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)

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

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)

Allowing students to examine different ways of performing an operation is suggested as a means of increasing their understanding. (MP)

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)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

Masters to be removed and copied are given. The worksheets are designed to reinforce computational skills and the concepts of largest or smallest numbers, as well as to provide practice is using a straightedge. (MK)

Drill activities for addition, subtraction, multiplication, and division that are derived from the history of mathematics are suggested. (MK)

An introductory multiplication lesson, used successfully with second graders, is detailed. The method takes advantage of prior knowledge acquired in a geometry unit of study. The lesson is seen to have potential for other grades teaching multiplication for remedial work, and explaining the commutative law. (MP)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

The use of graph paper to outline arrays of multidigit multiplication problems is promoted. (MP)

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)