Dr. Nicki Newton

Meet Dr. Nicki

Dr. Nicki Newton is an education consultant who works with schools and districts around the country on elementary math curriculum (including best practices, guided math and math centers) as well as curriculum mapping.  She has taught elementary school, middle school, and graduate school. Having spent several years as a bilingual teacher and staff developer, she has an extensive background in Sheltered Instruction and English Language Learner Strategies.

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maths problem solving workshops

Math Running Records:

Math Running Records Blog

maths problem solving workshops

Problem Solving in Action 3-5:

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Parent/Family Workshop in Math and Literacy

We provide a variety of parent/family mini-workshops in both math and literacy. These include math and literacy family nights; parent university and parent test prep academy.

Cost: (2 hour sessions) $825

Customized Workshops

We can customize any of our workshop topics for your specific needs and wants. If you don’t see a topic that you are interested in, please contact us to discuss it.

Cost: Full Day: $1925 Half Day: $962.50

SEL Coaching for all levels

We provide in-school support coaching teachers on the social, emotional aspects of learning, Topics include: SEL, SEL Intervention; Self Awareness in Teaching; Self Awareness in Leadership; Mindfulness; Emotional Intelligence; 5 Core SEL Competencies; Integrating Social Emotional Learning throughout the School Day

Math Professional Development & Coaching for Teachers & Coaches

We provide research based professional development in different areas: One-on-One coaching, grade level team planning and lesson implementation, building content knowledge,gathering formative assessment data, demo/co-teaching lessons after planning with teachers, teaching comprehension of word problems, teaching strategies for test-readiness, curriculum planning and unpacking NYS Math Standards.

Cost: Full Day: $1925 Half Day: $962.50 Package of 10 hours: $3850

Math Professional Development for Leadership Teams

We support leadership teams in developing a lens for looking at mathematics instruction that is grounded in research and how children learn math. We organize and coordinate professional development experiences based on SMART goals.

Leadership Support/Mentoring Coaching

We provide direct support to principals on how to be an instructional leader. We can focus on a variety of topics, including math, literacy, special education, inclusion, English Language Learners and more. We can help leaders develop their talents and competencies so that they can build strong, effective, competent teams

Dyscalculia K-5

Dyscalculia is a workshop designed to introduce the Math Learning disability Dyscalculia to elementary teachers and administrators. Throughout the workshop we will discuss the specifics of preparing to work with students who have Dyscalculia, working with them and assessing them.

Math Intervention Building Number Sense K-2 and 3-5

In this workshop we explore building number sense by using formative assessments, differentiation and games. We look at how strategic, targeted use of games can be an anchor to a math intervention program that motivates and energizes students. We focus on a variety of protocols that help teachers navigate the terrain of math intervention. The focus is on finding strengths and building on them to close any gaps around counting, cardinality, operations and algebraic thinking, place value, fractions and decimals.

Tier 2 Interventions: Best Practices

In this workshop we focus on Tier 2 Interventions. What works? When? How? Well the research has a lot to say about succeeding at Tier 2 and we show you how to do it. In this workshop you will receive research-based practical strategies and tools for implementing Tier 2 instruction and intervention in mathematics. We will look at how to build collaborative teams, design targeted and specific interventions, provide powerful scaffolds throughout instruction and create schedules that work.

Math & Literacy Intervention Workshops for Teachers and Coaches

We provide professional development workshops on how to accelerate instruction using the 8 recommendations of Math Intervention. We teach teachers how to plan, teach, progress monitor and then reteach until all students are able to reach grade level standards.

Accelerating Math Instruction

In this workshop we look at how to accelerate learning so that all students can work on grade level. We will take a deep dive into the various aspects of making acceleration work so that all students can achieve success. Dr. Nicki will highlight the topics and examples in her new book on Accelerating Math Instruction.

Writing in Math Class

In this workshop teachers explore the many ways that students can write about math. We look at writing to explore, defend, prove, explain, justify and much more. We talk about different writing tasks such as entrance and exit slips, various reasoning routines and explanations of work We also explore using the math journal as a great ongoing space for writing in math class. There are many ways to get students to write in math class at all grades and this course can jumpstart that initiaive.

Interventionists & Tutors

We provide in school and virtual school support teaching reading or math. We have a variety of tutors who can do in school or virtual tutoring that is focused on specific grade levels and topics.

Cost: Full Day: $850.02 Half Day: $425.01

High Dosage Tutor Training for Teachers

We can train your team to be confident, competent, knowledgeable tutors. We focus on content knowledge and pedagogy as well as building relationships with the students

High Dosage Tutoring for Students

We provide math fact fluency tutors that are trained in Math Fact Fluency Running Records. They focus on developing basic fact fluency with students. (We recommend a cycle of 12 30-minute sessions per student).

Cost: (Experience Tutor) Full Day: $850.02 Half Day: $566.68 (4hours) (Beginning Tutor) Full Day: $402 Half Day: $268

Problem Solving in K-2 3-5 or K-5

Math Problem Solving in Action is a workshop designed to introduce the teaching of word problems. Throughout the workshop we will discuss how to set up, implement and assess problem solving routines, do problem solving in guided math groups and set-up and manage the word problem math workstation. The goal of this workshop is that teachers fully understand how to teach problem solving by the end of the workshop. Teachers should be able to describe what it is, how to do it, how to organize the classroom for problem solving, how to meaningfully implement problem solving activities with their current curriculum and how to assess students in and to evaluate their effectiveness with problem solving.

Curriculum Mapping Math K-8

The goal of this workshop is that teachers understand the idea of curriculum mapping and can design a curriculum map. Teachers should be able to describe what it is, how to do it, why to do it, how to use it and how it is a “living document” that changes with time.

Workshop sessions focus on teaching one of the following topics

  • Place Value
  • Addition and Subtraction
  • Multiplication and Division
  • Fractions and Decimals

Early Numeracy (Prek Tk K 1)

In this workshop we take a deep dive into the early learning number trajectories. We will look at trajectories, activities and assessments. This is a session designed for work with prek, Tk, k and 1st grade. We will take a deep dive into counting, subitizing and composing and decomposing numbers.

Developing Algebraic Thinking in K-2 3-5 K-5

Developing Algebraic Thinking is essential. In this workshop we look at how to develop algebraic thinking through energizers, routines, rich tasks and workstations throughout the year.

Math Workstations in Action K-2 3-5 or K-5 and Train the Trainer

The goal of this workshop is that teachers fully understand and be able to design and implement math workstations. Teachers should be able to describe what they are, how to do them, how to organize the classroom for math workstations, how to manage the workstations, how to implement them with their current curriculum and how to assess student workstation work and to evaluate the effectiveness of the math workstations.

Daily Math Thinking Routines K-2 3-5 K-5

In this workshop we look at the ways in which energizers and routines help to reinforce place value, fluency, vocabulary, fractions, decimals and more throughout the year. We look at over 25 easy to implement routines based on Dr. Nicki’s book series and more

Special Focus Workshops

Guided Math in Action is a workshop designed to introduce the teaching of elementary math through small guided math groups. We will look at the 6 elements of guided math: assessment, differentiation, standards-based, rigor, scaffolding and engagement.

Math Workshop K-2 3-5 K-5 and Train the Trainer

The goal of this workshop is that teachers fully understand and can implement a Math Workshop. Teachers should be able to describe what it is, how to do it, how to organize the classroom, how to manage the different rotations, how to implement the structure of Math Workshop with their current curriculum and how to assess students in Math Workshop and to evaluate their effectiveness in using this instructional strategy.

Conferring in Math Workshop

Conferring with students is an essential part of any workshop. In these sessions we discuss, watch videos and unpack conferring. We explore why you do it, how to do it and how to evaluate it

Math Running Records Training for Teachers & Coaches

Math Running Records is an Assessment System for Math Fact Fluency. During this workshop we train participants how to administer, analyze, interpret and use Math Running Records as a way to track grade level fluency data and plan for instruction.

Math Running Records Testing For Students

In this package of training we assess selected students (by achievement, class, grade, or whole school). We write a report and make a fluency plan for the school. We set up math fact fluency workstations and a system for rolling it out. We provide ongoing math fact fluency coaching to teachers.

Cost: Full Day: $850.02 Half Day: $425.01 (Plan for 4-8 days)

Literacy Assessment Professional Development for Teachers & Coaches

We provide professional development focused on assessment in the following areas: Balanced Assessments, Reading Running Records, Formative Assessments and Summative Assessments.

Math & Literacy Data Specialist Training for Administrators & Teachers

We provide workshop and ongoing training on the use of spreadsheets to develop trackers of student progress. We also provide training/support on how to organize and implement data teams.

Cost: Full Day: $1925 Half Day: $962.5

How To Use An Open Middle Problem

by Robert Kaplinsky

( $54.00 for 12 months of access)

Subject: Mathematics

Grade Levels:

  • Elementary School
  • Middle School
  • High School

Start Date: Immediate access

Access for 16 weeks

3 Professional Development Hours

1 Graduate Level Professional Development Credit Available Click this icon for more information. ', innerClass: 'min-w-[240px]' }">

Topics Covered:

  • Open Middle
  • Depth of Knowledge

One mangrove tree will be planted Click this icon to learn more about our partnership with One Tree Planted. ' }" href="/about/one-tree-planted" class="ms-1">

About This Workshop

If you've heard of Open Middle problems and maybe used a few of them, but you're not satisfied with how things have gone and want consistently good results, then this mini workshop is for you.  I want your students to love using Open Middle problems and have them be your favorite problems to use when getting observed.

We'll begin by discussing how Open Middle problems can help you and your students.  Then we'll work through specific examples for grades K-1, 2-5, and 6-12.  We'll use them to talk about how to prepare to use a problem as well as how to use them with students.  Then we'll talk about where you can find more Open Middle problems to use and when and where you want to use them in your units.  Finally, there's a bonus lesson on how you can use Open Middle problems at home with your own children.

If you have any questions, you can email me at [email protected] .

Robert Kaplinsky

About the Instructor

Robert Kaplinsky

Robert Kaplinsky co-founded and runs Open Middle, has been published in Edutopia and Education Week, is the author of Open Middle Math: Problems That Unlock Student Thinking , and created the #ObserveMe movement.  He has been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District, instructor for the University of California, Los Angeles (UCLA), and presenter at conferences around the world.  He is also the founder and president of Grassroots Workshops.

Website Open Middle Open Middle Math book

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Math Workshop Ideas for Upper Elementary

By Mary Montero

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maths problem solving workshops

Whether you have 45 minutes or 90 minutes for your block math, how you set it up can make or break the progress you’re able to make with your students. I’ve had such varying setups for math, but for FIVE of the years I taught, I had split math blocks… all of those years, I had part of the block before lunch or specials and part of it after. Designing our math schedule was critical to make the most of every single minute. This is also such a common question I get, so today I’m chatting about how I organize my math workshop block! Even though this is geared toward upper elementary, you can truly adapt it to just about any grade level.

Upper elementary math workshop ideas for whole group math lessons, math centers, math small groups, and independent math practice.

Elements of Math Workshop

Daily math routines.

First and foremost, I had two math routines that I consider critical to my students’ success in math. We do these EVERY day, and they take ten minutes but make such a huge impact! You will be amazed at how FAST students can get through these routines, but how big of a difference they make in the long run.

  • Math Skill of the Day: I created math skill of the day resources after searching and searching for the perfect review of math skills and not being able to find exactly what my students needed. I wanted something that would routinely reintroduce my students to the important skills they had learned throughout the year (and in years prior) and engage them in meaningful, relevant practice of ONE SKILL per day, allowing us to truly review the skill. (5-7 minutes)

math skill of the day math workshop journal

3rd Grade | 4th Grade | 5th Grade

  • Superspeed Math: I have used Superspeed math for over 10 years, and I’m a HUGE believer in its effectiveness for math fact automaticity. This has students verbally reciting math facts, which I think is often overlooked. (3 minutes)
  • The bottom line with math fact practice is that I make sure my students are practicing their facts OUT LOUD and ON PAPER, two very different but important skills.

