Games for use in practicing rounding numbers and mental computation using tens and hundreds are described. The importance of estimation to computation is discussed. (SD)

Support of the need for more emphasis on mental arithmetic in the classroom is given. Classroom methods and activities for developing skill in mental arithmetic are included. (MN)

The need to include proficiency with estimation and mental arithmetic as goals for the study of computation is presented. Approaches and guidelines are described for developing these skills.

The calculator is used to obtain values for use in graphing curves. Three worksheets are included. (MP)

An example is given of a class of problems whose solutions require the use of a scientific calculator in order to plot the graphs. (MP)

Considerations of the history of similar techniques and the structure of the method itself are used to discuss this question. (MP)

A discussion is given of a method of finger reckoning in which the numbers one through ten are represented by one's fingers. (MP)

A method of multiplying using fingers is described and an explanation given. The method is then generalized to other number bases. (MP)

Described is a calculator race that is designed to require a fast touch with the calculator and also the ability to apply mathematical knowledge. Sample questions are given. (MP)

Repeatedly taking the square root with a calculator yields numbers with logarithmic-type properties, which can be used to define the logarithm functions. (MP)

Comparing calendar years and planetary years serves as the basis of a calculator problem. (MP)

A program is presented which enables a programable calculator to become a device to check the arithmetic computational skills of students. (MP)

Directions are given for preparing a puzzle that may be used to provide practice in computation. (MP)

An activity is described for introducing some fundamental notions in inferential statistics to students in elementary high school statistics courses. (MP)

Thinking strategies that are related to counting are discussed and activities that are necessary for the understanding of number and counting are suggested. (Author/MP)