The article describes learning activities incorporating movement, storytelling, and music with instruction on multiplication facts and concepts for elementary special education students. The author explains that such an approach can alleviate boredom and frustration. (CL)

A description is given of a game used to give a continuous review of multiplication facts and illustrate certain properties. (MP)

A method of multiplying using fingers is described and an explanation given. The method is then generalized to other number bases. (MP)

Detailed instructions are given for presenting a number of activities that serve to tie measurement and multiplication together. The activities involve length, weight, area, volume, and capacity. (MP)

Greatest common factor and least common multiple are the concepts used to play this game that has football as its basis. Rules and examples are given. (MP)

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

Presents activities designed to help children understand the notion of a sample in a homogeneous group, a concept essential to understanding "R times E" problems. Underscores the importance of children's understanding the situation in a problem so that they can solve it. (JN)

A classroom illustration of a multiplication game is presented followed by an analysis of the game. (MNS)

The use of games in retraining skills with basic multiplication facts was studied in elementary grades. The games were effective in retraining skills. Pretesting had no effect. (MP)

A systematic search is given for products where reversing the digits does not change the answer. Related questions are suggested that can be solved by the same discovery approach. (MP)

How to develop multiplicative magic squares is discussed. Various types of numbers are used in the examples. (MNS)

Activities with triangular, square, pentagonal, hexagonal, and octagonal numbers are briefly discussed. (MNS)

Presents a technique for multiplying two-digit numbers whose tens digits are equal and whose units digits have a sum of 10. Then various mental calculations with other types of two-digit and larger numbers are discussed. (MNS)

Comments on the history of negative numbers, some methods that can be used to introduce the multiplication of negative numbers to students, and an explanation of why the product of two negative numbers is a positive number are included. (MNS)

The described game provides children with practice in multiplying by three and in comparing the values of sets of coins. (SD)