Implementing a routine with Math Skill of the Day has made such a difference in our classroom, and I know it can make a positive impact in yours as well! You can download ONE FREE WEEK here.

These FREE Marvelous Mathematician posters are also a staple in our classroom. I first started using a version from MissMathDork and adapted them for my classroom over the years. I print, laminate, and add magnetic stickers on the back. At the beginning of the year, I only put one or two up at a time depending on our area of focus. By the end of the year, they are all hanging on my board and I’ll pull out different ones depending on our area of focus. They are so empowering to my mathematicians and help them stay on track!

Preparing for Math Workshop or Math Rotations

I know there are a lot of different schools of thoughts on what to set up in your math block. In an effort to increase differentiation in my room, I’ve always operated off a math rotation/workshop model. I found that trying to fit too much in each week resulted in a lot of unfinished work, which I really didn’t love. What ended up working best for me was a flexible workshop model. This meant that I had multiple options for each rotation, and they could change daily or weekly depending on what we needed. 

Whole Group Math Lesson

We always started with a whole group lesson, which typically lasted about 10-15 minutes. This is when we would cover the core grade-level topic. Early in the week (or unit, depending on how things fall), we usually create our anchor charts as well as any interactive notebook entries during this time. Throughout the week or unit, we spend this time focusing on subtopics and mini lessons related to the core topic. 

math workshop rotation board

Organizing Math Workshop Rotations

I usually had three groups, but often had 4 or 5 depending on the need. I put each of the below options on cardstock, laminated them, and put magnetic tape on the back so that I could put them on our rotation board as needed. I put each child’s name on magnetic labels, which I found at a teacher store similar to THESE (Amazon affiliate link) which meant that I could move groups SO fluidly. It was totally normal for me to change the groups, so the kids become very used to it and think nothing of it if their grouping changes throughout the unit. 

The different math rotations/stations that were interchangeable included:

  • Meet with Teacher : This is where we did all of our small group work, and this is your BEST opportunity for differentiation. I usually did ability groups in math for this reason. I loved being able to plan slightly different lessons or practice during meet the teacher so that I could extend student learning or reinforce it, depending on what was necessary. For example, if the day’s math skill was comparing fractions, the highest group might be working on comparing fractions with different denominators (it’s OKAY if that’s not part of your standard if that’s what your students are ready for!). Another group might be working on specific visual strategies to reinforce comparing fractions with the same denominator and another group might be focusing on comparing fractions in word problems. I almost always meet with the group that needs the most support FIRST. That way, they are much more likely to be able to complete the other rotations more independently. 
  • Required work from textbooks
  • Concept-based math projects
  • Error Analysis (see more on this later in the post!)
  • Activities or printables from my Math Concept Bundles
  • Assessments or Weekly Math Quick Checks

error analysis division

  • With games: For each turn, they have to earn it by completing one task card.
  • As a scavenger hunt: I would hang the cards up all over the place in a designated area. I liked to do this in the hallway, if allowed. I would always try to position my small group area in a place that I could easily monitor the students in the hallways.
  • In booklets: I print the task card sets with 2 sets (8 cards) per page and give students booklets to complete. 

Place Value Task Card BookletsIMG 9469

  • Math Games: Math games included Topple Blocks , games with task cards, internet-based games like Prodigy, and other file folder type games. ALWAYS a favorite station!

topple blocks math workshop games

  • Fact Practice : I usually tried to relate this to the skill we were working on, but about once a week, they just did fact practice for all operations. HERE is one of my favorite math fact practice games and HERE is what I use in this rotation when we are working on our multiplication facts. HERE is a video of another high-energy math fact game you can set up.
  • Technology: We utilized IXL, but there are a lot of math programs that are mandated or utilized by school districts. I did not use this rotation every day, but I know of a lot of teachers who use this as a consistent center. 

Whole Group Days

There are always going to be some days that it makes the most sense to work in a whole group. If your students are doing EVERYTHING the same in ALL the rotations, that should be a sign that it’s a great day to work in a whole group, and that is okay!  On whole group days, you’ll usually find us doing a mini room transformation with concept-based math projects . I still differentiate my math projects by providing different students with different levels or tasks! Or sometimes we’ll do a lengthier core lesson that takes up the majority of the math block.

math workshop room transformation

Essential Elements to Your Math Workshop Routine

There are a few components that I deem totally essential to our math routine. These are things that I make sure to fit in on an almost weekly basis, whether that is during whole group time, in a rotation, or during our small group time. 

  • Error Analysis: I usually incorporate this in independent time or small group time. It is SO important for students to be able to analyze their errors. I chat about the importance of error analysis HERE and teaching the difference between conceptual and computational errors HERE .
  • Math Projects: I mentioned math projects a few times above, but I want to emphasize how important these are for creating real-world connections to your math concepts. Students absolutely love them, they are easy to theme, and they provide extremely rigorous practice. I wrote all about using Math Projects HERE .
  • Problem Solving: Don’t forget about problem solving skills, particularly multi-step skills! You can read all about how I incorporate and teach multi-step problem solving HERE . We typically do at least one in the four-square format each week, plus some in independent centers as well as at least one per week during Math Skill of the Day time.
  • Computation: I know it’s easy to skip over fact practice as a rotation, but again, this is a critical component that needs to be a focus, even in grades 3-5.
  • Number Talks: These take some time to get students fluent with, but I loved being able to get them to a point that they could lead number talks as a rotation! If you’re new to number talks, THIS is a great book (Amazon affiliate link).
  • Math Picture Books: I love incorporating picture books in all subjects, and math is no exception! I have a huge blog post about incorporating picture books into your math block, which you can read HERE .
  • Mental Math: Are you incorporating mental math into your routines? It’s SO important and only takes a few minutes! My favorite is to do oral mental math at the beginning or end of the day. I will give an oral equation like, “Multiply 25 by two. Add 50. Divide by 4. Add 5. What’s my number?” That’s it! A few of those a day are HUGELY impactful.
  • Want an easy way to grab all of these resources at once? This ULTIMATE math resource bundle is packed with resources!

Early Finishers in Math

  • Seasonal math projects are easily my favorite early finisher task in math. Since there is one for EVERY season, there is always something for students to be working on, and when used as early finisher tasks, they will last several weeks. 
  • These math early finisher task cards were also always available to students. They typically chose one card and kept it in their math binder to work on until they were done, at which point they would return it to the early finisher task card turnstile. 

math projects

Do you use math workshop with your students? Come share your ideas with us in our FREE Inspired in Upper Elementary Facebook group !

Mary Montero

I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.

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maths problem solving workshops

Over half a million children and young peop le in primary and secondary schools across the UK and beyond have taken part in one of our Creative Maths workshops to date! 

All of our Primary maths workshops  have been carefully designed to both put into context and actively promote the three keystones of the National Curriculum: fluency , reasoning and problem solving . Tapping into pupils' own creativity, our unashamedly fun workshops engage, motivate and, crucially, challenge the children and young people we work with.

Rooted in drama and storytelling, our maths activity days offer opportunities to practise skills with numbers, shapes and concepts in exciting, imaginative and interactive ways. All are differentiated for age - while some also offer the possibility of differentiating for ability within a single class. And all, of course, offer you and your colleagues the chance to experience some exciting new methodologies that can immediately and easily be adapted to other contexts.

Our workshops are available as in-person sessions, live streamed workshops or pre-recorded Maths packages - all of which are listed below. You can also find out more about our downloadable resources over at www.ascreativesconnect.com/

Our downloadable Maths resource packages have recently been shortlisted for both a  Teach Primar y and  Bett Award i n the STEM category!

"The children had a wonderful time and every year group was inspired, challenged and excited by the activity and Jackson’s approach. We found the idea of the workshops so clever and there was such a variety of maths involved. In 14 years of teaching, it’s the best workshop I’ve seen!" St Mary's Hare Park
" We had a fantastic day ...The depth of knowledge that Chris had, it was phenomenal! It was so lovely having a workshop which could range from Reception to Year 6 and enthuse all year groups equally. I would definitely book another event with you. It was easy to organise and the feedback from staff and children was great!" Kimbolton Prep School

There are three options for School Workshops during 2024

Maths workshops in your school.

A wide range of exciting and engaging In-person Creative Maths workshops - many of which can be delivered to up to 420 children in one day! all of our workshops are listed below. 

Themed Maths Resource Packages

Three Whole School Maths Resource Packages to choose from: The Race into Space , The Riddle of the Sphinx , The Benefactor and Family Maths.   Includes all resources required to deliver your own whole school "wow" Maths day - offering fantastic value for money! available to purchase and download over at www.ascreativesconnect.com/extraordinary-world-days/

Discover more

Live Streamed Maths Workshops

Enjoy one of our Maths workshops live streamed into your classrooms by one of our expert team of practitioners. Bookings can be for a half or full day and we're happy to deliver these sessions over whichever digital platform your school is using. Find out more here

In Person Workshops

Whole school maths: the pirate's challenge .

Piratical fun with numbers and shapes! 

"Captain Morgan" will be more than a little confused on arriving at school - because just a few hours beforehand this mathematical Pirate will have been on The Good Ship Mathematics, in the middle of the Caribbean! Swept to your school by a Time Tornado, the Captain will need the pupils’ help to get back to the right time and place. Are they up to the Challenge? And it’s a Challenge that will test their understanding of number, shape and direction to the max.

Exploring:  both additive and multiplicative reasoning, fractions, number patterns, mental and written calculation, elimination, 2D and 3D shapes, measurement, interpreting data, positional language, co-ordinates.

"Captain Morgan character really engaged the children and provided a fun element to the day. The children gained a love of learning, resilience in problem solving, team work and an opportunity to ask questions.   We had a great experience and would certainly be keen to book again!" Harvington First School
" Fabulous! As a maths specialist I had a great day and it was lovely to hear the children so excited about it. 11 out of 10 - couldn't rate it any higher!" St Aidan's CE Primary School

Whole-School Maths: The Riddle of the Sphinx 

Making ‘measurement’ concrete in the pyramids!

Our resident archaeologist, "Dr Colorado Smith", has returned from Egypt with some exciting news - they've now collected all the clues required to solve the age old Riddle of the Sphinx - and open the Inner Sanctum in the Valley of the Kings. But as they can't do it by themsleves, they're on the lookout for schools to help them!

Featuring opening and closing assemblies, workshops and in-class challenges, The Riddle of the Sphinx takes pupils through three stages of mathematical thinking: concrete, pictorial and abstract. And while there's a definite focus on "measurement", the programme covers a whole range of other areas - and can accommodate the whole of a two-form entry school in a single day!

Exploring: measurement, additive and multiplicative reasoning, patterns and sequences, properties of 2D and 3D shapes, money, time, Roman numerals, percentages, problem solving - selected for each age group in line with National Curriculum objectives.

“The children were buzzing about it all week and realised that Maths can be fun! I would highly recommend it and would not hesitate to use you again in the future." St Benedict’s Primary
"We absolutely loved our day solving the Riddle of the Sphinx. It definitely created a huge buzz in the school!" Broadsquare Primary School

Whole-School Maths: The Benefactor

Money-based maths fun!

Eccentric millionaire "Benny Factor" has amassed a fortune over the last few years – and it’s now time to give something back to a village that’s very close to his heart: Amberton. The trouble is, though, that with so many community groups within the village to choose from, he can’t quite decide how to carve his money up! And that’s where you come in, as your pupils help him draw up a series of budgets …

Featuring opening and closing assemblies, workshops and classroom-based challenges, The Benefactor provides children with a great opportunity to practise their understanding and skills with money in an engaging and entertaining context – and can cater for the whole of up to a two-form entry primary school in just a single day.

Exploring: values and denominations of British notes and coins, money notation, pricing and concepts of “change”, additive and multiplicative reasoning, patterns and sequences, properties of 2D shapes, fractions, percentages, problem solving - selected for each age group in line with Curriculum objectives.

