Welcome to the Junior Mathematics Competition!
This year the competition will be held in two parts – the first being a multiple-choice and short answer exam sat entirely online , while the second part will be a paper exam limited to the top 15 percent of participants in the first part.
The first part of the competition will be sat from Monday April 4 to Friday April 8 inclusive , while the second part will be held on Wednesday May 11 .
2022 is the 37th year of this highly successful Competition.
This mathematics competition is for students in years 9 to 11 (forms 3 to 5), although younger students may also take part. Every student throughout New Zealand sits the competition on exactly the same days, usually two Wednesdays in April in May (one for each part).
The competition lasts for 50 minutes per part (so one hour, 40 minutes in total). The emphasis is on problem solving, so expect surprises!
Mathematical skills are important, but so is careful reading. Students who read the questions carefully and work out exactly what is being asked generally do better than those who jump in and write down the first thing that springs to mind.
Although many of the same questions are asked for each year level, students only compete against students at the same level as themselves. (However students in years 7 or 8 are regarded as being in year 9 for the purposes of the competition.)
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Otago Problem Solving
Otago university maths problem-solving challenge.
At Kenakena we have been focusing on delivering a school-wide maths programme where problem-solving is at the heart.
Problem Challenge is a mathematics problem solving competition aimed primarily at Intermediate School children. It is organised by members of the Department of Mathematics at the University of Otago ( https://www.maths.otago.ac.nz/pc/ ).
Children participating in the competition attempt to answer five questions in 30 minutes on each of five problem sheets, which are done about a month apart starting in April.
The Otago University programme is well suited to what we do and our participating students do really well. Children from Years 6 to 8 are nominated by their teachers based on a recognised ability to solve demanding mathematical problems. In 2015, 55% of our students who participated achieved an Excellence award!
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Past examination papers
Copies of past examination papers are available online through the Library website.
Not all examination papers are available online as departments sometimes embargo the publication of particular examinations.
Past exam papers
Paper co-ordinators may request an embargo on the publication of an exam paper:
Email [email protected] AND [email protected]
Lists of embargoed papers can be found in AskOtago Teams, in the relevant folder for year and semester: Examinations and Exam Support
See also Return of exam scripts for more information.
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Otago Problem Solving
The competition started around the early 1990’s in South Island schools, but after about two years, the competition became available to schools all over New Zealand with students in years 7 and 8. Some younger children can sometimes participate too. In most years about 650 schools enter problem challenges, involving over 35,000 children.
Each year students answer 5 questions in 30 minutes, over 5 sets of work, and at the end of each competition everyone receives a certificate. 10% get excellence, 30% get a merit, while the others receive a participation award.
We think that everyone who participated had a great time and enjoyed pushing themselves in that category. A quote from Harry, “I really loved the challenge and even though I didn’t do brilliantly I have thoroughly enjoyed it and improved on my maths.”
Here are some questions from the quiz
The school soccer team has played 15 games with a success rate of 80%. In order to raise their success rate to 90% in the shortest possible time, how many consecutive games must they win?
All of Toby’s marbles are either blue, red, green, or yellow. One third of his marbles are blue, one quarter of them are red, and seven of them are green.
What is the smallest number of yellow marbles that Toby could have?
Written by Aydin Khajehzadeh and Harry Baddington
Otago Problem Solving
Kia ora Otago Problem Solvers,
Yes, it is time for the final session! We return to school tomorrow and I'm sure you will all be too busy to do any more Otago questions. Traditionally we have finished well before November.
Thank you to all the students who regularly completed the questions - you know who you are...as do I, as I kept a list! :-)
Term 4 - Week 5 - Session 10 - *If you would like a set of questions, please email me :- ) [email protected]
Term 4 - Week 5 - Session 9 - FINAL SESSION!
Term 4 - Week 4 - Session 8
Term 4 - Week 4 - Session 7
Term 4 - Week 3 - Session 6
Term 4 Week 3 - Session 5
Term 4 - Week 2 - Session 4
Term 4 - Week 2 - Session 3
Term 4 - Week 1 - Session 2
Term 4 - Week1 - Session 1
Session 11 - Thursday 30th September *Last Session of Term 3
Session 10 - Tuesday 28th September
Session 9 - Thursday 23rd September
Session 8 - Tuesday 21st September
Session 7 - Thursday 16th September
Session 6 - Tuesday 14th September
Session 5 - Thursday 9th September
Session 4 - Tuesday 7th September
Kia ora All - for Session 4 I would like you to send me an email [email protected] requesting a copy of today's questions/video. The reason for this is to check how many of you are actually completing the questions - I'm currently only getting the same 6 - 8 students sending me their answers and there are 36 students in the Otago problem solving group.
