SUGGESTIONS TO TEACHER

Throughout this book special attention has been given to gradation and sequence, and enough motivated drill has been presented to provide for speed and accuracy commensurate with the ability of pupils in the first four grades.

The general method of presentation followed in this book covers four steps which occur in the following order: (1) Informal work. (2) Formal work. (3) Application (deciding on the process to be used in solving problems). (4) Drill.

During the earlier stages of the work, and indeed throughout the book, emphasis should be placed upon oral work rather than written. Even in instances where oral work is not definitely specified the pupils should be urged to solve examples and problems orally and they should be given opportunity for practice in so doing.

As soon as practicable the teacher should explain simple methods of checking work in addition and subtraction. Suggestions for this will be found on pages 172 and 174.

Note 1: The material on this page, arranged in sections as it is, lends itself to the playing of a game. For example: The teacher calls the number of some number picture at the top of the page. The pupils find the sentence below which corresponds with the number picture called. Any two sections on this or other similar pages may be used for this work. Teachers who have a class of specially alert pupils may use the three sections if desired.

Note 2: Introduce the terms plus and equals. Explain that 2+2=4 is a short way to write 2 and 2 are 4.

A new form of addition, commonly referred to as the vertical form, has been introduced on this page. Explain to the pupils

3

that a convenient way to write 3+2=5 is 2.

5

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SUGGESTIONS TO TEACHER

Note 3: After the problems have been solved, the teacher asks: "What did you do with the numbers in Problem 1? In Problem 2? In Problem 3? etc." The pupils now sense the addition process, so the teacher should dwell upon the term add, and again explain that we add when we put numbers together to make one number.

The skill that has been gained in handling combinations up to 5 may be reënforced at this point by providing seat-work that will call for its use. For example: For class use the teacher may prepare a set of cards not smaller in size than six inches by nine inches. Upon these cards she pastes one-inch squares or circles of colored paper. The colored units should be grouped so as to indicate the combinations that have been taught. During the seat-work period these cards should be placed where the pupils can see them.

The pupils' material for this seat-work consists of (1) large figures cut from old calendars and then mounted on cardboard, (2) cardboard rectangles of the same shape and size on which the plus sign (+) or the equality sign (=) are printed. By using this material the pupils can arrange on their desks the number stories of the large cards displayed before them.

This device may also profitably be used in subsequent work on combinations. As new combinations are learned the teacher may increase her supply of cards. Pupils should aid in collecting and preparing the materials mentioned in this note.

Note 4: The suggestions given in Note 1 and Note 2 may profitably be used in connection with the material on this page. At this time the pupils may use either real pennies or cardboard money. Drill in counting and in recognizing the coins of smaller denomination may be carried on at this time.

Note 5: The teacher writes a number (for example, 3) on the blackboard. She then calls upon a pupil to give the number that follows 3. The answer is given orally. If correct the pupil goes to the blackboard and writes the figure 4 after the figure 3. The teacher varies her questions by sometimes asking for the number that comes before (precedes) a given number. The