""The children absolutely loved the day, and all year groups were completely invested in it. The whole day ran brilliantly, and I cannot speak highly enough about Chris - he was a pleasure to work with, and was excellent with both the children and adults - he absolutely made the day as special as it was. We have also received positive feedback from parents, who enjoyed the family maths workshop, and as a school we were blown away by the attendance!" St. Philip’s Catholic Primary School
“Lots of staff across the school have found me to say how much they enjoyed it and it was really good to see a workshop which wasn't just fun but educational. They all felt it had a really strong impact on the children” (Deptford Park Primary School)

Whole School Maths: The Race into Space

Our most challenging programme, taking maths to the stars! 

The search is on for Britain's next astronaut - and "Major Tom" wants your pupils' help in selecting the best person for the job. They've found six well-suited candidates, all with different qualifications - but it's up to you to decide which one will win The Race into Space !  

After meeting the Major at an opening assembly, and being introduced to the would-be astronauts, each class will be issued with a Mission: to use their maths skills to rank the candidates on one of a number of qualities. Each Mission calls on pupils to demonstrate mathematical fluency, reasoning and problem-solving abilities - and is in line with National Curriculum objectives for their year group. The Major will be on hand to visit each classroom with some vital, additional information - and the programme ends with a second assembly in which each class reports back its findings and helps whittle the field down to just one: Britain's next astronaut.

This exciting and engaging workshop provides an ideal platform for one or two-form entry schools to enjoy a shared maths experience - and learn something about the science of space travel too!  

Suitable for: Reception - Year 6 (one or two-form entry schools)

Duration: one day

Exploring: a range of skills in data handling and/or numerical operations and/or understanding shape - selected for each year group in line with National Curriculum objectives.

"We just wanted to say a huge thank you to 'Major Tom' for a wonderful day. All the children had a wonderful day and lots of the staff said it was one of the best workshops they can remember!" The Race into Space workshops, William Davis Primary School
“The pupils really enjoyed the pirate’s challenge and the CSI: Maths. It really inspired our pupils to think creatively about Maths and having a pirate at school for the day was also a big hit!" All Saints Primary School

Whole School Maths: Times’ Tables Trattoria

Through sheer head work, Trevi Times made his dream come true – by opening his own Italian restaurant, Times’ Tables Trattoria! But with his team of chefs wasting too much food (and spending too much money), that dream is on the verge of turning into a nightmare. If only there were some children who could use their knowledge and understanding of their times tables to help him keep his trattoria open …

Featuring opening and closing assemblies, workshops and in-class challenges, Times’ Tables Trattoria gives pupils opportunities to use their times tables in context – and see how they really count. The programmes has a clear focus on multiplication, division and commutative law – with problem solving to the fore, too! And Trevi is able to accommodate the whole of a two-form entry primary school in a single day.

Exploring:  times tables, additive and multiplicative reasoning, fractions, percentages, money, problem solving - selected for each age group (EYFS - Y6 / P1 - P7) in line with National Curriculum / Curriculum for Excellence objectives.

"All the kids absolutely loved the workshops and there was a real buzz around school, especially when he entered assembly! It was great to see all to see all the children so engaged in their mathematical problem solving and applying their maths skills to 'real life' situations. A huge success." Thornile Primary School

CSI: Maths 

A series of challenging mysteries to engage your students and get them thinking logically

Combining  murder mysteries  and  problem-solving ,  CSI: Maths  is one of our most popular ranges – offering pupils opportunities to apply their skills in, and understanding of shape and measurement in a unique environment. Each workshop can accommodate up to 30 pupils per session and you can choose from:

CSI: Storyland (EYFS, KS1) With the help of the elves, the Shoemaker’s fortunes have been restored – and all is well in Storyland. Until, that is, his precious last is stolen! Which of his neighbours could have taken it?  After using storytelling techniques to introduce pupils to the crime and the suspects, we'll share with them a range of clues left at the scene. They'll then use their sorting and numeracy skills to reveal the identity of the miscreant!

Was it Goldilocks, the Billy Goats Gruff, Little Miss Muffet, the Little Pigs or Red Riding Hood? It’s up to you to find out!

CSI: Michaela Maths  (Years 3 - 6) If it hadn’t been for the quick thinking of one of her teammates, Michaela Maths, one of Britain’s most promising young athletes, would be dead – slain by an unseen hand! The police are baffled by the dastardly deed – and want the children’s help in solving it.  Having been introduced to the crime, the suspects and their possible motives, pupils will work in teams on a carousel probing a range of mathematical skills. Taken together, these lead to the suspects being eliminated, one by one – until, if all the calculations are correct, the criminal is unmasked. 

CSI: Bake-Off (Years 3 - 6) All is not well in the world of the Bake Off – one of the judges, Saul Pinewood, has had food poisoning – and he knows it wasn’t an accident! He’s narrowed the field down to six suspects – and hopes that pupils can use their understanding of fractions, percentages and measurements to help him take the final step.

CSI: Tunes -  Maths and the Murky World of Music  (Years 3 – 6) up to eight classes in a day

Music industry mogul Harry Wilson has made more than a few enemies in his time - and now one of them has succeeded in making life difficult for him! So who was it who hacked into Harry's precious database, deleting all his business contacts in one fell swoop? Means, motive and opportunity will all have to be factored in as pupils investigate this calculated act of sabotage. Was it Viola de Clerc, the classical violinist? DJ Grime, the garage specialist - or popster Betty B? Boy band Heaven Sent are in the mix as well, as is New Punk exponent Polly Ester - not forgetting Country and Western star Jake Carew!

This exciting and fast-paced workshop invites pupils to pit their wits against the criminal by using their data handling and number skills to reveal his - or her - identity.

CSI: Ancient Greek Maths (Years 3 – 6) Mount Olympus is in turmoil – because someone has stolen Zeus’s thunderbolt! We're on the trail of the culprit – but need your help to put all the pieces together as you collate and interpret the data.  Mixing maths with mythology, this is definitely one of our more challenging workshops!

CSI: Saxon Maths (Years 4 - 6) Alfred the Great has burnt the cakes … or has he? Test your understanding of number, shape and time as you help right the wrongs of history – and work out who framed him!

CSI: Olympics (Years 3 - 6) This exciting new addition to our CSI: Maths range has been designed to support you in capitalising on the growing interest in next year's Tokyo Olympics and engaging your pupils in some undercover maths. The team of Olympians from the tiny country of Berellia is in turmoil. They're all cyclists, you see - and someone has sabotaged each and every one of their bikes! So children will have to delve deep into the murky underworld of the velodrome as they survey the crime scene, examine the evidence and sift through the suspects - all in a bid to crack The Case of the Criminal Cyclists!

Exploring:  sorting, sequencing, elimination, additive reasoning, multiplicative reasoning, number patterns, fractions, percentages, 2D and 3D shapes, plans and elevations, measurement and units of measurement, collecting and interpreting data, positional language, time, problem-solving.

“The students thoroughly enjoyed the workshops.  The KS2 children in particular loved the idea of being CSI investigators. We had parents feedback to us that their children had spent a long time explaining every little detail of their investigation and how much they had enjoyed it." Vine Tree Primary School
"Thank you so much for the brilliant Maths workshops, the children absolutely loved them and the teachers thought they were fab too!" Thomas’s London Day School, Clapham

Whole School Maths: The Captain's Conundrum 

A pirate-themed whole school maths challenge 

"Captain Morgan", of the Good Ship Mathematics, has a conundrum … there’s treasure to be found on Cloud Island, there's a map – and a set of clues. But they’re clues that no-one on The Good Ship Mathematics can make head nor tail of. The Captain will meet all the children at an assembly (or, if space doesn’t allow, two consecutive gatherings) and challenge them to conquer the conundrum.   During the course of the day, the Captain will give each year group an age-appropriate set of clues to unearth a particular piece of treasure – and warm them up with one of his piratical maths drama games. Then everyone reconvenes in a meeting (or two meetings) at the end of the day to share their findings - and advise the Captain on what to buy for his expedition. Content is in line with the National Curriculum requirements and will include different age-appropriate activities for each year group. And the programme has been developed to accommodate the whole of up to a three-form entry school in a single day!

Exploring (according to age):  both additive and multiplicative reasoning, fractions, number patterns, mental and written calculation, elimination, 2D and 3D shapes, measurement, interpreting data, positional language, co-ordinates.

"The children were very excited - and all the teachers I spoke to commented how great it was to have an opportunity to step back a little and reflect on the children’s problem solving and using and applying skills.” New Brighton Primary
“Thank you for a wonderful day. Right across the school the children were fully engaged throughout." Servite RC Primary School, London

Captain Morgan and the Maths Monster

Using understanding and knowledge of shape to beat a creature from the deep!

You’ve already helped "Captain Morgan" crack The Pirate’s Challenge, so now he’s back with another mystery to solve – what exactly is the monster that’s been attacking the pirate village on Number Island? No-one’s ever seen it (it only comes out at night) – but it’s left plenty of clues in its wake. And by measuring its paw-print, examining its poo and analysing its bite, your pupils will be able to use our unique Shape Sets to create an accurate picture of the beast – and help Captain Morgan devise a cunning plan to defeat it!

This programme is perfect  for those schools who have already hosted and enjoyed the Pirate's Challenge day and would like another pirate-themed maths day!

Exploring (according to age): measurements, number investigations, additive and multiplicative reasoning, time, positional language, properties of 2D and 3D shapes, problem solving.

Duration: 1 – 2½ hours, depending on how many classes

"A huge thank you to the as creatives team for a great workshop on ‘the race to space', as always, Jackson was super! - the children all loved the workshops, as did the teachers- they were creative and mathematical." Cameron House School

Murderous Maths 

Interactive problem solving for up to 180 pupils (with follow-up workshops for up to 90)

It's exactly 100 years to the day since the grisly demise of Puffing Billy – and this unique workshop allows up to 180 children from Years 1 to 6 attempt to crack the case at the same time. After everyone’s been introduced to the crime scene, the victim and the suspects (and been armed with Evidence Booklets), children will take part in a series of age-differentiated challenges - revolving around such clues as omnibus tickets, diaries and timepieces. As pupils practise their maths skills, the suspects will be whittled down one by one – until only the criminal remains.

But there’s still more to do – because there's yet another Maths Mystery to be unravelled. A job that will be undertaken in up to three follow-up workshops, each for up to 30 pupils.

We also have versions of Murderous Maths for two and three-form entry schools - just ask for details!

Exploring (according to age): positional language, properties of 2D and 3D shapes, additive and multiplicative reasoning, fractions, number patterns, time, multi-stage problem solving, money, data collection.

Duration: one day.

"The kids were so engaged and loved the different problem solving activities.  Would definitely book again!" Tidbury Green Primary
“5 *  - A huge thank you for bringing Murderous Maths to River View Primary School! It was a wonderful way to engage and motivate the children with problem solving and reasoning! We would definitely book again!" Riverview Primary

Number Patterns: The Bunker

A fast-paced workshop contextualising sequencing and making connections between maths and other subjects

At the heart of maths, of course, lies the ability to identify, analyse and predict patterns. so, inspired by the work of Alan Turing and his fellow mathematicians at Bletchley Park during World War II, The Bunker is based in cryptology – the writing and reading of codes. Appealing to all age and ability ranges, The Bunker has a simple premise. Working in teams, and at their own pace, students need to identify as closely as possible the location of a Enemy Radio Transmitter by cracking a series of increasingly fiendish numeric, geometric and semiotic ciphers. The more codes they crack, the more precisely they’ll be able to pin the Transmitter down. 

Exploring (according to year group and time):  number relationships, empirical thinking, properties of 2D shapes, sequences and patterns, Rebus codes, Saesar Shifts, Key words and semiotics. 

Duration: 2 lessons – half a day

Suitable for: up to 30 pupils at a time

"A huge thank you, for an amazing day, enjoyed by all. This day served as a platform to build our STEM Week on, which got all the children enthused from the onset. The children could see how exciting and fun Maths can be and relate it to everyday life, which is so important. All of the children thoroughly enjoyed the workshops and the assembly and learned so much from them.  All the children were engaged on their tasks; the work itself, both served to support and stretch, enabling all children to be involved." Stickland’s Primary School

The Viking's Quest

A lively, character-based workshop posing students real life numeracy challenges 

Numbers, shapes and co-ordinates were all important to the Vikings – as your pupils will discover when "Hagar the Hunter" turns up in your school.  He’s been travelling for centuries – seeking help from anyone he meets. Because it won’t be till he cracks the Riddle of the Runes that he can release his village’s children from the clutches of a mighty dragon. By taking part in a series of interactive challenges, your children will be able to help him – but they’ll need to use all their problem solving skills!