Thanks Bevan
*If you are not part of the Otago Group and would like to try some of the questions please also send me an email.
Remember to email me your answers - [email protected]
The table below indicates the achievement of year 4 and year 8 students on those assessments, attempted by both groups of students, which were evaluative, rather than descriptive, and which were judged to be substantially based on problem-solving skills.
The assessments were also classified according to the kind of thinking required to solve the problems using the classifications from the NZ Curriculum Framework:
- creative thinking
- reflective thinking
- logical thinking
There were very few assessments which might possibly have been classified as involving critical thinking, the other classification in the Framework, and these were included in the reflective thinking group.
The overall achievement of students in problem-solving assessments involving these different kinds of thinking is given below:
In those learning areas for which there have been two cycles of assessment, the achievement in the trend tasks, which were common to both assessments, gives a measure of changes in performance over time. The overall achievement in these problem-solving sub-tasks is given below
Problem-solving skills were assessed in each of the reports. Student achievement was quite variable, indicating the importance of context in problem-solving.
There appears to be less improvement in creative thinking between year 4 and year 8 than in either reflective or logical thinking. The growth in reflective and logical thinking might be anticipated on the basis of developmental stages, but the smaller growth in creative thinking might be considered disappointing.
There is no evidence of substantial change in problem-solving skills between the two cycles of assessment.
COSC326 Computational Problem Solving
Solving problems in a computational environment. Choosing the right techniques, verifying performance, understanding and satisfying client requirements. Working individually and in teams to provide effective solutions.
This paper develops and extends the analytical and creative skills required in programming. A series of études - some individual, some in pairs and some in groups - require solutions that challenge your abilities as programmers. As well as finding solutions, there is an emphasis on testing and verifying them and communicating the outcome to the "client" (who, in this case, is the instructor).
About this paper
Computer Science Adviser
Professor Michael Albert
This paper aims to improve and develop programming skills by setting a series of exercises that require an analytical and creative approach to problem solving. Most, but not all, of these exercises will involve programming tasks. Some will not use computers at all; some will use them only for ancillary tasks. Each solution will be assessed against the requirements, and students will be expected to go back and rework each problem until it is completed satisfactorily. Students will be required to fully test and debug their programs as well as learn to identify inefficiencies. Assessment: This paper is 100% internally assessed.
This paper has no lectures. Students take part in 'town hall meetings' and 2-hour labs as indicated in the timetable below.
No textbooks are required for this paper.
The central learning outcomes from COSC 326 relate to the strategies and mechanics of problem solving in the context of programming. Specifically:
- Understanding a problem (for instance, simplification, clarification, generalisation and specification)
- Learning different problem-solving strategies (for instance, creative approaches, top down, choice of tools, etc)
- Specific computer-related techniques in problem solving (for instance, limitations of programs, recursion, testing, efficiency)
- Working with people (for instance, group management and dynamics, collaboration, record keeping and reporting)
Computer Lab
IMAGES
VIDEO
COMMENTS
A. Surprisingly poorly done. See below. (b) Substitute x = 0 into the equa-tion * to ଏnd the co-ordinates (in the form (a, b), where a and b are rational numbers) of the appropri-ate intercept. (0, 382/13). 'Decimal'. answers were accepted but '(0, 29)' was not unless the level of rounding was shown.
Solutions. 2004. Questions. Solutions. Note that the Questions and Solutions available here are as they were presented to schools. Any errors in the questions have not been corrected, although with any luck such errors will be noted in the relevant solutions. Ask Otago | 0800 80 80 98 | [email protected] |. | Top of page.
Previous Questions. You can download PDF files of the questions and solutions from previous competitions here:
This year, the year 6, 7, and 8's in Mr Barr's top math class took part in the Otago Problem Solving (OPS) challenge. Out of Mr Barr's class, Ethan (Yr 8), Jhetro (Yr 8), Woojin (Yr 7) and James (Yr 7) made it to the final challenge. It consisted of 20 complicated math questions, 15 multiple choice and 5 free response questions.
The Final Challenge has run since 1999 and consists of harder questions. It is offered at the end of the year to children who score well in the main competition. 1. 5-Year Competition Book 1991 - 1995 ($32) This 95-page book is a compilation of the 125 problems from the first five years of the competition together with their answers and solutions.
