SIMPLE MULTIPLICATION. To the Teacher, but not for the learner till coming to Lesson 1st. Now the Multiplication Table must be copied on the slates from Cards No. 8 and 9, and detached parts of it copied on pieces of paper for each one to look at occasionally-or the whole of the Tables may be hung round the room for daily inspection. After going over the lessons in simple Addition and Subtraction, and answering a few questions in Simple Multiplication, the learner may begin with Compound Addition of money. The denominations of Federal Money however, are needless, except Dollars and Cents: These comprise the calculations of our business in the United States-they convey all our ideas respecting purchases, sales, and amounts. When fractional parts of a cent are to be reckoned in the price of several articles, Addition or Multiplication will show the amount as in whole numbers. EXAMPLE 1. Bo't 255 finished penknives, at 75.4* cents each; what is the amount? Answer, $192.27 OPERATION AS IN WHOLE NUMBERS. 255 Penknives. 1020 1275 1785 192/27.0 By the rule of Decimals, "point off as many fractional parts from the product, as are contained in the multiplicand and multiplier"—the remainder on the left hand will be whole numbers. Therefore, point off the 0, on the right hand, and the numbers 19227, will be whole * This number 75.4 must be read thus, "Seventy-five and four-tenths of a cent." numbers or cents; then cut off two figures of the residue, and those on the left will be dollars. RULE TO BRING CENTS INTO DOLLARS. Cut off the two right hand figures of any number of cents, and those on the left will be dollars. Thus, 100 cents, or 1 dollar, 120 cents, or 1 dollar and 20 cents, EXAMPLE 2. 100 120 150 550 Bo't 250 Copy-books, at 24.75* cents each, what did they come to? 24.75 Cents. OPERATION. Answer, $62.87 Here I point off two figures for 250 Copy-books. decimal parts, because there are 12375 4950 61/87.50 two decimals in the multiplicand; -then the figures 6187, are whole numbers or cents. Cut off the two right hand figures, 87, and those on the left are dollars. The fractional parts 50 first pointed off, may be called, 50, or 1009 , or, and when methodically inserted, they will stand thus, .50 or .5; and .5, equal of any thing. A little lecturing will soon show the learners how to value these fractional parts, and enable them to work United States currency, before they understand Decimals.† *This number 24.75, must be read, "Twenty-four and seventy-five hundredths." + The modern mode of naming Fractions, is to call Vulgar Fractions, fractions, and Decimal Fractions, decimals; but as books are printed differently we will not disagree about trifles: We will follow the usual method till the Teacher please to alter the phraseology. 2 .3 .4 .5 .6 .7 .8 .9 .25 .5 .75 10 20 10 10 to 25% or 4; 75% or These are of as small value as business will require; and if the parties in commerce, know what part of a cent they agree to in the price of one or more articles, they may, by the above method of Multiplication, or by Addition, calculate the amount to a degree of minuteness. Consequent ly, it is not requisite to trouble learners with a series of hard names; such as, "Ten mills make one cent; ten cents one dime; ten dimes one dollar; ten dollars one eagle," when one simple expression will answer every purpose intended, viz: One hundred Cents make One Dollar. KEY TO CARD No. 10. LESSON 1. In 123456 pair of shoes, how many shoes? 2 Shoes in a pair. 246912 Twice 6 are 12; set down 2 and carry 1-twice 5 are 10, and one I carried makes 11; set down 1 and carry one-twice 4 are 8, and one I carried is 9; set down 9twice 3 are 6; set down 6; twice 2 are 4; set down 4; twice 1 is 2; set down 2. Write down the answer in letters, Two hundred and forty-six thousand, nine hundred and twelve. Those who cannot read their answers in figures, may lose their place and number as in spelling. PROOF OF LESSON FIRST BY SHORT DIVISION. 123456 KEY TO CARD No. 10. Say, 2 in 2, once; set down 1 under the 2. Two in 4, twice; set down 2 under the 4. Two in 6, three times; set down 3 under the 6. Two in 9 four times and 1 over; set down 4 under the 9-carry the 1 over, to the left side of the 1, makes 11. Two in 11 five times and one over; set down 5 under the 1, and carry the 1 over to the left side of the 2, makes 12. Two in 12, six times; set down 6 under the 2. Write down in letters, One hundred and twenty-three thousand, four hundred and fifty-six. LESSON 2. In 654321 yards of three feet each, how many feet? 1962963 Total, or Product in feet. Three times 1 are 3-set down 3-3 times 2 are 6-set down 6-three times 3 are 9-set down 9-three times 4 are 12-set down 2 and carry 1-three times 5 are 15, and 1 that I carried makes 16-set down 6 and carry 1-three times 6 are 18, and 1 that I carried makes 19-set down 19. Answer in words, One million, nine hundred and sixty-two thousand, nine hundred and sixty-three. PROOF BY DIVISION. 3)1962963 Divisor and Dividend. 654321 Quotient or proof. Three in 19-6 times and 1 over-carry the 1 to 6 makes 16; three in 16-5 times and 1 over-carry the 1 to 2 KEY TO CARD No. 10. makes 12-three in 12-4 times-three in 9-3 timesthree in 6-2 times-three in 3-once; down with 1. Four times 9 are 36; set down 6 and carry 3-4 times 8 are 32, and 3 I carried are 35; set down 5 and carry 3 -4 times 7 are 28, and 3 I carried are 31; set down 31. Answer in words, Three thousand, one hundred and fifty-six. PROOF BY DIVISION. 4)3156 789 Proof of lesson 3. Fours in 31-7 times and 3 over-carry 3 and prefix it to 5 makes 35-4 in 35-8 times and 3 over-carry 3 and prefix it to 6 makes 36-4 in 36-9 times. LESSON 4. In 987 five dollar bills, how many dollars? 5 dollars in each bill. 4935 Dollars-sum total, or product. Five times 7 are 35; set down 5 and carry 3-5 times 8 are 40, and 3 that I carried are 43; 3 and carry 4-5 times 9 are 45, and 4 that I carried are 49-set down 49. Answer in words, Four thousand nine hundred and thirty-five. |