Exploring:  both additive and multiplicative reasoning, number patterns, fractions, percentages, measurement, positional language.

Cross-Curricular Links: Food Technology, English, Modern Foreign Languages, History, Geography.

This programme could also be combined with our  Time Travel Theatre History exploration of Viking life, time and culture. Get in touch for more details.

“It covered a huge range of skills without the children realising how much Numeracy they were doing! All the pupils could access it despite the huge range of abilities present." Hawes Side Academy
 " I can't actually write how much the children enjoyed it - they thought it was fabulous! As a maths specialist I had a great day and it was lovely to hear the children so excited about it. 11 out of 10 - couldn't rate it any higher!" St. Aidan's CE Primary School

Outdoor Maths

Outdoor spaces provide wonderful opportunities to explore how numbers and shapes create both the built and natural worlds. So our engaging (and very active!) outdoor maths workshops, which feature a range of tried and tested al fresco activities, bring home the relevance of numeracy to our everyday lives – and provide lots of scope for problem solving too!

We have developed age-appropriate activities for all year groups from Nursery to Year 6, including our specially designed portable Outdoor Maths Trail - allowing us to offer open air workshops over a whole range of timescales.

Exploring (depending on time, age and group size): maths-in-context, maths language, number investigations, additive and multiplicative reasoning, number sequences and patterns, shape investigations, properties of 2D and 3D shapes, positional language, measurements, data collection, presentation and interpretation.

Duration: different activities require different amounts of time – so we’ll work with you in designing a timetable appropriate to your needs.

And Don’t Forget … we’re also experienced in designing and delivering Outdoor Maths CPD programmes for teachers, including twilights, half days and full days!

“All the pupils from Nursery to Year 6 enjoyed exploring how much fun Maths can be outdoors and the after school family outdoor activity was a great way to engage parents and carers. Would definitely book again." Kirkdale St Lawrence C of E Primary School

Maths Twilight (add-on workshops for staff)

Why not end your day with a Creative Maths Twilight for staff? Our CPD programmes are highly experiential and outcomes-driven, our Twilights give you a chance to unpick what you’ve witnessed and both try out and actively reflect on some new methodologies. And, by booking this at the end of a day of our workshops with pupils, you’ll get it all for a fraction of the usual price!

We also, offer whole-day INSET programmes, further exploring the potential of creativity to support maths in a range of contexts and providing opportunities for powerful, collaborative planning.

"CSI is a great activity to get kids deep thinking and totally engaged. I would certainly recommend it!" Thomas Howard School
"The children really enjoyed the creative maths sessions. The sessions were linked to the current Topic themes though it was easy for the children to overlook the topic facts and head straight for the Maths questions" St Mary's Primary, Yorkshire

Family Maths

Mathematical fun for all the family!

We all know how much family support benefits children's learning. So our Family Maths workshops have been specifically developed to gain and cement that support by offering a fun and friendly environment in which parents/carers work alongside their children on activities that both explore the value of maths and unpick fluency, reasoning and problem-solving. And, by tackling our Household Maths Trail, they'll discover just how easy it is to use any part of the home as a stimulus  for quick and impromptu maths challenges!

Family Maths workshops are available in a range of formats - but if you book one at the end of a day of workshops with pupils, we'll be happy to offer you a healthy discount!

“I just wanted to say a massive thank you, the staff and the children thoroughly enjoyed themselves and we will definitely be looking into some workshops for KS1 later in the year and will be recommending this to other schools that we work with!” Brentside Primary Academy

Outdoor Mails Trail Boxes - Now available to buy! 

Our Outdoor Maths Trail comprises ten durable, waterproof bags, each containing age-differentiated Outdoor Maths questions, challenges and activities - together with all required resources (plus a Teacher's Guide).  It includes ten clipboards - and is all contained in one easy-to-carry box. Available in formats for both primary and secondary schools, it focuses on a whole range of mathematical areas including additive reasoning, multiplicative reasoning number patterns, fractions, percentages, properties of 2D shapes, properties of 3D shapes, money,  positional language, multi-stage problem solving and logic problems. Find out more here. 

To purchase an Outdoor Trail please contact [email protected] 

“The Maths Trail you designed for us has proved a great hit with both staff and children!” Primary Education Centre

Live Streamed Maths Workshops and Assemblies 

The Pirate’s Challenge: piratical problem solving  with Captain Morgan! (EYFS - Y6 / P1 - P7)

The Race into Space: a high octane challenge mixing maths with space science! (EYFS - Y6 / P1 - P7)

The Riddle of the Sphinx: can you measure up to Dr Colorado Smith’s measurement challenges? (EYFS - Y6 / P1 - P7)

The Benefactor: using the Maths of Money to bring about change ... (EYFS - Y6 / P1 - P7)

CSI: Storyland:  mixing storytelling with maths (EYFS – Y2/P1 – P3)... 

CSI: Michaela Maths:  using a range of mathematical skills to solve a dastardly crime (Y3 – 6/P4 – 7 and KS3-4/ S1 - S4)...

CSI: Bake Off:  using the fuel of fractions (and, for older pupils, percentages) to clear up some trouble in the kitchen (Y3 – 6/P4 – 7 and KS3-4/ S1 - S4)...

The Priorities Game: seeing KS3 - KS4/ S1 - S5 students working in teams to represent different interest groups in drawing up budgets (and responding to rapidly changing events) to support a community initiative. Also available for Years 12 and 13.

"Jackson, thank you so much for yesterday! The whole school loved the assembly and the workshops. Such an exciting theme too. I will remind the classes about sending you their Moonbase designs, what a great idea!! I hope we can see you in person next year." Eaton Square School
"I just wanted to say the CSI lesson this morning was the best live lesson so far!”Student, Lathom High 

Website Photo File Size 1024 - 1

Available as individual packages or as part of a Bumper Bundle, consisting of any two of these, together with our unique Family Maths resource package! 

The resources have been designed to allow teachers to take up the narrative and support their pupils in exploring the worlds we’ve created. 

Our downloadable Maths resource packages have recently been shortlisted for both a  Teach Primary and  Bett Award i n the STEM category! 

You can purchase and download them directly from www.ascreativesconnect.com/

As Creatives Connect Extraordinary Worlds

The Race into Space - The search is on for the UK's next astronaut – and "Major Tom" wants your pupils' help in selecting the best person for the job. He’s found six well-suited candidates, all with different qualifications – but it’s up to you to decide which one will win The Race into Space! (EYFS - Y6 / P1 - P7)

The Riddle of the Sphinx - Our resident archaeologist, "Dr Colorado Smith", has returned from Egypt with some exciting news: she's now collected all the clues required to solve the age old Riddle of the Sphinx - and open the Inner Sanctum in the Valley of the Kings. But as she can't do it by herself, she's on the lookout for schools to use their understanding of concepts of “measurement” to help her! (EYFS - Y6 / P1 - P7)

The Benefactor - Eccentric millionaire "Benny Factor" has amassed a fortune over the last few years – and it’s now time to give something back to a village that’s very close to his heart: Amberton. The trouble is, though, that with so many community groups within the village to choose from, he can’t quite decide how to carve his money up! And that’s where you come in, as your pupils help him draw up a series of budgets. (EYFS - Y6 / P1 - P7)

Family Maths: Maths in Everyday Life – comprising a range of challenges for all the family, exploring ways in which we use maths all the time, without ever really thinking about it – and demonstrating just how easy it is to use almost any family activity as a springboard for a quick maths challenge.

"We have had a brilliant week exploring Ancient Egypt. We solved brilliant literacy and numeracy challenge, Riddle of the Sphinx! Also excavated treasure and spelling words, built tombs, role-played Pharaohs and so much more!" Woodmuir Primary

Sample Resources

Download the Themed Maths Resource Packages Sample Pack here

Sample Resource Pack Maths

Interested in our Maths Workshops?

Find out more or book a workshop, related workshops.

Science Workshops for Primary Schools

World Space Week School Workshops 

Blending science and performance arts,our World Space Week workshops are an excellent way of engaging students with science and supporting them in understanding  our neighbours in the solar system – as well as worlds much further away. 

Find out more...

Secondary Maths

Maths Workshops for Secondary Schools

Situated in “fictional worlds”, our maths workshops offer opportunities to practise skills with numbers, shapes and concepts in exciting, imaginative and interactive ways. 

Shakespeare Workshops

Shakespeare Workshops for Schools

Our immersive approaches engage even the most reluctant pupils, offering them fun and exciting environments in which to enrich their knowledge and understanding of Shakespeare.

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The Curriculum Corner 123

Launching Your Math Workshop

maths problem solving workshops

This free launching math workshop unit of study is designed to help you get a workshop approach started in your classroom.

This is another free resource for teachers from the curriculum corner..

Math workshop is not as common in classrooms as writing and reading workshops. If we see success with conferencing and working with small groups in reading and writing, we can also carry this concept over into our math instruction.

Incorporating a workshop approach into your classroom can be a little overwhelming as you get started. We are trying to make the process a little less stressful by providing complete units of study to assist you.

What are the benefits of using a math workshop approach?

  • Provides students with manageable pieces of instruction
  • Gives students the practice they need
  • Allows for one-on-one teacher conferences
  • Provides opportunity for differentiation
  • Wraps up with a discussion and review of the new skill that is being taught

Just like all other areas of instruction, the most important part of creating a math workshop that is successful is setting expectations.

Students need to understand expectations so that you can have meaningful and uninterrupted conferences with your math learners. You also need to be able to observe your learners closely to determine misconceptions or misunderstandings.

Use the lessons below to guide you through setting up a workshop format in your classroom.  Because this unit is designed to build the foundation of your math workshop, the lessons will not necessarily address math skills and standards.

Some of our ideas stem from what we learned from our professional development based on Larry Ainsworth’s in Balanced Math approach.  

What is Math Workshop?

The format for math workshop is much the same as a reader’s or writer’s workshop.

Launching Your Math Workshop Unit of Study FREE from The Curriculum Corner

  • Math Warm-Up/Daily Math Review  – We have implemented a Daily Math Review (DMR) in our classrooms for several years.  Our DMR was based on what Ainsworth has laid out in his work.  It is a spiraling and class-specific daily review that is assessed weekly. The skills on the review are based on a broad range of standards and change as your class masters them.  These weekly assessments can provide you with the data you will need to create small skill groups for remediation and eventually mastery.  After looking at quiz results, you can then meet with small focused skill groups during independent practice or Math Centers (described below the workshop explanation).
  • Math Mini-Lesson – After your warm up, you will move on to your mini-lesson.  You will present a 5 to 15 minute mini-lesson that focuses on that specific concept or skill.
  • Small Group Practice, Independent Practice & Conferencing – Following the mini-lesson, students move on to an organized small group or independent practice time.

During this time students could be:

*Completing a practice page or activity (might involve manipulatives)

*Participating in small group/partner games

Launching Your Math Workshop Unit of Study FREE from The Curriculum Corner

During this time the teacher might be:

*Making observations of learners

*Taking notes on student progress 

*Conferencing with individual students

*Reteaching a skill to a small group 

*Giving an enrichment lesson for students needing a challenge

Launching Your Math Workshop Unit of Study FREE from The Curriculum Corner

  • Lesson Wrap-Up & Sharing – At the conclusion of independent practice, the class will gather to quickly review the lesson. Allow students to ask questions or share. 
  • Math Centers – Math centers might be used to give students extra practice with a skill.  They can be great review of a skill but not always beneficial for students who are new to a skill. Be sure that the centers you choose can be successfully completed by your students. Center time will allow you time to work with individual students or small groups.

