Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

Discusses figurate number learning activities using patterns and manipulative models. Provides examples of square numbers, triangular numbers, pentagonal numbers, hexagonal numbers, and oblong numbers. (YP)

Procedures for using a calculator to check addition and subtraction problems in bases less than 10 are described. (SD)

The use of Cuisenaire rods to illustrate finite mathematical systems is presented. (CR)

The rationale for teaching different number bases is discussed, and an approach for teaching the base 4 system is suggested. (DT)

Describes properties of Fibonacci numbers, including the law of recurrence and relationship with the Golden Ratio. Discussed are some applications of the numbers to sewage of towns on a river bank, resistances in electric circuits, and leafy stems in botany. Lists four references. (YP)

Activities involving set union and intersection, graphing solutions of open sentences, and negation are described. These activities afford students with opportunities for computational practice as well as instruction on equations and inequalities. (SD)

Rational points in the plane were defined as points having both coordinated rational. Students solved several problems linking rational points with lines, circles, and other geometric figures. (SD)

Presented are several methods of introducing nondecimal numeration systems to elementary grade students. Various activities for grouping and/or visual displays are used. Games which incorporate nondecimal grouping ideas are also presented. (JP)

A model for multiplication is described and used to discuss the properties of division. (SD)

An investigator-constructed instrument was given as a pre- and posttest to all elementary education students taking a course on number systems. Findings showed that cognitive improvement occurred. (DT)

Using the methods described, pattern representation of operations in modular systems can be developed. (SD)

Use of the hand-dialed, transparent, nonelectronic SEE-Calculator is proposed. Pupils can dial numbers into appropriate columns, watching the gears work; place-value concepts are enhanced. Both activities and flowcharting are suggested. (MNS)