Early measures of mathematics skill and development have focused on early numeracy skills like counting, number identification, and sequencing of numbers. This study attempted to expand early mathematics assessment. Six new measures of early mathematics skill competence were developed and evaluated. Four existing measures also were examined.…

The problem of determining the number of squares on a checkerboard is extended to finding the number of rectangles on an n x n board and finding the total numbers of cubes and rectangular solids in an n x n x n cube. (DT)

Artistic configurations can be built using a rectangular array of points and number concepts or principles. (SD)

Similar rectangles are the basis of a set of activities using newspaper. Topics arising include infinite series and Pythagorean theorem. (MP)

Three theorems for Pythagorean triples are presented, with discussion of how students can amend their ideas about such numbers. (MNS)

Deriving all Pythagorean triples from simple patterns within an addition table is presented, with formulas included. (MNS)

Multi-shaped blocks can be used to help young children develop many mathematical concepts and abilities. Several suggestions for using these blocks to create problem situations through which children develop concepts are offered. (SD)

This workbook for children was prepared especially to accompany the level 1 Micronesian Mathematics Program Teacher's Guide. It is to be used to check whether children have learned concepts taught by activities and activity cards. Work is provided for such concepts as color recognition, categorizing, counting, ordering, numeration, contrasting,…

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)

Multibase arithmetic blocks are used to investigate the minimum number of blocks of each size to make a square of a given size in a given base. Generalizations are made to any size and any base through pattern recognition. The problem is extended to rectangles, cubes, and rectangular solids. (LS)

The described activities give children an opportunity to use geometric ideas to reinforce arithmetic concepts and to use arithmetic ideas to generate geometric figures (both circles and polygons). (MNS)

Many concepts can be introduced informally through activities. Among those which can be investigated using easily-made 10-by-10 pegboards are geometric shapes, coordinate systems, grouping and regrouping, and addition of two-place numbers. (SD)

Details of an investigation into polygonal numbers are given. From a study of the tabled series, patterns are discovered both within and between the various polygonal series. From a study of these results and the corresponding figures, formulas are developed. (LS)

The number concepts of greatest common divisor and least common multiple are related to star patterns created through line designs. (JT)

Programs (using Logo) developed by children to produce multiples, the Fibonacci series, and square numbers are presented, with graphical representations of functions introduced. Another investigation involves drawing a circle using turtle graphics. (MNS)