Four activities with window panes are described and illustrated as they extend children's knowledge of fractional numbers. (MNS)

Graphs are viewed as extremely useful tools in communication, which enable readers to see at a glance facts that might take several paragraphs to describe adequately. An ability to read graphs critically is seen to be an important objective for any elementary curriculum, and ways to introduce them are presented. (Author/MP)

A sample lesson is given in which students apply mathematics on a hypothetical trip. (MK)

The author describes a technique for teaching various aspects of the subtraction algorithm (e.g., regrouping, borrowing) by relating them to the use of money. (SD)

A teacher describes a banking unit used in a sixth-grade mathematics class. Students learned the value of money by receiving a pretend paycheck for their chosen occupation and paying weekly, monthly, and annual bills. (MP)

Three examples of problems that can be adapted to different grade levels and abilities and used to help children develop problem-solving skills are discussed. Some of the specific approaches recommended for teachers in helping students to find solutions are detailed with each example. (MP)

Introduces four activities on forming rectangles according to specific directions. Critical reading, experimentation, logical reasoning, and validation of given directions are necessary for accuracy. Provides objectives, directions, extensions, answers, and a worksheet for each activity. (YP)

A class survey is suggested as a way to stimulate students' interest in applying mathematics to a real-life problem that will require them to collect, organize, and interpret data. How to proceed from selection of topic to using the data to estimate and predict is discussed. (MNS)

Shows how creating and using a supermarket mathematics lab in the classroom can be used to introduce basic (counting and one-to-one correspondence) and arithmetic concepts. The project can be adapted to kindergarten and first-grade activities and can evolve into advanced concepts and problems found in upper elementary school mathematics. (JN)

The teaching of time deals with two types of activities. The first is the concept of time, the second is telling time. Several types of learning situations are suggested under each of these activity areas. The use of teacher-made paper plate slit clocks is promoted. (MP)

Having pupils create their own mathematical-application word problems is promoted as a powerful teaching strategy. Teachers are encouraged to make creative pupil applications an integral component of day-to-day learning in mathematics. Research is cited that strongly favors the approach presented. (MP)