Magic squares are developed beginning with square arrays of playing cards. (SD)

Multi-shaped blocks can be used to help young children develop many mathematical concepts and abilities. Several suggestions for using these blocks to create problem situations through which children develop concepts are offered. (SD)

What is number sense, why it is important, how it is taught, and how it is measured are each discussed. Examples with concrete materials, calculators, and pattern recognition are included. (MNS)

Described are activities for thinking through patterns using toothpicks, paper strips, wooden cubes, and people patterns; thinking with attribute items such as geocards, namestrips, and treasures; and thinking with geometric materials such as geoboards and dot paper, cubes, and simple puzzle pieces. (MNS)

Multibase arithmetic blocks are used to investigate the minimum number of blocks of each size to make a square of a given size in a given base. Generalizations are made to any size and any base through pattern recognition. The problem is extended to rectangles, cubes, and rectangular solids. (LS)

Activities in which students make models of a variety of geometric solids are described. (SD)

Many concepts can be introduced informally through activities. Among those which can be investigated using easily-made 10-by-10 pegboards are geometric shapes, coordinate systems, grouping and regrouping, and addition of two-place numbers. (SD)

Track cards are manipulative materials used to promote verbalization, spatial perception, eye-hand coordination, simple problem solving, and fun in doing mathematics. (JT)

Primary students can use a geoboard to develop perceptual motor skills, pattern observation, and thinking ability by reproducing designs and developing strategies for games. (SD)

Provided are follow-up activities for having students explore the concept of line symmetry. Using a mirror to move a pattern; finding patterns with one, two, or four lines of symmetry; finding asymmetrical patterns; deciding if patterns are different; and solving the problem of finding all patterns possible are discussed. (MNS)

The problem-solving strategy "look for a pattern" is explored. The staircase problem and the region problem are discussed in detail, with varying solution procedures, and three other problem activities are outlined. (MNS)

Eight teaching ideas involving circular shapes and patterns are described for grades one through eight. (JT)