Launching Your Math Workshop Unit of Study FREE from The Curriculum Corner

  • Problem Solving – One final piece of math instruction that is important is problem solving.  We have learned through our studies of Ainsworth’s work that students need consistent exposure to problem solving strategies and process. This instruction needs to be guided and modeled several times for students to internalize the process. Your goal is for students to understand how to think like problem solvers in math. There are many ways to teach the problem solving method, so find one that works for you and your students. 

How can I manage all of the pieces of my math workshop?

Managing all of these parts can seem a little overwhelming as you begin. To help you plan and implement a successful math workshop, we have created our own management binder. This editable binder will give you the resources you need to make planning a little easier.

Math Management Binder

Launching Your Math Workshop Lessons

Below you will find our lessons for launching a math workshop. choose the ones that work for you. remember, the goal of your launch is to help students learn your expectations so that your math class will run smoothly as you begin working with small groups and conferencing. .

**All of the resources we refer to within the lessons are provided in a single download at the bottom of this post. (Any exceptions are noted.)

Lesson 1: What Our Math Workshop Looks Like

  • Start your workshop by setting expectations. Brainstorm what you and your students should be doing during workshop. Use our What Our Workshop Looks Like Anchor Chart to help you with ideas. You will also find a blank anchor chart so you can write your class ideas instead of using ours.
  • Have a simple math activity set up for independent practice time on this first day.  Circulate the room taking notes about the workshop – things that are going well and things that need work.  
  • When you gather for your lesson wrap-up, discuss your notes and invite students to share how they felt and what parts of the anchor chart were successful as well as those that need work. 

Lesson 2: Creating an Environment That Feels Safe

  • An important aspect of any classroom is that students feel safe enough to ask questions without judgment.  This is particularly true in a math environment. You don’t want students to practice skills the wrong way. Many times it is not an easy task to change something that a student has already created a pattern for in their mind.  
  • Today we start with a book about being brave or dealing with being nervous, taking risks or not being afraid to ask for help.  We like The Girl Who Never Made Mistakes or I Can’t Do That, Yet .
  • We want students to understand that we all have questions and we all make mistakes. It is ok to ask questions and to change our thinking as we learn. Another book we like is Leo, The Late Bloomer .
  • A great book about learning in different ways and times is Robert Kraus’ Leo, The Late Bloomer .)
  • Introduce the students to the Class Math Pledge and have them practice reading it together.  Discuss each line how it applies to the math workshop.  For independent practice today, provide another simple math task.  After independent practice pull students together to review and recite the Class Math Pledge. Revisit your workshop anchor chart.

Lesson 3: The Importance of Math Fact Mastery

  • Instruction for math facts can be controversial among teachers as we all have our beliefs about how they should be taught. This lesson is meant to help students understand why it is important that they know these facts fluently so that future skills are easier.
  • To begin this lesson ask students what they had to learn first before they could begin to read (alphabet or letters).  Then ask them why they had to know these letters in order to read (because they are the building blocks for making words, and then words are the building blocks for making sentences – which leads to reading, learning and understanding.) Guide students in a discussion to help them understand that math facts are similar.  Knowing math facts quickly will help them with more difficult operations.  Give an example of a big operations problem (3-digit number multiplied by another 3-digit number) to show them how it’s done, and illustrate your point by talking about how knowing the math facts quickly (without having drawing a picture or counting on fingers) can help solve the problem faster and easier.  
  • Today provide a math fact activity for practice. We like using games for this but you might also choose a pencil and paper option.
  • Like the other days, you can circulate and take observational notes or sit and conduct a few math conferences. 
  • Gather students after independent practice and share your expectations for math fact practice at home and school, as well as your expectations for mastery. 

What we believe about math facts: We actually believe in a mix of strategies – some involving timed tests – but ONLY if they are used in a stress free, motivating, safe and encouraging atmosphere.  And we certainly don’t feel that they work for all students.  Differentiation in the instruction and practice for learning facts has to occur. Most can agree that becoming fluent in math facts is necessary, or at the very least makes future math skills or concepts easier.

Some of our suggestions, ideas and resources for timed tests can be found here:  Addition   Subtraction    Multiplication Division . Use our Math Fact Master Certificate that you can print for students.

Our Math Fact Menu can be a way to encourage practice at home.

Lesson 4: Being Respectful and Organized with Classroom Math Materials

  • Give students a “tour” of your math manipulatives, supplies and tools. Show students where you keep them and your expectations for their use.
  • This lesson is simply included as a suggestion so that students are clear about how, when and why to use what is available.
  • During independent practice today, provide some activities that involve the use manipulatives in your classroom.  
  • Circulate and take observational notes on students and also gather ideas to share during the lesson wrap-up.  
  • Gather students after practice time and discuss what went well and what did not.

Lesson 5: Problem Solving Strategies at a Glance

  • Throughout the year you will model and practice problem solving strategies. Give students an overview at the beginning with this lesson. 
  • Share our Problem Solving Strategies Chart . Share grade-level examples for each idea. Students can record an example in the squares of our Math Notes pages. These can go in student math folders.
  • Today’s independent practice can simply involve assigning partners or small groups to complete one or two story problems. Let them choose a strategy they think will work for their problem.
  • During this time you will circulate to lend support and ideas as needed.  Take notes on conversations you hear .  (These will be used in Lesson 6!!)  Gather students at the end of independent practice time to discuss the strategies that they chose.  

Lesson 6: Mathematicians Have Meaningful Conversations

  • This lesson helps students understand that talking about math with other people can help them understand skills or concepts better.
  • Gather students and do a short read aloud.  You might want to choose a book that incorporates math.  One we like is The Girl With a Mind for Math . Discuss the story and let students share ideas about their understanding and new knowledge. Explain that discussing a story helps them to understand it better and come up with new ideas. Let them know that math is the same. You expect that they will have LOTS of daily discussions about what they are learning!  
  • Math is going to be very social this year so that they can increase their understanding and gain new ideas!
  • Share our Strong Mathematicians Poster. If you don’t feel like you need to print this one, you might use it as a slide to display on your SmartBoard for math this day.
  • Use your notes from yesterday and share some of the great conversations you heard as they were problem solving.
  • For independent practice today, give partners a few more word problems to solve and a large piece of construction paper. They will not only solve the problem but also explain their thinking.
  • Gather students after independent math practice and share the conversations you were hearing.  Ask students if they have any conversations that they took part in that they feel made them stronger mathematicians.

Lesson 7: Problem Solvers Have a Process for Their Thinking

  • We want students to get into a pattern with their approach to problem solving.  This will make problem solving less stressful if students already have a plan in place.  
  • To begin this lesson, choose a couple of story problems to use. (You can find some here: Fall Problem Solving Cards .)
  • Share our How Problem Solvers Think anchor chart. 
  • Work through your chosen problems while using the anchor chart and completing each step.  Students can participate as you share your own thinking to model how this process works.  Refer to the new anchor chart often, as well as using the problem solving strategies anchor chart if needed.
  • For independent practice today, pair students with a partner and give each set the same problem to think about and solve using this process. 
  • During your math wrap-up today, go through the problem together as a class. You will discuss and share your thoughts on the process. 

Lesson 8: The Importance of Daily Math Review

  • Daily Math Review is a great way to help students continually review skills. At the beginning of the year, we begin with skills from the previous year. 
  • We have always created our own DMR using a template like this one:  Editable DMR PowerPoint Template   (This is an editable PowerPoint file, click the title to download.) We like creating our own so that we can make it match the needs of our students. If this is a place where you would like to save a little time, you can also find already made math review books on Amazon. (We will share a few at the bottom of this post.)
  • We would always have four days for practice and give a quiz over the skills on Friday. After students completed the work each day, we would check the answers together. It is very important to make sure that you are giving students help who need it each day. The quiz was a way for us to make sure all students were understanding the content. 

Lesson 9: How to Help a Friend

  • This lesson stresses the fact that your Math Workshop will be a social time for your class. 
  • During your mini-lesson, share that your expectation is that each will all be needed to help you teach math this year.  All will be called upon to help a friend who might be struggling with a  math concept.
  • Remind them about how everyone develops and learns at different paces. They will all experience times when they understand something well and times when they need some help and more practice.
  • Tell them that you will need them to help their friends at various times, but that there is a way to work with a friend that is NOT a good thing – and that is when they simply tell their friends answers.  
  • Discuss how this will not help to TEACH because giving answers does not give students the knowledge to solve problems on their own when they are asked to do so. You can use our How to Help a Friend Anchor Chart for this.
  • Today’s independent practice should involve some type of partner work – perhaps another problem to solve.  
  • Gather students together after independent practice and share some of the situations you saw where friends were helping friends effectively. 

Lesson 10: Interactive Notebooks

  • If you will be using interactive notebooks, this lesson is for you!
  • The purpose of this lesson is not to provide you with how you will do use notebooks.  This lesson is incorporated into the math launching unit because we feel it is important that students have some procedures and guidelines in place before they start.
  • To begin, pass out the notebooks to each student and explain to them a little bit about interactive notebooks. Share that they can be a fantastic resource because they will begin to fill up with notes, sample problems, teacher feedback, definitions and many other math ideas.
  • Students will write Math Notebook Guidelines/Rules (whatever you want to call them) on the inside cover.
  • I only write about math in my notebook.
  • All of the pictures I draw will be there to help me understand my math work.
  • I will write, cut and glue everything neatly in my notebook so I can easily use it to help me.  

We like something like this for the final “rule”:

  • I will always look for work in my math notebook before I ask my teacher a question.  
  • Use our Check My Notebook Reminder Slip if you would like. You might also type your class guidelines instead of having students copy on their own. 
  • For independent practice today  have students spend time decorating their notebook covers with  things that remind them of what math is.

You will find our resources for math workshop here: Launching Your Workshop

(We have provided the anchor charts in color and with a white background.)

Looking for Additional Math Workshop Resources? Start Here!

  • Academic Math Notebook
  • Math Vocabulary for Primary Grades
  • Tools for Math Workshop
  • Editable Math Management Binder

You can download our free Math Tub Labels here:

Blue Arrows with Pictures (PDF)  

Red Arrows (Editable)

Yellow Arrows (Editable)

Chalkboard (Editable)

Strategies for Problem Solving:

Problem Solving Involving Fractions

Problem Solving With Money

Addition and Subtraction Word Problems

Making a Table to Solve Problems

Drawing Pictures to Solve Problems

Problem Solving: Two-Step Word Problems

Writing Number Sentences to Solve Problems

Monday 24th of July 2017

I would like to add a technology resource to your list of wonderful Math Stations/Centers. I use ZEARN.org this was a God send just like your site was for me. It includes Engage New York math Strategies (Common Core) and is great for independent center time and you can get student reports. And better yet, it is FREE just like your site. Thank you, Thank you, Thank you for such a great resource.

Caroline Camons

Sunday 24th of January 2016

How do I even begin to thank you for this website! There are so many gems on here that I need but don't have the time to make. I appreciate all your tips, ideas and activities!

Monday 17th of August 2015

Thank you so much for all of the valuable information. I have been wanting to set up MATH Workshop in my classroom and wasn't sure of how to go about it for the maximum benefit for my students. All of the practical and procedural information you have shared is just what I needed to step into this school year with confidence!

College Educator Workshops & Conferences

Student Success, Retention & Engagement | On Course

Problem Solving in Math

After attending the On Course I Workshop this past summer, I wrote a case study (see below) that I used in my math class for elementary education students.  The purpose of this case study is to strengthen students’ problem-solving abilities, and the experience went extremely well.

First, I had students read the case study aloud. Then I had them respond to the questions on their own. After 10 minutes, I had the students get into groups according to the way that they numbered the people in the study. I had the students in each group explain to each other why they’d numbered the people in the study the way that they had, and then we had a lively discussion among the groups about their choices.

Next, I asked students to come up with their own problem-solving strategies. I put them into seven groups of four students each. Two of the groups created identical strategies while the remaining five groups came up with different strategies. The groups all used a pattern approach to solving. Student groups shared their solutions with the whole class. They were excited to see that there was not just one way to solve a problem. Many of them had always been taught that, in math, there is only one way to get to a solution.

