The Crystal Conundrum

Liz Bailey Education

The Crystal Conundrum is an inspirational and motivating puzzle event for children, where children work together to solve a series of hand-on, interactive puzzles. The session is based on the fictional character of the King of Conundrum who has dropped his floating crystal into the water fountain and can't quite reach to get it out! During the session (one hour approximately) the children work in pairs to solve a series of logic activities, puzzles and spatial problems, earning crystals as they go.

Finally these crystals are placed into the crystal fountain enabling a large floating crystal to be rescued, thus solving ‘The Crystal Conundrum’

All puzzles encourage team work and collaborative problem solving.

There are four different versions of The Crystal Conundrum

  • Reception
  • Key Stage 1
  • Lower Key Stage 2
  • Upper Key Stage 2

Up to 45children can be accommodated in a session and schools usually get through 4 sessions in the day. All that the school needs to provide is a large indoor space such as a hall or gym.

 
Expected outcomes

Increased motivation for and enjoyment of maths

Development of children's reasoning and problem solving skills

Great teamwork

Increased  understanding of the range of problems and problem solving strategies solving

 

To book this activity, please contact:
Liz Bailey
07747014941
LZBAILEY3@GMAIL.COM
http://lizbaileyeducation.co.uk

6 Sherwood Close
Shotley Bridge
Consett
Co Durham
DH8 0TX
United Kingdom

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.

Grants for school

The Royal Institution runs two enrichment and enhancement grant schemes. Grants of up to £500 are available to UK-registered state schools to host a STEM activity selected from the STEM Directory.

There are a number of other organisations that offer grants to schools.

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