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)

Symbols and shapes used in flowcharting are defined, reasons for incorporating flowcharts into instructional activities are listed, and eight different flowcharts are presented. (DT)

Upper elementary school students created their own algorithms for finding products of whole numbers. The algorithms were similar to familiar ones for finding products involving 9 and 11. (SD)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)

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)

An approach is suggested to the use of sets of practice exercises that is more like the actual use of computation by adults and may be more effective in attaining accuracy and speed. (MP)

Helping teachers to build a strong bridge from concrete experiences to algorithms is the focus. A detailed sequence of activities is described. (MN)

Instructional sequences are presented for teaching two-digit multiplication and division with one- and two-digit divisors using a base-oriented approach. (MN)

A teaching sequence provides a guide to instruction on initial concepts of fractions, equivalent fractions, and addition with fractions. (MN)

Instruction on properties of whole numbers, the meanings of operations on whole numbers, symbolic representation and algorithms for completing these operations is discussed. Many activities appropriate to each of these topics, and suitable for primary school children, are presented. (SD)

A modern adaptation of the historic lattice algorithm which can be used for multiplication and division is discussed. How it works is clearly illustrated. (MNS)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

The author argues that children not only can but should create their own computational algorithms and that the teacher's role is "merely" to help. How children in grades K-3 add and subtract is the focus of this article. Grouping, directionality, and exchange are highlighted. (MNS)

Presents a developmental taxonomy which promotes sequencing activities to enhance the potential of matching these activities with learner needs and readiness, suggesting that the order commonly found in the classroom needs to be inverted. The proposed taxonomy (story, skill, and algorithm) involves problem-solving emphasis in the classroom. (JN)

A learning pattern designed to help students cut down the amount of memorization needed in learning the basic multiplication facts is suggested and reviewed. (MP)