Students did very well on the subsequent unit exam. The class average on the unit exam was 78 with a standard deviation of 9.2. Below the case study, you will find the student results on the exam questions that correlated with the problem-strategies of the case study. I also thought you might be interested to read some of the student responses to an evaluation regarding the value of doing the case study.

Here is the case study:

PROBLEM SOLVING

Professor Penny thought her math class needed to spend more time problem solving. In an effort to enhance her students’ problem solving ability, she decided to put students into groups and give each group a different problem to solve. Professor Penny assigned each group the following tasks:

solve the problem.

explain the strategy or strategies the group used to arrive at a solution.

One group of students–Linda, Tom, Tony, and Cindy–were given the following problem to solve:  Find the sum of the first 100 counting numbers.

                                    1 + 2 + 3 + . . . + 100

LINDA , anxious to get the work done, said that the group should break up the numbers into parts and each person should be responsible to add a set of numbers.

TONY did not like the fact that Linda was already blurting out what they were going to do to solve the problem. He wanted time to think about all of the possible ways to solve the problem. “I think we should take the problem home and make a list of all of the possibilities.”

CINDY did not like Tony’s idea. Cindy said, “This is exactly why I hate math! What does adding a bunch of numbers have to do with real-life? When am I ever going to use the sum of the first 100 numbers again?”

TOM , an easygoing guy, felt that everyone was making too much of a fuss about the problem. He suggested getting a calculator and adding the numbers from 1 to 100 inclusive. That seemed like the best idea to him and it was easy to do.

Linda then blurted out that if Tom wanted to do that he could but she was only going to add the first 25 numbers. She then told Tony that he would need to add the numbers from 26 to 50, Cindy would need to add the numbers from 51 to 75 and Tom would have to add the numbers from 76 to 100. She then proceeded to tell everyone that they needed to meet 1 hour before class started to put they results together so that they would have their answer ready for the class.

Tony then told the group that he did not feel that they were completing the tasks that Professor Penny gave them. Linda told Tony that everything was under control. Tony could not seem to get his point across to the group. Tony then went to Professor Penny and explained the situation to her. She told him that part of becoming a good problem solver was to work through the group dynamic problem in addition to solving the given problem. Tony was furious with the professor’s response. He decided to solve the problem his own way. He came up with a list of strategies that he would use to solve the math problem.

The next day, the group met 1 hour before the start of class. Three of the members of the group added the numbers that Linda had assigned, however, Tony did not add the set of numbers Linda assigned him because he did not think Linda’s strategy was a viable one. Linda said that she would handle running the presentation. Linda explained to the class the breaking up strategy that she came up with, however they were unable to arrive at a solution because Tony refused to participate. Tony then told the class that he did not think that Linda’s solution was a viable one and that he felt it best to look for patterns when trying to calculate a sum of numbers. Cindy hated the assignment and let the class know that this was a stupid assignment, which had no bearing on her life. Tom told the class to get out their calculators and add the numbers from 1 to 100 inclusive and they would arrive at the correct solution.

Now, imagine that you were a member of this group. What would you have done to contribute to the group task?

Do you identify with anyone in the group?

Which student in the group completed the task at hand? Rank the students from 1-4. Note: A “1” indicates the student you feel did the best job of completing the tasks and a “4” indicates the student you feel did the worst job of completing the tasks. Be prepared to explain your answer.

Linda  ____     Tony   ____     Cindy ____     Tom   ____

Diving Deeper: Do you think Professor Penny should have helped the group after Tony came to her for help?

In your groups: It is now your turn to come up with a strategy or a set of strategies to solve this problem.

Now, here’s an evaluation of the impact of doing the Case Study:

The unit exam was designed to make students use the problem solving skills they had practiced in the case study.  While many of the exam problems expected students to use their problem-solving strategies, problems 4, 5, and 6 were specifically designed to test this skill. The chart below summarizes the results.

Students could earn up to 5 points for each problem. Students were awarded 3 points for their strategy (explanation needed to be clearly stated), 1 point for their conclusion (again needed to be clearly stated), and 1 point for the correct answer. The good news is that each student tried the problems. In the past, I have had students leave problems blank when they did not know how to do a problem. The students’ responses were well thought out. I did note that 16 students scored 3 points on problem 6. Part of the problem required the students to think through a seating arrangement, but they had to follow a specific diagram. Every student in the 3-point category missed one instruction in the problem, thus leading them to an incorrect conclusion and final answer.

I also sought feedback from the students about their experience with the case study.  Here are the responses to my two questions:

A. Do you think that the activity “A Case Study” helped you to become a better problem solver? If yes, explain how. If no, explain why it did not.  (Responses – 7 No’s, 18 Yes’s)

I don’t think it necessarily helped me in problem solving. It did, however, explain how people can work in a group together. It showed how to work good in a group and what and what not to do.

No, because I approached it as a math problem, something to be solved. I did not associate it with a lesson on problem solving, just something that needed to be done. I solve problems daily.

I don’t think it really helped me. It was a great activity and made me aware about my actions when it came to problem solving. But I still perform the way I always do.

No – what has helped me become a better problem solver has been getting in study groups or even in groups while in class. “A Case Study” showed 4 people with 4 different views on how to do a problem and I basically eliminated the group. I think a group should work as a team without a leader.

I think “A Case Study” did not help me to be a better problem solver. In the end it did not explain the right way to solve the problem. It basically showed to me how they interacted with each other more than the problem.

No, I do not think it helped because I could not apply the knowledge on the test except for the one problem with A, B, C, D . . .

I don’t think it really impacted me that much. I guess for some it might. I believe problems like that and maybe more would help.

Yes, because it did give me the opportunity to see different styles of learning and approaching problems.

Yes, it showed how not to function while problem solving in groups. It showed how different ways of problem solving exist. It made me want to not be like anyone in the group (in the assignment). The question got me to consider the answers and answer wisely.

Yes, I do think that “A Case Study” helped me become a better problem solver. It helped me look at different ways of solving the problem, and it helped me solve the problem faster.

Yes, because it made me look at problem solving in different ways instead of just my own way.

I remember the way that the problems was solved and I used it do pattern problems. It is easier to do pattern problems because I can see more than one solution method.

Yes, there are a wide variety of patterns one can implement to reach a conclusion. Knowing these multiple paths are all valid, releases the pressure of “one-way” thinking – (i.e. “I forgot the formula, so now I’ve failed the test!)

Yes, I think it did help me to become a better problem solver. It also helped me to see how people have different views and attitudes. It made me see how everybody needs to work together to accomplish a goal.

Yes, because now I know different methods for solving the same problems.

Yes, I think the activity helped me because it showed different ways to do a problem and it showed that there isn’t only one way to solve a problem.

Sort of. It gave me the idea and option of adding all the options up – doing it the simple or literal way.

Yes, because it helped me see that there is always more than one way to solve a problem.

The activity “A Case Study” helped me out a little bit. At the time of the study, I understood how to problem solve a little better, but when I tried to problem solve in the test and on other problems, it really didn’t help me.

I think it made me take a look at how I problem solve in a group. It really makes me be more aware of how I can get pushy instead of being open to new ideas.

Really the exercise and the discussion that took place afterward was helpful. I am the sort who approaches a problem far more scatterbrained than you might imagine, so hearing the way everyone else in the class handled the problem was very helpful.

Yes, because it made me realize that there are many ways to solve a problem. Sometimes there is not just one answer.

Yes, it showed different ways to approach and solve a problem.

Yes, because it showed me to take each person and develop problem solving by thinking.

It was a good example. For me it was an exercise I have done many times trying to get 30 different people with different backgrounds who spoke different languages to make 1000 plates of salad the same way. The order to make the salad doesn’t matter, only the final product must look the same.

 B.  Did the activity help you to work more effectively in a group setting? Please explain your answer.  (Responses – 2 No’s, 23 Yes’s)

Yes, as in number one, it showed different types of people and how they work together in a group. It showed me what type of  attitude and what actions I need to do when I work in a group with others. It also helped to get the opinions of classmates on how to act in a group and how you will be perceived in group work.

Like I said before, the activity made me aware of my problem solving style. But I have always worked great in groups.

No, I’ve always been able to work well in groups.

The activity did help me to work in a group setting. It helped me to see which character I am portrayed most closely too and how it affects the group as a whole. I learned what not to do in a group setting.

I think it allowed me to get to know the people I sat next to, and the way that they think. By getting to know them, we have developed a study group. (It allows you to open your mind to the ways others think about how the problem should be solved.)

No, because I’m one of those people who work well with others, so therefore it was not big deal.

Yes, in a group setting it is important to understand everyone’s point of view.

Yes, the example in the problem really did show how ineffectively some people work when in groups. In my group, it went well so I guess we showed how to work well in groups.

Yes, because you got everyone’s opinion on how to do the problem.

Yes, because now I know that people are going to think differently in group problems.

It helped you understand that people see problems differently and it helps you deal with the problems that take place within a group.

I always work well with others.

Yes, it showed me that people can’t always have their way and that they should say what they think, but also cooperate with others. It also showed me you should always put forth all of your effort and do what you say you will, otherwise, you will let down your group and may not finish the project.

Yes, because it helped me to see how my actions affect everyone in the group. I am the kind of person who just wants to get a job done so I would not take other peoples ideas in to make mine better.

Yes, because we got to discuss how we would solve the problem and see how others might do it differently.

It helped me realize that unity was the most important part of our group and listening to everyone’s opinion and ideas were vital.

Probably not. I am pretty much the same as I always was but I didn’t think I was bad at working in groups. I am pretty much a passive person.

The activity did help me work more effectively in a group setting. Now I recognize what type of worker I am, so I can either change that or still act as I always have in a group.

I think yes, it did because now I take the time to listen to others ideas before trying to come up with a solution all on my own.

Well honestly I’ve never been very pigheaded. But all the same, I think every group effort improves those skills. Whenever I work in a group my first response to a negative situation is to ask what I am doing wrong.

Yes it makes me sit back and listen to others’ ideas without rejecting them right away because I think my answer was the correct one. There may be more than one way to skin a cat.

Yes, because it showed how important it is to have everyone participate and cooperate in a group or nothing will be accomplished.

Yes, I learn very well while in groups and I think that our group works very effectively together.

Same answer as above. To get things done in a group, there has to be give and take. The role of a teacher in many cases is to guide the groups to the answer, how each get there can be different.

Jenny Penniman, Faculty, Mathematics, Howard Community College, MD

You have created a workshop that, in my 25 years of professional development, is by far the best experience I’ve ever had.
I’m a better instructor because of On Course.
My first day back I plunged into using On Course materials and methods with my students, and they LOVED it!! And I LOVED it! Thank you so much on behalf of myself and all of my present and future students!
In my 31 years of teaching this was the best and most critically needed of any workshop I have ever attended.
I have never before felt a workshop I attended helped me to teach. This one will!
This workshop transformed my professional and personal life.
This was an awesome experience for an educator who was burning out!
On a scale of 1-10, I rate the overall value I received from the workshop as a 15.
I told my Dean that if I took every workshop and conference I had ever attended and rolled them into one, it would not equal what I learned and gained from your workshop.
Our college needs to offer this workshop for all faculty, full and part-time.

maths problem solving workshops

Problem Solving Activities: 7 Strategies

  • Critical Thinking

maths problem solving workshops

Problem solving can be a daunting aspect of effective mathematics teaching, but it does not have to be! In this post, I share seven strategic ways to integrate problem solving into your everyday math program.

In the middle of our problem solving lesson, my district math coordinator stopped by for a surprise walkthrough. 

I was so excited!

We were in the middle of what I thought was the most brilliant math lesson– teaching my students how to solve problem solving tasks using specific problem solving strategies. 

It was a proud moment for me!

Each week, I presented a new problem solving strategy and the students completed problems that emphasized the strategy. 

Genius right? 

After observing my class, my district coordinator pulled me aside to chat. I was excited to talk to her about my brilliant plan, but she told me I should provide the tasks and let my students come up with ways to solve the problems. Then, as students shared their work, I could revoice the student’s strategies and give them an official name. 

