Telling Time. Apple II⁺Review by: Virginia E. GarlandThe Arithmetic Teacher, Vol. 33, No. 5 (January 1986), p. 57Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41194151 .

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Estimation. Apple 48K diskette and backup with 40-pp. teacher's guide. 1984, $36. MECC, 3490 Lexington Ave., N., St. Paul, MN 55112.

Estimation is part of a series of computer literacy instructional modules. It consists of a teacher's manual with lesson plans, student handouts, quizzes, and a computer program for the Apple. This courseware is teacher-centered rather than computer-centered. Thus, using the printed materials provided is essential to the success of the package. In addition, it is note- worthy that the minimal configuration required is a 48K Apple II series computer and one disk drive.

The topic of this package, estimation, is a standard one in junior high school mathematics classes. The manual points out that the in- creased use of computers and calculators has highlighted the need for skills in estimation. Computers and calculators can produce a wrong answer due to human error, incorrect programming, or pushing a wrong button. Thus, students should be able to make an estimate of the correct answer to check their results.

The package includes multiplying and divid- ing whole numbers and decimals, and estimat- ing money in shopping situations. A calculator and an overhead projector are needed to use this package.

The manual contains learning objectives (both in computer literacy and mathematics) that the student should have mastered on com- pletion of this package. It also lists vocabulary words and recommends how much time should be spent on each lesson.

The package contains four lessons: "Intro- ducing Estimation in Whole Numbers," "Cal- culating and Programming," "Estimation Us- ing Decimals," and "Approximating Decimals and Using Money." Each of these lessons is thoroughly presented in the manual. They in- clude descriptions of presentations and discus- sions, demonstrations, handouts, activities, and homework assignments.

Basically four activities require the use of the computer. The first, "Number Line," is a pro- gram that randomly generates a number. The student tries to position this number correctly on a number line using the arrow keys. When the student feels the arrow is in the correct position, he or she presses the return key. If the student is correct, the computer says so; if the student is wrong, the correct placement is shown. The student must be precise. This activ- ity branches; the student may choose to work with whole numbers or decimals.

"Estimate" is also a branching program. The students may choose to work with (a) addition, subtraction, multiplication, or division; (b) two- digit, three-digit, four-digit, or a mixture of numbers; (c) five, ten, or thirty problems; and (d) their own time limit.

"Heartbeat" asks students to estimate the number of times their hearts have beaten in their lifetimes.

"Shopping" uses menus, catalogs, and so on, to give students drill by entering estimates into the computer to determine whether their an- swers are close to the actual cost.

January 1986

I would particularly recommend this package to teachers who are just beginning to integrate the computer into their junior high school math- ematics classes. Since it is teacher-centered, it would especially appeal to such individuals. -

Nancy K. Piscatelli.

Telling Time. Apple //+, He (also available for TRS-80, Commodore 64). 1984, $39.95 ($54.95 with backup disk). Gamco Industries, Box 310W2, Big Spring, TX 79721.

Given the ubiquitous presence of digital clocks, it is surprising that Gamco Industries would develop a software package for telling time that is entirely devoted to the traditional twelve- hour "round" clock. Unfortunately, Telling Time is such a program.

In three of the four lessons, students are given a graphically poor representation of a round twelve-hour clock and are given the following directions: "Given a clock, type the time in numerals"; "Given the time in numer- als, set the clock hands"; and "Given the time in words, set the clock hands." In a written display, the student is told, "Given the time in words, type the numerals." The levels of diffi- culty in each lesson or type of question include telling time according to hours, half-hours, quarter-hours, and five-minute periods.

Unfortunately, the reward game for success- ful time telling (before the digital-clock era) is "Robot Rescue," a game previously used by Gamco in its Decimals: Addition and Subtrac- tion package. The overall quality of Telling Time is not inspiring. In a technological age and within a computer format, it is an anachro- nism. - Virginia E. Garland, University of Mas- sachusetts, Boston, MA 02125.

New Books for Pupils Edited by A. Dean Hendrickson University of Minnesota, Duluth Duluth, MN 55812

AnnO'S Hat TriCkS. Akihiro Nozaki and Mitsumasa Anno. 1985, 44 pp., $11.95. ISBN 0- 399-21212-4. Philomel Books, 51 Madison Ave., New York, NY 10010.

This book is suitable for enrichment for higher- achieving students in the upper intermediate grades and in the middle school.

The book presents a detailed, step-by-step introduction to an old problem in logic, hence giving students an opportunity to engage in if- then reasoning and hypothesis testing. The ap- proach fits in well with the current concern with a development of higher-level thinking.

The characters in the book are Tom, Hannah, and the reader, who is portrayed as a shadow in each picture. First, the shadow and Tom must determine which of three hats (two red and one

white) each is wearing. They do this by observ- ing the other and analyzing the response to a question put to one or the other about what color of hat that character has. This simpler situation is analyzed in great detail. Then the third character is introduced so that three hats are being worn. First, two red hats and one white hat are available for wearing; then three red hats and two white hats are available.

The book has a concluding note to parents, teachers, and older students explaining the if- then reasoning involved using combinations of possibilities.

One approach to higher-level thinking is a comprehensive analysis of some problem that involves several reasoning processes. This book does that in an interesting and colorful way. - A. Dean Hendrickson.

Compute a Design: Decimals, isbn 0-918272-13-0. Compute a Design: Whole Numbers. ISBNO-9I8272-I2-2. Pa- tricia Wright. 1985, $11.95 ea. Jacobs Publish- ing Co., 3334 E. Indian School Rd., Ste. C, Phoenix, AZ 85018.

Compute a Design: Whole Numbers and a companion volume, Compute a Design: Deci- mals, are similar in purpose and format. Pre- sented are forty-eight pages of practice in com- putation with a matrix having possible answers. The student colors a square in the grid corre- sponding to each computational example in the same way as shown in a square next to the example. The result will be a design on the grid. If an assortment of colors is used, the designs can be varied to generate different patterns. - A. Dean Hendrickson.

Mathematics (one vol. in The World of Science series). Irene F eke te and Jasmine Denyer. 1984, 64 pp., $9.95. ISBN 0-87 196-990- 4. Facts on File, 460 Park Ave. S., New York, NY 10016.

This relatively short and easy-to-read volume is suitable for enrichment in the intermediate grades and in middle school. The illustrations are informative, and good use of color makes the book attractive.

Included are a historical development of mathematics and an overview of those mathe- matical topics either basic to understanding mathematics or important in the applications of mathematics - number, use of symbols, mea- suring, statistics, geometry, calculation, and the use of calculators and computers.

Good emphasis is placed on estimation and size of numbers. Excellent examples are given on the use of mathematics in astronomy, navi- gation, business, engineering, and communica- tion. Topics in geometry, important in under- standing art and such design features as symmetry, tessellations, and the use of per- spective or projective geometry, are introduced through photographs of art.

The glossary is complete and accurate and could serve as a resource for teachers for vocabulary development in mathematics. - A. Dean Hendrickson.

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