This activity unit provides an example of how the construction and interpretation of graphs can be incorporated into elementary classroom activities. (MP)

A device is described that aids students in doing percentage problems. (MP)

Some procedures used for teaching a learning-disabled child are suggested as good teaching practices for the regular classroom. (MP)

Presents activities designed to help children understand the notion of a sample in a homogeneous group, a concept essential to understanding "R times E" problems. Underscores the importance of children's understanding the situation in a problem so that they can solve it. (JN)

Enrichment activities are scrutinized and three criteria are derived: improvement, ornamental, or fertilization. Four stages of responses to such activities are discussed. (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)

Grid paper activities are discussed as a way to help students conceptualize fractions. (MP)

A set of square counters is described as a simple way to introduce new concepts and as a concrete way for students to learn. (MP)

The need to develop measurement concepts in addition to measurement skills is discussed, with specific activities suggested. (MNS)

This method of teaching the division of fractions emphasizes the use of concrete materials and helps students understand what division of fractions means. (MP)

This discussion of the mathematical potential of classroom events gives many examples of incidents that can be used for learning about topics such as one-to-one correspondence, counting, sets, ordering, time, fractions, money, shape, estimation, measuring, volume, area, number operations, and graphs. (MP)

Worksheets are presented by grade level that give practice in comparing and measuring areas. (MP)

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

Four levels of difficulties that children have when working with ratios are described, with a sequence of activities aimed at helping them develop this concept. (MNS)

One student's project involved a contest of guessing how many peanuts were in a 100-pound bag. His teacher briefly reflects on the wide range of guesses and students' concept of large numbers. (MP)