It is frequently surprising to new teachers (and even those with experience) when they find that not only do some children need to recount the group they have just counted to be assured of the total but also that this need seems to be resistant to intervention. Although moving from "counting-all" to "count-on" is sometimes…

By the time they reach middle school, all students have been taught to add fractions. However, not all have "learned" to add fractions. The common mistake in adding fractions is to report that a/b + c/d is equal to (a + c)/(b + d). It is certainly necessary to correct this mistake when a student makes it. However, this occasion also…

Procedures for using an abacus to teach addition to learning disabled children are described. Considerations in choosing, constructing, and doing basic problems with an abacus are discussed. (CL)

Students who discover how to count by tens starting at a number other than 10 learn about the basic structure of the decimal system in addition. (CL)

Presents an activity that engages children in thinking about the results of combining numbers. (ASK)

Presents a problem introducing pupils to the ideas of consecutive and integer while practicing addition. Investigates the overall pattern of results with regard to formulating some general results, considers the algebra of the problem, and suggests proofs of why some numbers can and others cannot be formulated in this way. (ASK)

A math strategy using an "add-card" which illustrates simple addition facts was originally developed for learning disabled students but was also successfully used with mildly retarded students. (CL)

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)

Presents two activities on addition, one for classifying and one for symmetry. (ASK)

Young children benefit from activities that involve various partitions of numbers, especially the number 10. Presented are two activities that require students partition and recombine numbers to solve problems in a gamelike situations. Examples and worksheets are provided. (MDH)

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

This guide contains classroom-tested problems designed to introduce and reinforce mathematical concepts in a quick, "fun" way. Activities emphasize the logic and reasoning skills needed to build a strong foundation in mathematics. The problems are thinking activities and require only elementary level mathematics skills. Activities are…

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

A "flipping" clown figure can be used on a number line to help students conceptualize operations using negative numbers. (SJL)

Introduces the whole number machine and describes its use as an odometer in an addition game. Presents an activity in which students learn mathematics while they fly across the globe. (Contains 12 references.) (ASK)