Discusses a problem in which students are asked to determine a way of cutting the corners off different denominations of paper currency enabling visually impaired individuals to distinguish between the bills with the condition that further cuts will not increase the value of the bills. Reconstructs a solution from classroom experiences. (MDH)

Describes an activity that demonstrates a teaching-learning model in which students ask yes or no questions to determine an unknown number on a number line. Provides a sequence of five steps to carry out the activity and suggestions for extending and expanding the activity for different grade levels. (MDH)

A series of activities is suggested for helping children deal with the continuity and order of events in time, with measuring time, and with reading the clock. (DT)

Directions are given for two games that can be played by kindergarten students to help them learn to distinguish shape, color, and quantity. (DT)

An activity is presented which uses the automobile odometer as a means of strengthening pupils' understanding of the addition algorithm with particular emphasis on the concepts of place value and renaming. Directions for three classroom games to be used as supplemental activities also are included. (DT)

The rules, equipment, and procedures for a game to teach clock reading are described. (DT)

Activities and materials are suggested for giving practice in developing the concepts of grouping and place value. Grouping by tens leads into activities involving "money." Using the metric system, these ideas can be extended to measurement. (LS)

A coin tossing game and a dice rolling game are explained for use in teaching probability concepts. (DT)

Four activities are discussed, each of which have students working cooperatively in teams. The topics involved are estimating and counting, addition in a strategy situation, the concept of variable, and problem solving. Complete directions for the teacher are given. (LS)

Argues that calculator activities, even in the early grades, can present situations in which basic mathematical thinking processes come into play. The activity described involves developing efficient calculator guess-and-test strategies and requires only an introductory notion of the four basic operations of arithmetic. (PK)

Teachers should consider using strategy games to introduce students to problem solving in an enjoyable way. Advantages of games, criteria, games and variations to use, and classroom organization are each discussed. (MNS)

Discussed is how to design and construct gameboards to reinforce the numerous but varied concepts and skills taught to students from kindergarten through eighth grade. Also discussed is how a game might be designed to reinforce a particular concept or skill such as telling time or addition facts. (Author/TG)

Several games involving both motor behavior and practice with mathematical skills are described. These include adaptations of musical chairs (subtraction), call ball (multiplication), and ring toss (linear measurement); other games are designed to provide practice on identifying numerals, telling time, using money, and naming fractions. (SD)

Three classroom games for practicing addition skills are described; giving number of players, equipment needed, and directions. All materials can be readily and inexpensively prepared by the teacher. (LS)