SPS Mathematics Blog

The Maths society hosted a Teams Maths Challenge (TMC) for it's 4th and 5th form members. Students paired up and worked through the cooperative cross-number round. The cross-number round was followed by the, always enjoyable, Relay. This task requires a teammate to pass their previous answer on as a variable to start the next question. It was a close contest and quite dramatic!  We worked through the 2015 paper, however the 2016 and 2017 paper are available from the UKMT website for those who want to try it. Thank you to the L8th committee who volunteered to organise and run the Maths society TMC.  

The mathematics entrance exam at 16+ is taken in November for entry to study A Levels in the following September. The content of the exam is the Edexcel IGCSE syllabus but does not include the topics of arithmetic series and differentiation.  The emphasis is on number and algebra skills. The test for entry in September 2026 onwards will be non-calculator. When you apply to St Paul’s, we need to know whether you intend to take single mathematics A Level or further mathematics A Level. Pupils who do well on the entrance papers across all their chosen subjects are invited for interview. Interviews are taken by subject specialists at St Paul’s School and last 20-30 mins. The aims of the interview are to: gauge your ability to apply the GCSE mathematics skills in unfamiliar questions. to understand your reasons for choosing the subject. to investigate the additional problem-solving skills you have developed through classes and your independent studies. We realise that not ...

Students are invited to the Intermediate Maths Challenge (IMC) preparation sessions at their respective problem solving club. These are sessions tailored to the IMC and will continue up to the 29th January.  5th/6th Form Problem Solving: Monday Lunchtime, 12:40, Room 228 The 5th/6th form had the choice of a previous IMC paper or attempting the questions from the Mclaurin. When students sit the IMC they will be battling for the pride of qualifying for the Olympiad rounds - The Cayley (4th), Hamilton (5th) and Mclaurin (6th).  4th Form Problem Solving: Tuesdays Lunchtime, 12:40, Room 227  The most recent session focused on question 25 from the IMC. Often one of the most challenging questions, students were given opportunity to try and discuss a mix of Q25s on various topics.  IMC papers are available on the Maths Hub. Please see the tannoy for more details of the problem solving societies. 

Having both won our other matches, Highgate were the only other school still in the running for topping our group and going through to the main knockout competition. A loss wouldn’t be the end of the story, as we would certainly come second and carry on to one of the plate competitions (which we won two years ago), but with the talent at our disposal it would be a shame to miss out on the opportunity to go for the Hans Woyda cup again this year. Highgate had posted some good scores on the first two rounds, but I had faith in the St Paul’s team of Issam (4 th ), Shyamak (6 th ), Aman (L8 th ) and Eason (U8 th ).   We made good time and were welcomed by Stephen Kirkham, the Highgate coach who happens to be an OP and one of Andy Mayfield’s old tutees! Naturally I had already interrogated Andy to discover whether or not Stephen had any weaknesses that could be exploited to give us the edge, but sadly it turns out that he was a first rate student and a remarkably talented mathemati...

The British Maths Olympiad (BMO) Problem Solving Club meets after school on Fridays. Students who have excelled in the Senior Maths Challenge (SMC) are invited to tackle challenging BMO problems. These problems test advanced mathematical knowledge and problem-solving skills. Despite being held on Friday afternoons, the room is surprisingly lively. Students gather around whiteboards, eagerly discussing mathematical concepts. Dr. Stoyanov and Mr. Morris guide these discussions, helping students develop their ideas and reach solutions. While the BMO itself is an individual competition, the Problem Solving Club fosters a collaborative environment. It's a place where students share mathematical ideas and push each other to excel. The club not only prepares students for the Olympiad but also cultivates a deeper appreciation for mathematics. Through this weekly gathering, students enhance their problem-solving abilities, learn to articulate complex ideas, and experience the joy of c...

On Tuesday 12th November, I set off across the river with the next iteration of the Hans Woyda team for our Round 2 match against Cardinal Vaughan Memorial School. A dry forecast gave way to some light drizzle, but Siddharth (4th), Richard (6th), Adavya (L8th) and James (U8th) were insistent that they wanted the 40 minute walk up to Holland Park. Naturally this time could not be wasted, so I peppered them with a barrage of past paper questions on our journey. Fresh off the back of the first round of the House Maths competition the team were already warmed up for some competitive mathematics, but after the stimulating journey they were firing on all cylinders, and while I didn’t want to get ahead of myself I felt in my bones that we were in for an impressive performance. It was fairly even between the two sides, but Adavya’s familiarity with dodecahedra gave us a slight lead going into the geometry section. Unfortunately it was another dodecahedron that bested both Adavya and James this...

The maths society had the pleasure of welcoming one of our own, Mykhailo who presented a captivating talk on problem solving in mathematics. He began by telling us of his journey through mathematics, starting in Ukraine at the humble age of 7, where he agreed to compete in his first Olympiad in return for some Lego - a worthy reward. By the age of 11, however, he began to lose interest until a remarkable geometry teacher reignited his passion. From that point on, he was completely hooked on geometry, so much so that his Olympiad scores r eflected his singular focus: 0/7, 0/7, 0/7, and finally, 7/7, as he excelled in geometry alone. He, therefore, decided that it would be best for his progress if he stopped doing geometry altogether, focusing instead on the other 3 areas of math: Algebra, Arithmetic, and Number theory. He led us through a series of questions, seemingly impossible at the face of it but very manageable after explanation. Among the problems were a complex simultaneou...