Examples from almanacs are used to provide real-life problems that involve estimating, computing, and thinking. (MP)

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)

Describes the intuitive approach used in general chemistry and points out its pedagogical advantages. Explains how to extend it to acid-base equilibrium calculations without the need to introduce additional sophisticated concepts. (GA)

Recent evidence suggests that traditional cost analysis may not be the most appropriate way to justify educational budgets. This article suggests that using constructed cost models to develop operating budget requests can help ensure that the distinction between legitimate information needs and managerial autonomy is maintained. (LBH)

Projects that involve counting real things either from 1 to 100 or from 1 to 1000 are presented. The projects encourage children's guessing, ordering numbers, recording results in a variety of ways, counting elements of a subset as well as the entire set, and some problem solving. (MN)

The technique of organizing data in tables to solve counting problems in geometry is illustrated in the solution of five problems. (MN)

Describes a hand held calculator exercise for computing the Rydberg Constant accurately. (SL)

By developing, validating, and using a formula for predicting students' time commitment to their studies, those responsible for developing curricula can make their planning more precise. The Estimated Module Work-Study Time formula developed at Southern Illinois University School of Medicine is described. (Author/LBH)

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)

How teachers can diagnose difficulties with computation is discussed, with emphasis on how to develop diagnostic tests. How to use such tests to plan remediation is considered in terms of several types of errors. (MN)

An attitude survey and arithmetic tests were given to samples of students in order to quantify the benefit obtained from their use of calculators. Results showed that the use of the calculators does improve students' arithmetic performance with the less able students showing about twice the improvement of the more able. (MN)

The authors attempt to determine the effects of the use of direct and "combinations of tens" methods of two column-addition, ability, and grade level as factors in column addition efficiency. (MN)

Provides examples from advanced secondary school science which are amenable to the use of a programmable calculator. Compares the use of the calculator to a computer terminal. (CP)