Problem Challenge Competition Book 1 - Free download as PDF File (.pdf) or read online for free. 'Problem challenge' is a 5-year competition held in otago, NEW ZEALAND. Competition started in 1991 for intermediate level children in mainland schools. Since 1992 It has been offered to all schools with pupils in forms 1 and 2. 540 schools entered 16000 children in 1992, 630 schools entered 22000 ...
Problem Challenge is a mathematics problem solving competition aimed primarily at children in years 7 and 8 but may be of interest to mathematically gifted children in year 6. It has been offered to schools throughout New Zealand for the past 33 years. The response to the competition has been overwhelmingly positive.
Welcome to the Junior Mathematics Competition! This year the competition will be held in two parts - the first being a multiple-choice and short answer exam sat entirely online, while the second part will be a paper exam limited to the top 15 percent of participants in the first part. The first part of the competition will be sat from Monday ...
Question4:20marks(AllYears) Thenumbers 1,3,6,10,15,21,::: arecalledtriangular numbers. (a)Statethevaluesofthe8thand9thtriangularnumbers. (b ...
The Otago Problem Challenge is a mathematics problem competition aimed primarily at children in years 7 and 8. It is organised by John Curran and John Shanks, retired members of the Department of Mathematics and Statistics at the University of Otago. Children participating in the competition attempt to answer five questions in 30 minutes on ...
Otago University Maths Problem-Solving Challenge . At Kenakena we have been focusing on delivering a school-wide maths programme where problem-solving is at the heart. ... Children participating in the competition attempt to answer five questions in 30 minutes on each of five problem sheets, which are done about a month apart starting in April. ...
Past exam papers. Paper co-ordinators may request an embargo on the publication of an exam paper: Email [email protected] AND [email protected]. Lists of embargoed papers can be found in AskOtago Teams, in the relevant folder for year and semester: Examinations and Exam Support. See also Return of exam scripts for more information.
In most years about 650 schools enter problem challenges, involving over 35,000 children. Each year students answer 5 questions in 30 minutes, over 5 sets of work, and at the end of each competition everyone receives a certificate. 10% get excellence, 30% get a merit, while the others receive a participation award.
Session 4 - Tuesday 7th September. Kia ora All - for Session 4 I would like you to send me an email [email protected] requesting a copy of today's questions/video. The reason for this is to check how many of you are actually completing the questions - I'm currently only getting the same 6 - 8 students sending me their answers and there are 36 students in the Otago problem solving group.
Exam 2017, questions university of otago examinations 2017 mathematics como 204 differential equations semester (time allowed: three hours) this examination. Skip to document. ... Exam 2004, questions and answers; Exam 2002, questions and answers; Exam 2003, questions and answers;
UNIVERSITY OF OTAGO EXAMINATIONS 2017 ACCOUNTANCY AND FINANCE ACCT 222 Cost and Management Accounting Semester 1, 2017 (TIME ALLOWED: 3 HOURS) This examination paper comprises 10 pages. Candidates should answer questions as follows: All questions should be answered. Begin each question on a new page. Show all workings for your numerical ...
Exam 2003, questions and answers Preview text UNIVERSITY OF OTAGO EXAMINATIONS 2017 CHEMISTRY CHEM202 Organic Chemistry SEMESTER TWO (TIME ALLOWED: 3 HOURS) This examination paper comprises 9 pages Candidates should answer questions as follows: Answer ALL FIVE of the following questions.
In the New Zealand Curriculum Framework (Ministry of Education, 1993, p 19), the problem-solving skills are described in the following manner: think critically, creatively, reflectively, and logically; analyse problems from a variety of different perspectives; inquire and research, and explore, generate, and develop ideas; test ideas and ...
For many problems, the composers do not have the nationality of the proposing country. For instance, problem 2009/4 was proposed by Belgium, but only two of the three problem authors were Belgian, whereas the third is from South-Korea. Similarly, problem 2020/3 was proposed by Hungary with one Hungarian and one non-Hungarian problem author.
1) To compare students' achievement on problem-solving in mathematics of grade 7 students before and after using Polya's problem solving model. 2) To explore the way the student's apply Polya's problem solving model. Terminology Solving problem-questions refers to the process of finding solutions to difficult or complex
The central learning outcomes from COSC 326 relate to the strategies and mechanics of problem solving in the context of programming. Specifically: Understanding a problem (for instance, simplification, clarification, generalisation and specification) Learning different problem-solving strategies (for instance, creative approaches, top down ...