Suggests that teachers use "warm-up" activities to introduce their lessons. Examples of 25 such activities are presented. All of the activities can be modified to meet the needs of particular students. (JN)

Learning activities are given for instruction in the skill of associating numbers with sets of dots, a skill intermediate between counting and higher number concepts. (MP)

Presents objectives, instructional strategies, recommended grade levels, and student worksheets (which can be duplicated) for activities focusing on developing concepts of longer/shorter; estimating and measuring distances between points; estimating and measuring perimeters of polygons; and practice in scale drawing and developing a basis of…

Provides instructions and worksheets for activities on: (1) sorting sets (grades K-one); (2) telling place values of two-/three-digit numbers (grades two-four); (3) recognizing multiplication/division facts (grades four-six); and (4) computing problems that contain multiples of 10, place value problems, and subtraction problems with many zeros…

The NCTM Standards regarding whole number computation and computation and estimation are reviewed and explored. Activities for implementing this portion of the Standards in grades K-4 and 5-8 are suggested. (CW)

Describes two sets of activities designed to stimulate thinking skills and to bring some topological aspects into the mathematics curriculum. One set explores Mobius strips; the other set deals with tori. The activities are suitable for students in fourth through eighth grades. (JN)

Third- and fourth-grade students were introduced to palindromes (numbers that can be read the same both forward and backward). The types of problems that they generated, investigated, and solved are presented. (JN)

Activities using paper punches are described, dealing with one-to-one correspondence, place value, large numbers, prime and composite numbers, operations, geometric shapes, and measurement. (MNS)

Computational skills in multiplication and division are reinforced and practice is provided on these worksheets on estimating, finding factors, and determining divisibility. (MNS)

A way to use tongue depressors in a model of multiplication is presented. The original intent was to use the sticks to teach about fractions, but "mistakes" in student responses led to new ideas. It is felt that teachers should use the model in teaching multiplication. (MP)

A learning pattern designed to help students cut down the amount of memorization needed in learning the basic multiplication facts is suggested and reviewed. (MP)

Four procedures used by children for deriving answers to unknown subtraction facts are described. They are counting forward, counting backward, derivation, and bridging. (MP)

Article is based on the keynote address of the 1987 annual meeting of the National Council of Teachers of Mathematics. Suggests that George Polya left a legacy which has not only touched knowledge and abilities in mathematics and problem solving but also had significant effects on thoughts about teaching. (PK)

Presents activities designed to help young children learn basic notions of estimation (or "about how much"). The subcategories included in the article are: "About How Many"; "About How Long or How Far"; "About How Big"; and "About How Many with Very Large Amounts." (MNS)