (II) and Area (I); in P3 it is Fractions (I) and Four arithmetic operations (I). Those are the units P5 and P6 questions are built on. Starting lessons now is fine, but we do not bring internal assessment papers forward to drill.
No. We teach the school-based syllabus and the mathematics of the internal assessment and transfer examinations, not an Olympiad competition course. Some schools set deeper questions in their transfer papers, and those question types we do practise.
There is homework. Questions a student gets wrong in a lesson are set again with different numbers to take home, and done at the start of the next lesson. On frequency, one lesson a week is the most common arrangement, but whether it is enough depends on where the break turns out to be — a topic stopping in the same year and one stopping in an earlier year are different distances to travel, so we do not state a number of lessons in advance.
No sign-up on the day. The trial lesson looks at where the student is now and where the weak points are, goes through the last few test papers and homework, and settles which topic to start from. There is no request to enrol on the spot. The first trial lesson is free — just tick the box on the enrolment form.
No. Primary mathematics lessons are in Kwun Tong only; there is no online class and no home tuition. Online teaching starts at secondary level — HKDSE (S1 to S6, and M1/M2), IGCSE, IAL, IBDP and AP can all be taken in Kwun Tong or online, and IBDP additionally offers other districts, with a surcharge by district.
No. This page is primary mathematics only (P4 to P6). S1 to S6 and M1/M2 are on the HKDSE mathematics page, and IGCSE, IAL, IBDP and AP each have their own. The format and fees differ too: primary and HKDSE lessons are 75 minutes and billed every four lessons, while IGCSE, IAL, IBDP and AP lessons are 60 minutes, charged by the hour, and one-to-one only.