Number reasoning
Explore divisibility, remainders and integer constraints through examples and general arguments.
Develop mathematical problem solving through carefully chosen challenges, strategy review and explanations suited to your competition level.
The title describes the learning focus. Foundation Mathematics builds essential skills and is separate from a GCSE Foundation entry. For school or university courses, the board or institution’s specification code identifies what you study, not your score.
Choose the course that matches your school entry or discuss the exact scope of specialist support.
Students preparing for a named maths competition or seeking enrichment beyond their school course.
Students who can share recent work so practice targets the first uncertain step.
Learners who want guided explanations followed by independent attempts.
A tutoring overview, adapted to your starting point and school or institution requirements. Confirm the specification, entry route and assessment year before selecting exam materials.
Explore divisibility, remainders and integer constraints through examples and general arguments.
Look for substitutions, symmetry and useful factorisations before lengthy calculation.
Use diagrams, auxiliary constructions and relationships to uncover a route through the problem.
Separate cases, account for restrictions and check for double counting.
Review when to estimate, work backwards or test a small case; compare the efficiency of different solutions.
Count rectangles in a small grid, list a systematic method and check that nothing is counted twice. Generalise the method to a larger grid and explain the rule.
The next question changes the numbers or conditions so you can check whether the idea transfers to a new situation.
Confirm the competition name, level, date and rules. AMC and different olympiads require different preparation.
Combine untimed reasoning with timed challenges appropriate to the event; review skipped problems as well as incorrect answers.
Choosing lessons and preparing for your first session.
Students preparing for a named maths competition or seeking enrichment beyond their school course.
Send your course name, topic list, a recent marked task and your assessment date. For an exam course, include the board, specification code and year of entry.
The topic map is a teaching overview. We agree the exact coverage from your school or institution materials and the gaps shown in your work.
We use a new question to check understanding, review the steps you can explain independently and compare recurring mistakes across practice attempts. The next lesson follows that evidence.
Bring the student's current syllabus, recent test, or university target. The introductory session can confirm whether Competition Maths is the right path and where to begin.