Do your students need more opportunities do develop number sense and reasoning? Are you looking to get your students energized and talking about mathematics? Have you wondered how practical, replicable, and engaging activities would complement your mathematics instruction? This guide answers the question "What could I do differently?" by…

Math games can be powerful tools in helping students achieve automaticity in basic addition and related subtraction facts if both teachers and students use them purposefully. According to the National Council of Teachers of Mathematics (NCTM 2000), developing a solid mathematical foundation is essential for every child in prekindergarten through…

Now in a fully updated second edition, "Unlocking Mathematics Teaching" is a comprehensive guide to teaching mathematics in the primary school. Combining theory and practice, selected experts outline the current context of mathematics education. They suggest strategies, activities and examples to help develop readers understanding and confidence…

This fourth book in the Mathematics Recovery series equips teachers with detailed pedagogical knowledge and resources for teaching number to 7 to 11-year olds. Drawing on extensive programs of research, curriculum development, and teacher development, the book offers a coherent, up-to-date approach emphasizing computational fluency and the…

Research has established that children's development of addition and subtraction skills progresses through a hierarchy of strategies that begin with counting-by-one methods through to flexible mental strategies using a combination of knowledge of basic facts and understanding of place value. An important transition point is the shift from the…

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

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

What mental computation and estimation are, what is known from research about each process, and what can help students develop these skills are discussed. (MNS)

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

Four ways of knowing about numbers are listed, with direct estimation emphasized. Using perceptual anchors is described, with several teaching tips on their use in estimation. (MNS)

Front-end estimation is discussed, with several examples, teaching tips, testing tips, and some references on research and additional activities. (MNS)

The focus is on suggestions for teaching rounding wisely as an estimation strategy. (MNS)

Presents a technique for multiplying two-digit numbers whose tens digits are equal and whose units digits have a sum of 10. Then various mental calculations with other types of two-digit and larger numbers are discussed. (MNS)

A program is given which offers students a chance to practice mental computation and judge the effects of various rules for formating output. (MNS)

Strategies for rapid mental computation are explained, including multiplying by 11 (or 21, 31, etc.); adding columns of numbers; and multiplying 2-digit numbers. Rapid mental computation is suggested as a motivator for investigating the underlying mathematical principles. (DB)