Describes various aids and activities to help in planning lessons that will encourage the development of sound place value knowledge. Also discusses various instructional strategies to help students avoid problems which may lead to an incomplete or faulty understanding of place value. (JN)

Projects that involve counting real things either from 1 to 100 or from 1 to 1000 are presented. The projects encourage children's guessing, ordering numbers, recording results in a variety of ways, counting elements of a subset as well as the entire set, and some problem solving. (MN)

Two ideas to use as a bulletin board display as an activity center, or as worksheets emphasizing whole number concepts are described. (JT)

The concepts of number sense and numeration, operations, and whole-number computations and their importance are discussed. Activities cover developing concepts of operations, exploring patterns and relationships, and building an understanding of mathematical structure. (KR)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

Argues that number concepts are not single-faceted ideas that children either have or do not have. Suggests that number concepts can be broadened by helping children develop a collection of relations. Examples of classroom activities are included. (PK)

Some patterns resulting from certain operations on numbers are discussed, analyzed, and explained. A method for predicting the outcome of these operations for any number is developed.

The National Assessment of Educational Progress (NAEP) has completed its second mathematical assessment. This article focuses on the results from the second assessment of 9 year olds and 13 year olds; major results of the content areas are summarized and examples of the data are given to support the conclusions. (Author/MK) Aspect of National…

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

An appeal is made for a more formal treatment of the topics of estimation and reasonableness of answers in the school mathematics curriculum. (MP)

These worksheets will provide students with experiences in identifying largest and smallest single-digit numbers, in writing names for single-digit numbers, in tests of divisibility, and in writing number sentences. (MP)

Measurement experiences can promote and illustrate number work in an intuitively satisfying way. Some current practices that are counterproductive for developing number sense and some alternative strategies that are more constructive are included in discussions of the approximate nature of measurement, realistic measurement, and work with rational…

The content of the standards focusing on numbers and numeration for grades K-8 are discussed. Several activities for developing number concepts and skills are described. (YP)

Discusses activities using base-10-block skits to teach number system concepts in first grade classrooms. Describes the students' responses to the activities. (YP)

Four games and some variations which can be used to practice facts and operations are described. (JT)