The author describes an introduction to the study of the metric system by telling a story which deals with the concepts related to measurement. (SD)

A nontraditional teaching strategy to teaching students how to understand and read clocks is presented. The activities start with introduction to sundials and suggest approaches to many different methods and activities for telling time. (MP)

Some reasons why simple ideas in projective geometry should have a place in the elementary school curriculum are suggested. Then, seven lessons on projective geometry that were taught to a class of 10-year-olds are described. (MNS)

A sample lesson is given in which students apply mathematics on a hypothetical trip. (MK)

Ways that elementary teachers with no background in computers can begin to deal with them are detailed. High school mathematics teachers and parents who work with computers are viewed as invaluable resource people. Samples of activity cards that introduce computers to students and/or teachers are included. (Author/MP)

Research on effective teaching is described. Comparisons of expert and novice teachers reveal a profile of expertise in elementary mathematics instruction. How lessons are planned and presented is discussed. (MNS)

Five reasons why graph work is effective are given, followed by suggestions for making bar, picto-, and line graphs. (MS)

Suggested is a format for sequencing instructional activities during the typical elementary school mathematics period to elicit better teaching and more learning. To illustrate each component of the format, a lesson on fractions appropriate for fourth or fifth grade is outlined. (CW)

Suggestions for incorporating number sense into lesson warm-ups, lesson development, and practice exercises are provided. Ideas for developing a positive climate for thinking numerically are given. Then when, where, and how to develop number sense are discussed. (MNS)

Introductory and follow-up activities with Iggies, a tool for teaching and reinforcing the ability to discern likenesses and differences, are given. Two lessons for kindergartners are detailed, and some suggestions for other uses of Iggies are noted. (MNS)

The following five steps are designed to help teach a directed mathematics lesson: (1) introducing, (2) presenting, (3) analyzing, (4) practicing, and (5) applying. It is noted that teaching a directed lesson means to help students master specific mathematical skills, as well as to formulate concepts and understand principles. (MP)

Presented are worksheets designed to provide experience in identifying, discriminating, and drawing geometric shapes; introduce area approximation or irregularly shaped figures; provide practice in estimating and determining areas of irregular plane regions; and provide experiences in making tile designs. (MP)

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)

The relationship in the Pythagorean Theorem is introduced to low-ability seventh graders using Cuisenaire rods. The sequence of instruction is described. (MNS)

A 12-lesson course using a microcomputer with second graders was developed by a parent and a teacher. In addition to the course outline, specific suggestions for conducting the course are given. (MNS)