

MATH OLYMPIAD CONTEST PROBLEMS for Elementary and Middle Schools (Volume 1) by Dr. G. Lenchner.
Math Olympiad Contest Problems for Elementary
and Middle Schools by George Lenchner. Glenwood Publications
(now MOEMS),

MATH OLYMPIAD CONTEST PROBLEMS Volume 2 edited
by Richard Kalman.
The California Mathematics Council published the following review of our book, Math Olympiad Contest Problems, Volume 2, in its December 2008 journal, ComMuniCator, combined with those of two other books. A third book, filled with powerful problems, is Math Olympiad Contest Problems, Volume 2.The introduction to this book contains valuable information about why we study problem solving, characteristics of good problems, what every young mathlete should know, common strategies for problem problems, and suggestions for starting a team for mathematics competitions. The problems are divided into two parts division E for elementary school students and division M for middle school students with sets of 25 problems in each division. There are 250 elementary problems and 175 middle school problems. Following the problems are separate sets of hints, answers, and solutions for all problems. Here are some examples of the middle school problems:
A final comment: Many of the problems in these books are also valuable for senior high school students. The problems for elementary students in the third book discussed are appropriate for middle school students, as well. Beth Schleninger, San Diego 

Mathematics Teaching In the Middle School. Vol. 14, No. 5, December 2008/January 2009 If you are looking for a single book to help start a math club or prepare for a competition, Math Olympiad Contest Problems, volume 2, may end your search. The target audiences for this book are teachers, math club sponsors, and students wanting to participate in clubs and competitions. The book contains 425 past Math Olympiad problems that are designed to promote higherorder thinking skills in both upper elementary and middle school students. The thorough introduction includes a wealth of information for both students and club leaders. For students, the book contains a vocabulary section, review of eleven problemsolving strategies, and suggestions for solving problems in contest settings. For leaders, the book reminds us of the value of developing problemsolving skills.Tips for building mathematics programs, organizing practice sessions,and ideas for endoftheyear activities are also included. The heart of the book is the Olympiad problems. For elementary school teams, the book contains ten sets of 5 problems from five previous Math Olympiads (a total of 250 questions). The middle school section contains seven sets of 5 problems from five previous Math Olympiads (a total of 175). The book also contains "Solutions" and "Hints" sections. Navigating among the various sections is hampered by the book's lack of crossreferencing. Despite this weakness, the book would serve as a fine resource of extension activities or as a tool to prepare for mathematics competitions. Roy Lander, Sophia Academy, Atlanta, GA 

Like the MOEMS program itself, this book is an excellent resource for beginning problem solvers in grades 48. Teachers, parents, and homeschoolers will find this an excellent resource for finding challenging problems that inspire students to develop a more innovative and thoughtful approach to solving problems. This book contains 425 challenging problems and ingenious solutions for the problems of the popular Mathematics Olympiads in the Elementary and Middle Schools (MOEMS) program. Richard Rusczyk, pres. AoPS( the world's largest online math contest Web site) 

Congratulations ... on your recent publication, "Math Olympiad Contest Problems, Volume 2! As a PICO for over 20 years, I applaud your efforts and look forward to using the book as a resource in both my classroom as I prepare students for Olympiad contests and as a resource as a trainer of teachers. As I peruse this book, I am extremely impressed with several features that make this user friendly in promoting problem solving.
This is one resource that won't collect dust on my bookcase. Thank you for sharing these challenging problems in this welldeveloped resource! Marshalyn Baker Grade 8 Mathematics Teacher and Mathematics Content Leader Messalonskee Middle School, Me. 
CREATIVE PROBLEM SOLVING in School Mathematics 2nd
Edition by Dr. George Lenchner.
Creative Problem Solving in School Mathematics. George Lenchner. Houghton Mifflin Co..


George
Lenchner Creative
Problem Solving in School Mathematics helps
elementary and middle school teachers improve each student’s ability
to solve problems. Its emphasis is on teachers “learning by doing”
— trying out new approaches and techniques. Through these experiences,
mathematics teachers should gain fresh insights and ideas for their
classroom teaching. The content falls into three major sections
on teaching techniques, problemsolving strategies, and relating problem
solving to standard topics of the school mathematics curriculum. A
special section on resource problems follows. The resource problems consist of 20 problem
sets (100 problems) written by the author for use in Mathematics Olympiads
for Elementary Schools (MOES). These Olympiads are interschool mathematical
competitions instituted by the author and held five times during each
school year. The 20 problem sets may be used by teachers wishing to
conduct an Olympiad Competition in their schools. While problem solving has received considerable
attention recently, George Lenchner points out that the “ultimate
goal of school mathematics at all times has been to develop students’
abilities to solve problems.” He distinguishes between an exercise, where the procedure is known,
and a problem, where the
solution strategy is unknown, thereby requiring some creativity on
the part of the problem solver. He discusses in considerable detail
the fourstep method advocated by George Polya:
understanding the problem, planning how to solve the problem, carrying
out the problem, and looking back. In addition, he devotes considerable
attention to planning how to solve a problem through such strategies
as drawing a picture or diagram, finding a pattern, making an organized
list, making a table, solving a simpler problem, trial and error,
experimenting, acting out the problem, working backwards, writing
an equation, and using deduction. The topics in the problem solving section
cover number patterns, factors and multiples, divisibility, fractions,
geometry and measurement, clocks and things, and logic. The topics
are presented as examples for teachers to experiment with and to use
in preparing their own problem sets for pupils. Numerous line drawing,
diagrams, illustrations, tables, and pictures reinforce the activities.
The solutions to these problems are more than routine answers, they
give detailed explanations and helpful suggestions for each problem
set. Creative
Problem Solving in School Mathematics should be an excellent resource
book for elementary and middle school teachers. Some sections also
have applications for the secondary school level. Moreover, the book
would be helpful in inservice courses. This carefully prepared and mathematically
sound resource book should stimulate teachers’ interest in problem
solving and encourage them to approach problem solving as a creative
aspect of mathematics teaching. The book will make a significant contribution
to the available literature dealing with elementary school mathematics
teaching. Wilbur
H. Dutton, Ed.D.— Professor Emeritus of Elementary Mathematics, 

Letters
to Dr. Lenchner: “Your
book, Creative Problem Solving in School Mathematics, is the
best I’ve seen for upper elementary grades.” “The
layout, content, and problems are all really terrific. I’m teaching
a 4 session course on problem solving … and I included your book as
number 1 on my bibliography. I have recommended it highly to those
people taking the course.” During
Math Olympiad practice sessions, I used Creative Problem Solving
in School Mathematics as a source book for problems. The students
found the problems both challenging and interesting. I have also used
many of the problems in the undergraduate course, which I teach for
prospective elementary teachers. I am interested in providing inservice
instruction for other teachers who are teaching problem solving in
their classrooms. “Your
enthusiasm and love for mathematics jump out of every page. … Not
only are all my students deriving special benefits from your book
but I too have improved my ability to solve math problems. Your method
of working out challenging problems through an organized approach
has enabled all of us to confront mathematics without fear. In the
past you have inspired me to teach mathematics in a creative and thoughtful
way. Your new book serves to reinforce your previous insights into
the learning process.” 