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)

A computer program is given (in BASIC and Logo) to present problems of this form: Given the sum and difference of two integers, which is the larger? Other teaching suggestions are included. (MNS)

A variation of a commercial game is described; it helps students practice computation with decimals. The rules are presented, with special cards pictured. (MNS)

A collection of games and puzzles that teachers can use to replace or supplement the usual textbook subtraction examples involving large numbers is given. Most of the nine activities are self-checking. (MNS)

The use of a type of magic square as a tool for student drill in the basic operations is emphasized. Methods for constructing "Sneaky Squares" are outlined and the logic behind them explained. The approach is seen as convenient for a variety of basic drill work. (MP)

Two worksheets are given, outlining algorithms to help students determine the day of the week an event will occur and to find the date for Easter. The activity provides computational practice. A computer program for determining Easter is also included. (MNS)

The use of backward mathematics is promoted as an enrichment strategy which gives pupils the opportunity to generate creative responses that explore many possibilities. It is felt that teachers will find the instructional method a worthwhile innovation, and a technique useful in any curricular area. (MP)

A procedure that has been found by a number of teachers to be exceptionally effective in helping children to learn basic addition and multiplication facts was studied in three settings. It is felt that the results showed how well-established principles can be applied effectively in classrooms. (MP)

Novel practice exercises for addition and subtraction using a special number puzzle called a number chain are suggested. (MK)

The need of learning-disabled students for more than extensive practice is discussed. The rigid thinking and error reinforcement that may result are noted, and a solution involving the analysis of students' needs is described in some detail. (MNS)

Research on the effectiveness of microcomputer software for drill and practice is briefly summarized, as well as research on other ways of using microcomputers. (MNS)

Ways in which bead strings can be used for reinforcement and concept development are noted. After discussion on how to make bead strings, the material looks at: (1) prenumber concepts; (2) more than, less than; (3) conservation of number and numerals and numerousness; (4) addition and subtraction; and (5) place value. (MP)

The material presented is designed to provide for student practice in estimating: (1) sums to the nearest 10; (2) sums and differences; (3) products; and (4) products and quotients of decimals. The ability to estimate quantities should help pupils deal with many everyday situations when they are adults. (MP)

A way to cast computational practice or review in a problem-solving context without moving into word problems is presented. The game described is viewed as an instructional tool that will allow pupils to explore and help them to develop forerunners of important mathematical problem-solving skills. (MP)

The use of pictures in the early instruction of doubles in basic addition is promoted. The process used in the Illinois University Mathematics Learning Clinic is detailed. Doubles are seen to be among the easy facts that children are capable of learning first. (MP)