An analysis of the rabbit problem reveals some of the fascinating properties of the Fibonacci numbers. (MP)

The origin of the magic square, its numerical concepts, and some procedures for its construction are discussed. (JT)

An algebraic development of the Fibonnaci sequence, appropriate for use in beginning algebra classes, is presented. (SD)

The relation between the area of a rectangle and its perimeter is clarified by looking at patterns. Several examples involving rectangles with integral sides are presented. (MNS)

An activity that offers computational practice, pattern recognition, and the formulation of generalizations is described. (JT)

Tree diagrams with numbers in a given pattern generate questions related to pattern recognition and number concepts such as binary numbers and exponentials. (MP)

Stresses that powers are all based on geometric progressions which start at unity. Various patterns are discussed. (MNS)

Activities involving estimation of the number of objects in a configuration can motivate students to consider parametric models. (SD)

Three worksheets for use in studying triangular, square, and pentagonal numbers are presented. (SD)

Activity questions based on the prime factorization of numbers can be answered by reference to the lattice structure of factors. (SD)

An algebra class asked: What is the smallest positive integer that is divisible by each integer less than or equal to ten? Students discovered factorials and a solution. Verifying the solution produced a series of numbers. Successive differences between entries, triangular arrays, and successive quotients finally led to Pascal's triangle. (KM)

These worksheets deal with sums of numbers. Students are asked to find the relationship between the last number in the series, the number of addends, and the sum. (MP)

Use of graphs in studying greatest common divisors, least common multiples, and other concepts can illustrate patterns related to the definitions of these concepts. (SD)

An activity project is described which encourages students to question and experiment. Appendices provide examples of student results. (MNS)

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