How to get an A or A* in Cambridge IGCSE Additional Mathematics (0606)

Remove algebra bottlenecks first

Before attempting the hardest questions, check your manipulation of indices, surds, algebraic fractions and equations. If expanding a bracket takes all your attention, there is little left for deciding how to solve the larger problem. Ten careful minutes on a weak prerequisite can make the next advanced exercise much more productive.

Build a small collection of error pairs: an incorrect line beside its corrected version and an explanation. Include dividing by an expression that might be zero, cancelling terms instead of factors, and losing a negative sign.

Treat functions as rules with conditions

When working with composite or inverse functions, write the order of operations in words before replacing symbols. For an inverse, check whether the original domain makes the rule one-to-one. A correct-looking formula can still be incomplete if it ignores a necessary restriction.

Sketch a graph when a symbolic answer becomes confusing. Intersections help you interpret equation solutions, and a rough shape can reveal whether a proposed range is sensible. Your sketch supports your reasoning; it does not replace the algebra requested.

Connect calculus to what a graph is doing

Differentiation gives a gradient function. Use that meaning to connect stationary points, tangents and changes in a curve. After solving for a stationary point, return to the original function for its coordinates. Do not confuse a value of x with the complete point.

When integrating, check your result by differentiating it. For an indefinite integral, include the constant. For an area question, inspect the graph and the interval so that a signed integral is not mistaken for a total geometric area.

Practise exact work without a calculator

The syllabus introduced a dedicated non-calculator paper for 2025–2027. Practise exact values, fractions and algebra in the conditions your paper requires. Check your exam-year syllabus before choosing a paper because older resources may assume different calculator arrangements.

Keep exact expressions until approximation is requested. A surd or a multiple of pi may communicate the result more accurately than a decimal. Learn to recognise when an expression can be simplified rather than reaching immediately for numerical evaluation.

Learn to start an unfamiliar problem

Write down the known conditions and the required result, then identify an intermediate quantity that could connect them. A useful first step might be substituting a point into an equation, differentiating a curve or expressing a geometric length in one variable. It need not solve the whole question immediately.

After marking, describe why the successful first step worked. This turns a difficult question into a reusable strategy. A fixed percentage cannot promise A*; dependable reasoning across the syllabus is the goal.

Common mistakes—and how to fix them

Your four-week revision plan

Use this as a focused revision cycle alongside your lessons. If you are still learning the course, give unfamiliar topics more time before attempting full papers.

1. Week 1

   Stabilise prerequisites

   • Diagnose algebraic fractions, indices and rearrangement.
   • Explain corrections aloud without reading a worked solution.
2. Week 2

   Link representations

   • Pair function questions with sketches.
   • Practise differentiation and integration as reverse checks.
3. Week 3

   Train problem solving

   • Attempt mixed multi-step questions without topic labels.
   • Keep a first-step strategy log and revisit failed starts.
4. Week 4

   Rehearse both paper conditions

   • Complete calculator and non-calculator practice appropriately.
   • Recheck exact values, domains and all requested solutions.

Your questions, answered