What a crushing blow! Just when I thought I did something special, I find out I did it all wrong. 

I took some time to consider her advice. Once I acknowledged she was right, I was able to make BIG changes to the way I taught problem solving in the classroom. 

When I Finally Saw the Light

To give my students an opportunity to engage in more authentic problem solving which would lead them to use a larger variety of problem solving strategies, I decided to vary the activities and the way I approached problem solving with my students. 

Problem Solving Activities

Here are seven ways to strategically reinforce problem solving skills in your classroom. 

This is an example of seasonal problem solving activities.

Seasonal Problem Solving

Many teachers use word problems as problem solving tasks. Instead, try engaging your students with non-routine tasks that look like word problems but require more than the use of addition, subtraction, multiplication, and division to complete. Seasonal problem solving tasks and daily challenges are a perfect way to celebrate the season and have a little fun too!

Cooperative Problem Solving Tasks

Go cooperative! If you’ve got a few extra minutes, have students work on problem solving tasks in small groups. After working through the task, students create a poster to help explain their solution process and then post their poster around the classroom. Students then complete a gallery walk of the posters in the classroom and provide feedback via sticky notes or during a math talk session.

Notice and Wonder

Before beginning a problem solving task, such as a seasonal problem solving task, conduct a Notice and Wonder session. To do this, ask students what they notice about the problem. Then, ask them what they wonder about the problem. This will give students an opportunity to highlight the unique characteristics and conditions of the problem as they try to make sense of it. 

Want a better experience? Remove the stimulus, or question, and allow students to wonder about the problem. Try it! You’ll gain some great insight into how your students think about a problem.

This is an example of a math starter.

Math Starters

Start your math block with a math starter, critical thinking activities designed to get your students thinking about math and provide opportunities to “sneak” in grade-level content and skills in a fun and engaging way. These tasks are quick, designed to take no more than five minutes, and provide a great way to turn-on your students’ brains. Read more about math starters here ! 

Create your own puzzle box! The puzzle box is a set of puzzles and math challenges I use as fast finisher tasks for my students when they finish an assignment or need an extra challenge. The box can be a file box, file crate, or even a wall chart. It includes a variety of activities so all students can find a challenge that suits their interests and ability level.

Calculators

Use calculators! For some reason, this tool is not one many students get to use frequently; however, it’s important students have a chance to practice using it in the classroom. After all, almost everyone has access to a calculator on their cell phones. There are also some standardized tests that allow students to use them, so it’s important for us to practice using calculators in the classroom. Plus, calculators can be fun learning tools all by themselves!

Three-Act Math Tasks

Use a three-act math task to engage students with a content-focused, real-world problem! These math tasks were created with math modeling in mind– students are presented with a scenario and then given clues and hints to help them solve the problem. There are several sites where you can find these awesome math tasks, including Dan Meyer’s Three-Act Math Tasks and Graham Fletcher’s 3-Acts Lessons . 

Getting the Most from Each of the Problem Solving Activities

When students participate in problem solving activities, it is important to ask guiding, not leading, questions. This provides students with the support necessary to move forward in their thinking and it provides teachers with a more in-depth understanding of student thinking. Selecting an initial question and then analyzing a student’s response tells teachers where to go next. 

Ready to jump in? Grab a free set of problem solving challenges like the ones pictured using the form below. 

Which of the problem solving activities will you try first? Respond in the comments below.

maths problem solving workshops

Shametria Routt Banks

maths problem solving workshops

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maths problem solving workshops

2 Responses

This is a very cool site. I hope it takes off and is well received by teachers. I work in mathematical problem solving and help prepare pre-service teachers in mathematics.

Thank you, Scott! Best wishes to you and your pre-service teachers this year!

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Fun Maths workshops for Primary Schools

Brainwave Education offers  fun and interactive maths workshops for primary schools across the UK. Within our workshops we use carefully designed balls and rods, which allow children to create large 2D and 3D shapes from a basic cube to octahedrons and even an icosahedron (20 sided polyhedron). Using this equipment allows children to visualise and explore maths in away that are not normally possible. By using shapes we can explore their properties, area, volume, fractions, measurements (standard and non standard) and arithmetic.

The workshops engage children in maths within a fun and "safe" environment. A range of problem solving games is used where wrong answers are required to take the next step to the solution. Knowing that we will need to make mistakes to learn creates a "safe" environment for children to let their imagination take the lead and not be afraid of getting it wrong. Our Ethos is there are no wrong answers, only pathways of learning.

Fun, engaging and interactive maths workshops

Our fun workshops are delivered by the character Professor Brainwave who expertly balances the level of fun and learning throughout, ensuring the children are engaged at all times. We have individual workshops to cover the ability of nursery, KS1 and KS2 students. Sessions are offered from one hour to a full day and workshops can be from 30 min to 2 hours. A clear pricing structure is in place with no hidden costs. A price match promise and a 100% money back guarantee is offered.

Key Stage 1

Pupils are faced with problems to solve that often cannot be solved without making mistakes and learning from them. They will use the hands on equipment to make 2D and 3D shapes from cubes to pyramids to solve problems and create structures that will help students in subsequent workshops. Through the journey of discovery they will cover:

• 2D shapes and their properties

• Doubling, estimating and sorting

• Making 3D shapes from 2D shapes

• Looking at angles and basic fractions

• Problem solving and visualisation

• Mental arithmetic

Key Stage 2

Children are put into small teams to solve problems using 2D shapes that encourage freethinking, as there are no "wrong answers". Through collective learning and solving the problems we move onto creating a hidden 3D structure within a tetrahedron. Skills that the children will cover are:

    • Fractions, multiplying, doubling and subtraction

    • Number sequences

    • Calculating and estimating area and volume

    • Examining the properties of 3D shapes and how they interact                    

    • Converting between units

   • Teamwork and confidence building

I offer FUN family workshops that bring everyone together in the joy of learning! If the children have attended a workshop during the day they are given the opportunity to demonstrate what they have learned before moving onto working together to solve new challenges. If a family workshop is booked as a one off event, parents will work closely with their children to solve problems and create 3D structures.

This is a great opportunity to reach out to parents and allow them to have an insight into understanding how their children tackle problems and learn.

If you are not satisfied for any reason at the end of a day’s workshop then there will be a full refund. No quibbles. I am very confident that I will never have to fulfill this guarantee, I hope that it gives you confidence in the quality as well as peace of mind.

Price match

Simply put if you receive a quote from another provider that is offering a similar service at a lower price I will match it. I never want the price to exclude a school from having a fantastic maths experience. All you need to do is supply the official quote from the other provider.

Holding a maths workshop with Brainwave Education will ignite enthusiasm for Maths. Children will come away with confidence to take problems head on as they will have experienced the process of making mistakes and learning from them. 

Throughout the workshops pupils will have used existing mathematical knowledge and acquired skills in problem solving and learnt about geometry including, 2d and 3d shapes and their properties, volume and area, symmetry, fractions, doubling, measuring (standard and no standard) as well as the language of geometry.

The STEM Directory is provided as a service to support you in finding enrichment opportunities. The activities are offered by external providers and are not endorsed by STEM Learning. We are not responsible for their content or delivery.

How to take part/get started

 Workshops are available all year round and we cover the UK. Please call or email to check availability and cost.

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Word Problem Solving is a challenge in most math classrooms. Do your students struggle with word problem solving? If so, then you need to know about Word Problem Workshop! You can find out more about Word Problem Workshop at  MonaMath.com/enroll  & on this episode of Honest Math Chat!

Word Problem Workshop

Word Problem Solving is a  challenge  for everyone teaching math to children… that’s why I’ve worked on creating an instructional strategy that helps students problem solve everyday … it’s called  Word Problem Workshop .  In the Word Problem Workshop training you’ll learn how to teach your students using this instructional strategy- while planning less of what matters more. You’ll be confident in facilitating math discussions and productive struggle as you tailor your teaching points and questions to meet your students needs! 

In this episode we will honestly chat about:

  • math problem solving strategies 
  • what makes math instruction effective 
  • the ways  Word Problem Workshop  engages students in authentic and deep problem solving, everyday 

You can find out more about Word Problem Workshop at  MonaMath.com/enroll 

word problem workshop training

Links Mentioned in the Episode: 

👉🏾 Math Proficiency

👉🏾 Book:  5 practices for Orchestrating productive mathematics discussions

👉🏾Book:  Children’s Mathematics Cognitively Guided Instruction 

👉🏾Book:  Principles to Actions Ensuring Mathematical Success for All

🤍FREE   Guide to Engaging Math Discussions 

Let’s Connect  on Instagram @HelloMonaMath I LOVE chatting with listeners. Send me a DM and let me know you’re listening. 

Looking for a community of like minded math educators?  Join  The Math Teacher Collaborative Facebook Group ! 

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Maths Problem Solving Activity Days

The Problem Solving Company travel throughout the UK delivering maths problem solving activities in schools. 10 years of experience visiting schools has enabled us to develop an extensive range of activities to encourage core skills and fundamental thinking in mathematics. By using play, discussion and team work  our problem solving activity days have broken through the “boring” stigma attached to mathematics. Our hands on challenges require reasoning, logic and trial and error to get them to their solution. Combine this with the use of the correct mathematical terminology and hitting curriculum links wherever possible provides an incredibly valuable day.

Mathematics should be a subject of discovery and exploration and our aim is to help foster a love of maths. By leaving the pupils with a feeling of satisfaction and success will aid them on a journey which hopefully inspires them to approach maths with a new direction in the future.

Pupils can often be heard leaving the workshops saying maths is great, or I didn’t realise we were doing maths!

We bring a large quantity of equipment and resources to have your pupils engaged from the start of the school day all the way until the bell goes to finish the day. We have a different activity for each year group, covering a variety of topics such as co-ordinates, shape, area, number, logic and reasoning. All of the activities are age appropriate for each year group and also encourage skills such as perseverance, discussion and justification.

Which Age Are The Problem Solving Activity Days Targeted At?

The Problem Solving Activity Days have been designed for Primary School children in Reception (EYFS) and through KS1 and KS2. We also offer problem solving workshops for KS3 and KS4 at Secondary School

Where Do The Workshops Take Place?

The problem Solving sessions are best run in a school hall,  gym or sports hall. This allows us to get the most from the large equipment that we will bring to school.

How Many Students Can Take Part At Once?

Typically each instructor can run workshops for a typical class size of approx 30 pupils at a time.  Multiple instructors may be booked if required.

How Many Workshops Can You Run In A day?

Primary School: If you are a one-form entry then it is possible to see all classes from reception to year 6 in one day. The class sessions generally run for 35 mins for reception and year 1 and 40-50 mins for the remaining years, depending on your school timetable.

If you are bigger than a one form entry we can either supply more instructors for the day ( you will need multiple spaces to run the activities),  or alternatively visit for consecutive days at a reduced rate.

Secondary School: We normally run in conjunction with the normal school timetable. Typically this will offer either 5 or 6 sessions. We can however create bespoke schedules if required.

How Much Does  A Problem Solving Activity Day Cost?

The cost for one instructor for the day is £495.00 plus VAT with the exception of the months of April,  May, August and December where the price is reduced to £425.00 plus VAT. If you are looking to run day for a larger number of pupils to take part for the duration of the day please contact us for a price for multiple instructors.

If you are interested in The Problem Solving Company visiting your school then please complete the form in the sidebar and we will get in contact:

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Workshop: Problem solving and mathematical reasoning

Example of item in an aptitude test showing a sequence of images asking to the determine the next one.

Problem solving is the mark of an independent employee.

Employers look for proactive people, who can detect a problem and come up with a solution, instead of waiting to be told what to do.

A large number of companies currently make use  of  employment  aptitude  tests,  which assess qualities such as problem solving, critical thinking, and attention to detail. All of these rely deeply on mathematical reasoning.

However, the need to improve the problem solving and reasoning skills goes beyond passing a test to get a job. In fact, the ability to solve problems is an essential part of any employee’s skill set, even if it isn’t specified on the job description.

