A strategy is presented for teaching arithmetic to students with mental retardation, based on subitizing, skill of recognizing number of objects in a set without actually counting, and pattern recognition. The strategy helps children understand concept of addition by representing number configurations on 5-frames and 10-frames, and reduces need…

A teacher describes an activity designed to help children understand the number concepts of the basic addition facts with sums of 11 or greater. (CL)

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)

Discusses ways of teaching integers to children who have a wide range of ability. The strategies involve not only the "right" answer but also such considerations as learning the meaning behind the operators, relating operations with integers to real-world situations, and finding a variety of ways to solve the problems. (JN)

"Math Facts Memory Made Easy" is a program which provides teachers with an effective alternative instructional method and an accompanying curriculum designed to improve students' ability to memorize basic mathematical facts. General information about the program and examples of strategies used are presented. (JN)

This article focuses on the aspect of mental arithmetic that uses thinking strategies that are effective with large numbers as well as basic facts. Two activities are suggested for lack of the four operations. (MK)

This manipulative model using counters involves balancing the number of counters on either side of the equals sign. (MP)

The article presents two teaching strategies for use with elementary age educable mentally retarded students. The first introduces the concept of the equivalence of a nickel and five pennies in terms of buying power. The second strategy involves teaching students the skill of adding various combinations of nickels and pennies. (PHR)

Most people recognize that children should learn basic facts, because knowing them is useful both in school and in real life outside the classroom. Describes a strategies approach to basic addition and subtraction-facts instruction, and discusses assessment techniques and a rationale for the approach. Contains 29 references. (ASK)

Recent research has provided a reasonably coherent picture of how children learn to add and subtract. There is clear evidence that children do not learn simply by mastering a procedure and storing in memory. Instead, learning is structured in meaningful ways, connected to previous knowledge, and adapted to new contexts. This view of learning has…

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

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

The use of pictures in the early instruction of doubles in basic addition is promoted. The process used in the Illinois University Mathematics Learning Clinic is detailed. Doubles are seen to be among the easy facts that children are capable of learning first. (MP)

Two mental algorithms, one for addition and one for subtraction, are described. It is felt such algorithms should be taught explicitly. The usual process taught for paper and pencil is seen to inhibit mental arithmetic, and a need to include mental algorithms in the regular mathematics curriculum is promoted. (MP)

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