Use of an ancient method of mental calculation with aliquot parts is illustrated. Other tips for helping children reason are also included. (MNS)

Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

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 learning disabled student was drilled on multiplication facts, with records of his performance used to help him reach mastery. A sequence in which the 0 facts, 1 facts, etc., are taught is used. (MNS)

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

Research on students' attainment on multiplication facts, common errors, and meaningful instruction is briefly cited in this review. (MNS)

Activities are presented that focus on attributes of numbers. The activities highlight such attributes as more than, equal to, greater than, less than, LCM, prime and factor. The activities provide practice in motivational game-oriented situations. (RH)

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

Arrays are seen as excellent models for beginning multiplication examples, but that they are often put aside by teachers when they become unwieldly for greater factors, possibly depriving learners just when they need the help. The use of grids made on paper marked in squares is suggested. (MP)

Ways to use popsicle sticks as concrete models of multiplication and division of fractions are given. (MK)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)