To solve a problem and make sound decisions at the workplace and in life in general, one needs both general strategic knowledge and specialized domain knowledge. At our workshops, we will focus on the general strategic problem-solving math related abilities. You will practice with exercises similar to those  in aptitude tests (including SAT). In this way, you will strengthen your problem solving and mathematical and logical reasoning skills, and will be better prepared to tackle problems at the workplace and in life.

These workshops are addressed to adults ages 18 and above.

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FREE Math Success Workshop: Adding, Subtracting, Multiplying, and Dividing Fractions

Thursday, february 15, 2024.

Girl with backpack and books in front a wall of math symbols

The LAVC Academic Resource Center offers FREE weekly online and in-person Math Success Workshop Series. These weekly sessions will help you review some basic but key concepts, so you can succeed in your math class! If it’s been a while since you took a math class, or if math was never your favorite subject, these workshops are for you!

Topic: Adding, Subtracting, Multiplying, and Dividing Fractions Date & Time: Thursday, February 15 from 1 p.m.-2:30 p.m. Locations: Hybrid - Online & LARC 212 (Library & Academic Resource Center, 2nd Floor) ( view map )

LAVC Tutoring Services & Schedule Info

For more information, please contact the Academic Resource Center at @email or (818) 947-2922.

LACCD encourages persons with disabilities to participate in its programs and activities. Please allow 10 days if you anticipate on needing any type of accommodation or have questions about the physical or virtual access provided, contact the LAVC Academic Resource Center at (818) 947-2922 or email @email as soon as possible, but no later than ten (10) business days prior to the event.

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EPR (Electrical & Power Review) | EPR Magazine logo

Rosatom starts production of rare-earth magnets for wind power generation

November 11, 2020 5:17 pm

Rosatom starts production of rare-earth magnets for wind power generation

T VEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of Rosatom enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

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STEM Workshops

The Problem Solving Company offers Primary and Secondary Schools in the UK the chance to participate in a range of STEM Workshops and Activity Days in their own schools. Depending on the aims and objectives of your school we will help guide you in your choice.

Our STEM Workshops cover a growing number of different subject areas many with cross curricular links between different subjects.

Maths Workshops

Prices from £595.00, nationwide service.

We have been running Maths Workshops in schools since the business started in 2007. Due to the popularity of our workshops we have created different styles of activities and days to suit Primary and Secondary Schools. The workshops can help give maths the positive boost that is so often needs. Our range of hands on activities instantly engage even the most reluctant student.

When we visit Primary Schools as part of their Maths Day or Maths Week, we typically run  Primary School Maths Workshops for all classes from Reception through to Year 6,  helping all classes feel that maths is important. These are approx 40 min sessions through the day. Our instructors can also run workshops for longer periods of time. Workshops can run for up to half a day for KS1 children and full days for KS2 pupils.

Our  Secondary School Maths Workshops  vary from hour workshops to half and full day sessions. This can be arranged with a small group of students or whole year groups.

year 5 & 6 maths activity days

School Escape Rooms

Our School Escape Rooms  have been a phenomenal success since their launch in 2016 and our range of workshops on offer has gone from strength to strength.

For Primary Schools we have Maths and Science  Escapes. They  have been so popular we have numerous versions available. This allows us to visit schools in back to back years without any repetition.

The Classroom Escapes have been tailored for KS2 and are a great immersive activity that have been designed to support the National Curriculum. They have been designed for full classes to take part simultaneously.

The Secondary School Escape Rooms on offer are Maths and a Science Escape for Years 7 – 9. We also have three more specialised Escapes for Biology,  Chemistry and Physics for GCSE students.

As well as STEM subjects we also run our Escape sessions with a focus on Team Building and History.

More information can also be found at our dedicated Escape Rooms website

escape room for sixth formers

Engineering and Construction Activity Days

Our Engineering and Construction Activity Days typically last between 60 mins and full day sessions. They are suitable for KS3 upwards.

Teams are confronted with a range of tasks where they will firstly need to design, often to budgets and then build an array of projects.

With a large range of challenges to choose from these activity sessions allow students to be confronted with how real life projects work. From the lightbulb moment through to the building the end project these sessions will test your student’s thinking.

Follow the link if you are interested in finding out more about these STEM activity days .

The Problem Solving Company also run a range of School Team Building Days .

maths problem solving workshops

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19th Edition of Global Conference on Catalysis, Chemical Engineering & Technology

Victor Mukhin

  • Scientific Program

Victor Mukhin, Speaker at Chemical Engineering Conferences

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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IMAGES

  1. (PDF) Maths Sparks Problem Solving Workshops: Resource Booklets Volumes

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  2. maths-puzzle-workshops

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  3. Maths Problem Solving Days for Primary Schools KS1 KS2 KS3

    maths problem solving workshops

  4. Secondary School Maths Workshops

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  5. Practical Problem Solving in Maths

    maths problem solving workshops

  6. 5 Ways to Include Math Problem Solving Activities in Your Classroom

    maths problem solving workshops

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  1. maths problem solving

  2. How To Solve Math Problems

  3. Easy math problem

  4. Maths

  5. Maths Problem Solving

  6. A Collection of Maths Problem Solving Questions:#65

COMMENTS

  1. Home

    Problem Solving in K-2 3-5 or K-5. Math Problem Solving in Action is a workshop designed to introduce the teaching of word problems. Throughout the workshop we will discuss how to set up, implement and assess problem solving routines, do problem solving in guided math groups and set-up and manage the word problem math workstation. The

  2. Maths workshops KS1 KS2 KS3

    £595.00 Numeracy Suitable For: EYFS, KS1 and KS2 - Variations available for KS3 Structure / Numbers: Each class will take part in their own workshop. One instructor can work with all classes at a one form entry school in a day. We want your pupils to be enthused by maths.

  3. Empowered Problem Solving

    Empowered Problem Solving - Grassroots Workshops Regular Empowered Problem Solving by Robert Kaplinsky $345.00 ($414.00 for 12 months of access) Next Semester: Feb 10 - Mar 22, 2025 Registration opens Jan 24, 2025 at 8:00AM PST Get a Reminder Subject: Mathematics Grade Levels: Elementary School Middle School High School Semesters Offered:

  4. How To Use An Open Middle Problem

    Robert Kaplinsky co-founded and runs Open Middle, has been published in Edutopia and Education Week, is the author of Open Middle Math: Problems That Unlock Student Thinking, and created the #ObserveMe movement.He has been an educator since 2003 as a classroom teacher, teacher specialist for Downey Unified School District, instructor for the University of California, Los Angeles (UCLA), and ...

  5. Elements of Math Workshop

    Math Workshop Ideas for Upper Elementary By Mary Montero Whether you have 45 minutes or 90 minutes for your block math, how you set it up can make or break the progress you're able to make with your students.

  6. Math Word Problem Workshop

    word problem workshop an approach to delivering content every day that combines productive struggle, math discussions, and the ability to easily gather formative feedback in a way that ensures every student develops as problem solvers. Enroll Now Oge Math Coach Watch on "I want to help my students with their growth mindset, but I don't know how.

  7. Creative Maths Workshops for Primary Schools

    Maths Workshops in your School A wide range of exciting and engaging In-person Creative Maths workshops - many of which can be delivered to up to 420 children in one day! all of our workshops are listed below. Themed Maths Resource Packages

  8. PD Workshops

    Unpacking the Proficiencies. One of the issues with much of the current maths professional development is that it spends a lot of time focussing on what we need to teach and comparatively little time on how to actually teach it. This workshop looks at the best way for students to learn by examining the four proficiencies (understanding, fluency, reasoning and problem solving).

  9. Launching Your Math Workshop

    This free launching math workshop unit of study is designed to help you get a workshop approach started in your classroom. This is another free resource for teachers from The Curriculum Corner. Math workshop is not as common in classrooms as writing and reading workshops.

  10. Problem-Based Math Workshop

    In level 1, participants learn about the 3 Vehicles of problem-based math: Scale Models, Equations, and Word Problems. Day 1: Participants engage in problem-based activities using each of the 3 vehicles. We'll explore problems from a student perspective, and discuss which standards best align with each vehicle.

  11. Problem Solving in Math

    Here is the case study: * * * * * PROBLEM SOLVING Professor Penny thought her math class needed to spend more time problem solving. In an effort to enhance her students' problem solving ability, she decided to put students into groups and give each group a different problem to solve. Professor Penny assigned each group the following tasks:

  12. Maths Workshops

    £595.00 Nationwide Service Secondary School Maths Workshops - The Problem Solving Company Watch on Suitable for: KS3 and KS4 Structure / Numbers: The Maths Challenge Carousel can accommodate up to 120 students at any one time. Time scale can be 2hr too full day sessions

  13. Problem Solving Activities: 7 Strategies

    Getting the Most from Each of the Problem Solving Activities. When students participate in problem solving activities, it is important to ask guiding, not leading, questions. This provides students with the support necessary to move forward in their thinking and it provides teachers with a more in-depth understanding of student thinking.

  14. Fun Maths workshops for Primary Schools

    Key Stage 1 Pupils are faced with problems to solve that often cannot be solved without making mistakes and learning from them. They will use the hands on equipment to make 2D and 3D shapes from cubes to pyramids to solve problems and create structures that will help students in subsequent workshops.

  15. 45: Word Problem Solving Workshop

    the ways Word Problem Workshop engages students in authentic and deep problem solving, everyday You can find out more about Word Problem Workshop at MonaMath.com/enroll Links Mentioned in the Episode: Math Proficiency Book: 5 practices for Orchestrating productive mathematics discussions Book: Children's Mathematics Cognitively Guided Instruction

  16. Maths workshops KS1 KS2 KS3

    Maths Workshops for Schools - The Problem Solving Company Watch on Maths Problem Solving Activities for EYFS, KS1, KS2 and KS3. We deliver maths workshops to both Primary and Secondary Schools through out the UK

  17. Workshop: Problem solving and mathematical reasoning

    In this way, you will strengthen your problem solving and mathematical and logical reasoning skills, and will be better prepared to tackle problems at the workplace and in life. These workshops are addressed to adults ages 18 and above. Problem solving is the mark of an independent employee. Employers look for proactive people, who can detect a ...

  18. Problem Solving & Team Building For Schools KS1, KS2, KS3, KS4 & KS5

    The Problem Solving Company offers maths workshops for both Primary and Secondary Schools throughout the UK. Our National Curriculum based workshops are a great way to improve the image of maths in your school. Using large resources enables maximum participation for the groups and helps encourage communication and team skills.

  19. FREE Math Success Workshop: Adding, Subtracting, Multiplying, and

    Topic: Adding, Subtracting, Multiplying, and Dividing FractionsDate & Time: Thursday, February 15 from 1 p.m.-2:30 p.m.Locations: Hybrid - Online & LARC 212 (Library & Academic Resource Center, 2nd Floor) ( view map) LAVC Tutoring Services & Schedule Info. For more information, please contact the Academic Resource Center at @email or (818) 947 ...

  20. Rosatom starts production of rare-earth magnets for wind power generation

    T VEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer. In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and ...

  21. Bachelor's Degrees in Mechanical Engineering in Russia

    Bachelors in Mechanical Engineering are interdisciplinary degrees that teach students how to design or improve mechanical and thermal devices and systems using analysis and computer-aided design. Engineering schools teach students how to find solutions to develop new processes and products, ranging from small component designs to extremely ...

  22. STEM Workshops

    STEM Workshops The Problem Solving Company offers Primary and Secondary Schools in the UK the chance to participate in a range of STEM Workshops and Activity Days in their own schools. Depending on the aims and objectives of your school we will help guide you in your choice.

  23. Victor Mukhin

    Catalysis Conference is a networking event covering all topics in catalysis, chemistry, chemical engineering and technology during October 19-21, 2017 in Las Vegas, USA. Well noted as well attended meeting among all other annual catalysis conferences 2018, chemical engineering conferences 2018 and chemistry webinars.

  24. Active carbons as nanoporous materials for solving of environmental

    Title : Active carbons as nanoporous materials for solving of environmental problems Abstract: However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively.