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 →Good at School Maths but Struggling with AJMO? What to Practise
The short answer
School success and unfamiliar problem solving draw on overlapping skills, but they are not identical. An AJMO difficulty may come from recognising the useful idea, organising cases or checking a solution, even when the child knows the school mathematics.
Why does “I know this topic” sometimes fail in a competition?
In a school exercise, the chapter heading often supplies a clue: this is a percentage question or an area question. A competition problem may supply no such label. The child must build a representation, choose a method and notice hidden restrictions before calculation begins.
A lower-than-expected result is therefore not enough to diagnose weak knowledge. It also does not prove the child is careless or unsuitable for challenging mathematics. Ask to see the steps they attempted, then test a related idea in a calmer setting.
Which gap are we actually trying to fix?
| What you observe | Possible gap | A useful response |
|---|---|---|
| Cannot explain a relevant fraction or area rule | Prerequisite knowledge | Teach the concept with simpler examples before returning to the puzzle |
| Knows the rule when prompted but cannot choose it | Method selection | Compare two problems with different surface stories and the same useful structure |
| Has an idea but skips or counts cases twice | Organisation | List cases by a fixed first choice and explain how groups stay separate |
| Solves calmly but makes errors under a timer | Execution or timing | Use shorter timed sets and a repeatable final check |
These are possibilities to investigate, not diagnoses made from a certificate. More than one can occur in the same question.
What does method selection look like in a simple task?
Original teaching example: a shop sells notebooks in packs of 4 and 7. Can a customer buy exactly 23 notebooks using whole packs? A child might start dividing 23 by each pack size and stop when neither division is exact.
A useful representation is 4a + 7b = 23, where a and b are non-negative integers. Try b = 0, 1, 2, 3. The remaining totals are 23, 16, 9, 2; only 16 is divisible by 4, giving four 4-packs and one 7-pack. The skill is recognising that a short organised list can expose the answer.
Now change the target to 22. The child should rebuild the list, not repeat the earlier pack combination. With two 7-packs, 8 remains, giving two 4-packs. Ask why checking b only up to 3 covers the permitted possibilities.
How can parents help without doing the reasoning?
- “What is fixed, and what can change?”
- “Can you draw or list something that makes the conditions visible?”
- “What is the smallest version you could solve?”
- “How do you know you have not missed a case?”
Give one prompt, then time to respond. Naming the method immediately may produce a correct answer while leaving the selection skill untested. Later, offer a fresh task and see whether the child starts independently.
What should the next two weeks focus on?
Choose one recurring gap. In the first week, teach the idea and practise two changed examples. In the second, mix it with other topics and remove the hint. Keep a short note of the first step, the mistake and the improved check.
If the child’s foundations are secure, an Advanced AMC curriculum can provide structured practice with relevant techniques. If they are not, repair them first. Use the next-step guide to decide between the Year 5–6, Year 7–8 and deeper AIMO pathways.
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
Does a low AJMO result mean my child is weak at maths?
Not by itself. Review the attempted reasoning and a fresh related task to distinguish knowledge, strategy, organisation and timing gaps.
Should we just do more difficult questions?
Increase challenge after identifying the learning need. A harder question is less useful if the child still lacks a prerequisite or has no method for getting started.
How can a parent help if they do not know the solution?
Ask the child to restate conditions, draw a representation, try a smaller case and explain their check. If neither of you can resolve the mathematics, use a reliable worked explanation.
What is stronger evidence than repeating the same question?
An independent attempt at a changed problem, with a sensible first step and an explanation of why the method fits.