Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)

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)

Presented is a method of teaching adding and subtracting as an interrelated series of patterns using a number line. Examples of the use of this method as well as the materials necessary are discussed. Applications of the method to multiplication and division are given. (CW)

The mathematics associated with division is discussed, working from a theorem for the real division algorithm. Real-world, geometric, and algebraic approaches are discussed, as are related topics. (MNS)

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)

Use of an ancient method of mental calculation with aliquot parts is illustrated. Other tips for helping children reason are also included. (MNS)

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)

Ways in which two children solve a division example are presented. The focus is on encouraging students to explore and develop ways of solving mathematics problems. (MNS)

These worksheets represent gameboards designed to provide practice in estimation using a calculator. Worksheets are presented for estimation in addition, sums and differences, products, and quotients. (MP)

Activities with number cards can provide a wide variety of exploratory experience. Sequences, addition, subtraction, counting and change, and arrays with number cards are discussed. (MNS)

Estimation of measurements is discussed, with a definition, rationale, strategies, teaching suggestions, and several references. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

Some strategies for avoiding misconceptions about the greatest common factor and the least common multiple are presented. Several alternative methods for computing each are given. (MNS)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)