Home Education How to Prepare for Class 9 Math Olympiad?

How to Prepare for Class 9 Math Olympiad?

by M Sakhawat
Math Olympiad

Present the Mathematics Olympics in class:

This text aims to develop a presentation scenario for the mathematics Olympiad to generate enthusiasm for these tests early in the school year.

The idea of putting the pupil in a situation by letting him directly look for an exercise in the Olympics is a risky practice. In the sense that it can lead to a phenomenon of discouragement closely linked to the pupil’s perception of a complicated job that goes far beyond him. On the contrary, it is preferable that the professor offers a session not exclusively devoted to the search for an exercise but which implements a coherent and reproducible research method. 

We, therefore, start from the principle of setting up a time taken out of class time specially intended to present the Olympics to the students. As a reminder, the approaches, whether scientific or technological, correspond to what is developed in the scientific and industrial world and they consist of the rigorous implementation of 4 phases:

  1. Appropriation: Instead of presenting the subject of the previous year “diagonally”, we suggest that the teacher offers his students time specifically devoted to dealing with an exercise chosen before the session. It is certainly during the appropriation phase that the work carried out with the teacher will take on its full dimension.

“Read”: the first understanding of the text. 

It will be a question of making sure to install a reading time of the statement including a reading carried out by the teacher then by the pupil. It is useful to show the student that it is not at the first reading that one manages to read a text correctly, but that it is often useful to reread it several times to master all the components. 

“Say”: the dialogue to explain the utterance. 

This will consist of a dialogue set up by the teacher with the class. This exchange can start from a short presentation of the field of mathematics to which a particular exercise belongs, by legitimizing its research, which in many cases falls within a field of mathematics more general than that studied in class. The objective of this dialogue is to arrive at fully explaining the different elements of the statement, to dissect the instructions, and to tacitly create avenues for research.

  1. The research phase: The research phase can also be structured; it invites the student to register: 

First, at the practical level. The use of the draft should be put at the centre of the research process. Practice can be done with IMO Maths Olympiad Previous Year Question Paper Class 9 2013. The fact of showing the student that he may be invited to work on the draft before writing his answer on the copy will naturally lead him to think that the expected answer is not necessarily the result of an instant process.

Second, in terms of content. Simply writing a result is not necessarily the expected answer to a question, it is thus a question of making the student aware that he is expected to reveal in his writing the elements of the method put in place to find the answer.

The question of proofreading. The teacher can usefully invite the pupil to reread his calculations (by going over them in detail) and to self-check his answers by wondering, among other things, about their adequacy with the reality of the situation being studied.

  1. The restitution phase: An effective restitution phase can consist in highlighting two or three proposed solutions to the proposed exercise. In short, it is about encouraging the students as much as possible by bringing out the positive sides of their work.
  2. The capitalization phase: This phase should usefully integrate the productions collected during the previous phase. In this sense, it should not be disconnected from what the students produced. In order not to act dogmatically, the correction of the treated exercise will be carried out in interaction with the pupils and in “co-construction” with the wish to transmit to them the idea that the tracks covered are only a few.

Finally, preparing for the competition means practising more difficult problems than usual, but above all is developing essential skills for further studies, taking a lot of pleasure in solving beautiful problems that show mysterious and fascinating mathematics; in short, it is to share a passion.

  • Develop their autonomy and their ability to learn on their own or in a group;
  • Develop a taste for mathematics;
  • Develop their ability to write a scientific text and present their ideas;
  • Develop their capacities for resistance, persistence, and research;
  • Develop a taste for effort and manage a long preparation.


Here is a list of suggestions, intended for teachers and students who wish to prepare for the Math Olympiad:

1) Find out about the material conditions of the competition.

2) Before the test, you must have done the entire program or at least have swept the essential parts which are the source of problems (complex numbers, probability, calculation integral, arithmetic, geometry, analysis, etc.).

3) Preparing for a competition is first and foremost long-term teamwork; 

  1. To talk to his math teacher so that he agrees to supervise you or possibly that he directs you towards one of his colleagues.
  2. Try to form a preparatory group, in your establishment or your city or region. This team allows confronting problems of a high level of difficulty to stimulate the spirit of research.
  3. Talk to your teacher and you’re principal so that they can help to get in touch with other interested pupils.
  4. Simulate a test in real-time once or twice.
  5. Practice on the old problems of the general competition (without being discouraged if you cannot solve only part of the topic). 
  6. There is a multitude of websites that offer annals or related subjects.
  7. Present yourself at different competitions

4) Participate in a math club, if there is one within a reasonable distance.



The time of the Olympics is a time that can be prepared, no not in the sense of preparation for a competitive examination but in the sense of teaching a classic method of solving exercises that fits perfectly into the process of acquiring skills. As such, it is interesting to build bridges between what is seen in class and a particular Olympiad exercise to show the close link that exists between the mathematical activities carried out in class throughout the year and this event which consists in calling on mathematical skills developed for the long term.

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