We present some parts of our Maths for Engineers teaching concept: above all, motivation: sometimes mathematics teachers observe that engineering students, for example, perceive the maths concepts as a useless evil for them and therefore learn with little motivation and sustainability. When the maths concepts are later used in other subjects, the students do not know how to apply them and teachers do not value the maths education very highly. We solve the motivation problem by linking the mathematics with the subject education: the maths exercise program contains tasks from the subject education at that moment when the necessary maths concepts are available; examples can be found here: https://tud.link/y33m. In this contribution we will document our experience in achieving this maths-subject-link and the success by motivating students. Other parts of our teaching concept are: (1.) making recordings of lecture and tutorial available so that students can decide whether to attend the face-to-face lecture or watch the video ?flipped-classroom-style? at home: 4/5 of our students choose face-to-face but use the recordings for review. (2.) Instead of TWO small-group-tutorials per week, we offer ONE central-tutorial and ONE small-group-tutorial per week: We are documenting the success of this change based on student views and on changes in exam scores: the pass rate did not change, but we are observing a raised midfield. (3.) by means of our extra credit rules: https://tud.link/6r84 we evoke (a) group work, (b) that students continuously ?stay on task? throughout the semester, as well as (c) keep reviewing what they have learned so far.