AMC Y5-6 Advanced Course
For Years 5–6 with secure foundations. Develop upper-primary problem-solving through the Australian AMC pathway.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →How to Use AJMO Sample Problems: A Parent’s Review Routine
The short answer
Use a sample problem twice for different purposes: first to observe an independent attempt, then to study the method. Finish with a changed problem that the child has not memorised. Keep the amount of help visible so a correct answer does not hide a reasoning gap.
What should a parent do before the first question?
Choose a suitable official sample collection using the verified resource finder. Begin with two questions, paper and a pencil. Tell the child that you want to see how they think, not merely how many answers they can produce. In the first attempt, do not identify the topic or tell them to use a particular formula.
Keep a short record of help: independent, prompted to draw, given a useful hint, or shown the method. These are different outcomes even when the final number is identical. A child who can continue after a diagram prompt needs different practice from a child who cannot explain any of the quantities in the question.
What should we record during the attempt?
| Observation | Record this | Possible next teaching step |
|---|---|---|
| Representation | A sketch, table, equation or small case | Practise choosing a useful model |
| Conditions | Which restrictions were used or missed | Underline and test every condition |
| Organisation | How cases or quantities were tracked | Create a complete list or table |
| Check | What made the answer believable | Use a second method or substitution |
A pause does not automatically mean a missing school topic. The child might know the concept but fail to recognise it in unfamiliar wording. Ask a neutral question such as “What can you make simpler?” and record that prompt. Avoid a sequence of leading questions that effectively solves the task while appearing to leave it to the student.
How do we use feedback and worked explanations?
The Discovery Series provides feedback and solutions, and some problems have a Video button. Use a solution after a meaningful attempt. Stop at the first useful idea and ask the child to explain why it fits the conditions. Then close the explanation and rebuild the reasoning on paper. Watching a solution from start to finish is not the same as being able to produce one.
The point of the changed version is to test the idea, not to punish a child who needed teaching. If they cannot start the new version, return to the representation. If they can solve it but cannot explain the relationship, ask them to show the shared widths and heights.
What should an error log look like?
Write the date, source collection, skill, first attempt, help given, and next fresh problem. A useful note is “missed that order matters; next time fix the middle position before counting”. A less useful note is simply “Question 4 wrong”. Record practice actions rather than inventing a percentage improvement from two questions.
How often should we repeat the routine?
Try a small session with one new method and one mixed problem, then revisit the method a few days later with changed numbers or conditions. This is our suggested routine, not an AMT timetable. Increase difficulty when the child can start independently, account for the cases and check the answer. If basic concepts remain insecure, repair those before selecting an Advanced course.
Use your notes to inspect the related course curriculum. The aim is to connect an identified gap to a lesson and then to fresh practice, rather than to collect more resources without a plan.
Give practice a clear learning pathway
Explore the complete curriculum, then start the free lessons in your own learning account. These existing AMC and AIMO courses develop related skills; they are not dedicated AJMO courses or official competition entry.
AMC Y7-8 Advanced Course
For Years 7–8 ready to extend beyond foundations. Build geometry, number-theory and counting techniques.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →AIMO Preparation Course
For students ready for deeper problems and written reasoning. Inspect the level before choosing the stretch.
First 3 starter lessons or units free with an accountSee curriculum & course details →Register & try 3 free →Questions parents ask
Should I give hints immediately when my child gets stuck?
Allow an independent attempt first. Then give a small, neutral prompt and record the help so that you can judge what the child can later do alone.
Does watching a sample solution count as mastering the method?
No. Ask the child to rebuild the explanation and solve a changed problem after the solution is closed.
Do all official AJMO sample questions have a video?
The platform offers videos on some problems. Check the current problem page rather than assuming every item has one.
How do I know whether the practice is helping?
Look for independent starting steps, complete organisation and correct checks on fresh related problems. Do not infer progress from repeated answers alone.