The notion of partitioning is used to help develop simple number concepts, counting skills, place value concepts, and division with two-digit divisors. Working with counters, base blocks, and other materials is carefully explicated. (MNS)

Presents activities designed to help young children learn basic notions of estimation (or "about how much"). The subcategories included in the article are: "About How Many"; "About How Long or How Far"; "About How Big"; and "About How Many with Very Large Amounts." (MNS)

A developmental sequence of activities is presented that introduce children to linear measurement and the use of rulers. Activities enable children to understand the nature of measurement, the construction of a ruler, and how rulers simplify measurement. (MNS)

How the manipulative aid called the "10 frame" can be used to teach the number combinations for 10, the addition facts that bridge 10, and the place value nature of our number system is described. (MNS)

A nontraditional teaching strategy to teaching students how to understand and read clocks is presented. The activities start with introduction to sundials and suggest approaches to many different methods and activities for telling time. (MP)

Procedures enabling teachers to diagnose and analyze a child's ability to understand and memorize basic facts are described. (JT)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Learning activities using a two-pan balance to teach the concept of equality are described. Construction of a poster board balance is illustrated. (MP)

Fraction strips are suggested as good conceptual models to focus on the meaning of fractions. Making the strips, beginning activities, connecting symbols, more concept activities, and working with two fractions are each illustrated. (MNS)

Described are activities using paper plates with dots drawn on them which place a heavy emphasis on matching and ordering sets, on developing mental images of sets, and on perceiving sets of a certain size as composed of smaller subsets. Also suggested are activities involving numerals. (Author/TG)

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)

A method is presented for helping children make a smooth transition from using manipulative materials to using symbols only in solving multidigit addition problems. (MP)

A teaching sequence providing a smooth transition from concrete materials to the subtraction algorithm is presented. (MP)

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)

Presented are geometry activities which require only colored construction paper cut into simple shapes, paste or glue, and large sheets of newsprint or art paper on which to paste designs. The activities, which may be done alone or in groups, are varied in content and difficulty. (JN)