Canadian Open Mathematics Challenge

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Discussion Overview

The discussion revolves around the Canadian Open Mathematics Challenge (COMC), focusing on preparation strategies, marking schemes, and participants' experiences with past contests. The scope includes theoretical understanding, practical preparation, and specific question types from previous exams.

Discussion Character

  • Exploratory
  • Homework-related
  • Debate/contested

Main Points Raised

  • One participant inquires about the leniency of marking, specifically how partial solutions in Part A and detailed solutions in Part B are evaluated.
  • Another participant suggests that the marking is not lenient, noting that small mistakes in Part A can significantly impact overall scores, and emphasizes the need for clear and elegant solutions in Part B.
  • Some participants express concerns about their current preparation levels and seek advice on how to effectively utilize the limited time before the exam.
  • There are differing opinions on the accessibility of the COMC, with one participant stating that obscure knowledge is not necessary, while another emphasizes the importance of practice with past exams.
  • Participants discuss the potential scoring for simply providing answers without full solutions, with one estimating a low score for such responses.
  • One participant shares their experience with a previous contest, expressing doubts about their ability to perform similarly in Part B and seeking further advice for improvement.
  • Another participant questions the feasibility of achieving a near-perfect score just days before the exam, suggesting that such knowledge is not readily available.
  • There is a mention of specific answers to past questions, indicating a shared interest in the content and structure of the exam.

Areas of Agreement / Disagreement

Participants express a range of views on the marking scheme and preparation strategies, with no clear consensus on the best approach to achieve high scores. Disagreement exists regarding the feasibility of preparing effectively in the short time remaining before the exam.

Contextual Notes

Participants reference specific scoring practices and preparation strategies, but there are limitations in the assumptions made about individual capabilities and the variability of exam content.

Who May Find This Useful

Students preparing for the Canadian Open Mathematics Challenge or similar mathematics competitions may find the discussion relevant, particularly regarding marking schemes and effective study strategies.

aXiom_dt
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Has anyone here done the Canadian Open Mathematics Challenge? It's my first time writing it this coming Wednesday and I would like to do well.

http://cemc.uwaterloo.ca/english/contests/open.shtml

In particular, I was wondering how leniently they are marked. What kind of marks will I earn for let's say showing the initial steps in a Part A question, but not getting the correct answer? And, more importantly, how detailed should my solution for Part B questions be in order to earn full marks? The solutions they have posted are so detailed and well organized that mimicking them would eat away all my time.
 
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not very lenient at all from what I gather. Myself and some others would get everything in part B (except for, usually, the last part of the last question), but make petty little mistakes in part A and ended up not doing very well. They really don't like giving part marks. As for B, if you just spit out a stream of consciousness you will be penalized. They are looking for elegant, clearly stated solutions since that is the only way they can distinguish between the top students who will be able to solve every question
 
Everything in Part B? I am not capable of that at the moment, but I do have 3 days to prepare - I really want to qualify for the CMO. Do you have any recommendations as to how I should spend the time I have left?
 
The COMC is pretty accessible as in you don't need to know obscure number theorems or symmetries. Just do a few past exams to build confidence and get a good sleep.
 
What kind of mark would I get if I only had the answer for a Part B question?

(rather than showing the full solution that is)
 
If you just wrote down the answer I doubt you would get anymore than 5/10, though I really don't know.
 
How did you get to the point of solving almost all of it? Did you prepare for a long period of time?

I tried doing Part A of an old contest and got 7/8 of them in an hour and 15 min, but only because I was lucky in that the hard ones involved combinations; I don't see myself doing anywhere as well as that in Part B. I know I don't have much time (2 afternoons now) but I'm also doing the Euclid in April and I need to get perfect on that one.

Anymore advice as to how I can guarantee 100% or near that would be great.
 
no offense, but I wouldn't ask people for advice on how you can get near 100% on an exam 2 or 3 days before the exam. If it was known exactly what needed to be done to get near 100% the more and more people would do so.
 
mgiddy911 said:
no offense, but I wouldn't ask people for advice on how you can get near 100% on an exam 2 or 3 days before the exam. If it was known exactly what needed to be done to get near 100% the more and more people would do so.

Didn't.
 
  • #10
well

did anyone get Part B 3 c) and 4 c)?

the answer to 3 c) is supposedly 2^x for positive integer values of x, but my friend forgot his proof, so...
 
  • #11
for Part B question, you usually get 1 for an answer, which sucks.
and I got

Part A
1. 36
2. 180
3. 36
4. 1300
5. 134
6. 17
7. (4,9,-6); (9,4,-6)
8. 14,252

Part B
1. a) 1 b)36 c) 5, -1/3 d) 972, 4/3
2. a) 324 b) proof c) 144 d) 72
3. a) Alphonse (1,1,1,1,1,1,1) b) Beryl (2, 2, 2, 2)
4. a) 7.5 seconds b) (x,y) is on 120x^2 + 120 y^2-58800x-176400=0
 
  • #12
Shoot

Turns out I'm wrong for 4 b). Damn it.
 

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