SUGGESTIONS TO TEACHER 293 game proceeds until the numbers from 1 to 10 are placed upon the blackboard. The device is also applicable to subsequent work in which the pupils are taught the combinations that follow 10. Should the teacher desire to give further drill in this number sequence, she may, at the conclusion of the game, send the pupils to the blackboard to write the numbers in correct order. The pupil who first finishes his work should be called upon to read to the class what he has written. Note 6: When taking up this beginning work in subtraction (pages 16 and 17) the meaning of the minus sign (-) should be carefully explained. Make clear to the class that we subtract when we take one number from another number. Introduce the term minus and use it in all subsequent work. Note 7: Make a chart for classroom use by copying the material of this page on the blackboard or on a sheet of cardboard. The use of this chart may be made the basis of contests between groups of pupils led by captains chosen from the groups. The groups first score on accuracy. Later, the idea of working rapidly may be introduced by timing each group. This suggestion is applicable to the drill work occurring on subsequent pages. Note 8: When making change, the pupil should begin with the amount of the purchase, and count up to the amount given in payment for the article bought. For example: The cost of a pencil is three cents. The child gives the storekeeper a dime. The latter says "three cents," hands the buyer two cents and says "five," then hands the buyer five cents and says "ten." If possible, use real coins for this work. Toy money may be used as a suitable substitute. Note 9: In column addition train pupils to combine numbers quickly. The word and is to be avoided in this work. Note 10: The suggestions given in Note 7 and Note 9 may be applied to the handling of material given on this page. 294 " SUGGESTIONS TO TEACHER Note 11: The pupils should first be supplied with rulers having inch markings only. Rulers having smaller markings are confusing at this time. If necessary, the teacher can make suitable rulers from strips of heavy cardboard 12 inches long and 1 inch wide. The inches may be marked by heavy pencil lines. It is well to have no numbers on these rulers as the purpose is to have the pupils think inches instead of placing a point where a given number appears, as often happens when numbered rulers are used. Note 12: A practical and profitable way to use the examples on this and similar pages is to make a test of them. When that is done the examples are not to be copied. The answers only are to be written. Have the children place the edge of a sheet of paper under row No. 1. Write the answers to a, b, c, d, etc., across the paper. Fold down the paper to meet the lower line of the examples in row No. 2. Write the answers as before. Continue in this way until the work of the page is completed. Unfold the paper and read the answers for each row of examples. Note 13: Before taking up the work of the third year, which in most cases should begin at this point, the teacher should spend a few days in reviewing the material on pages 55 to 59 inclusive. This serves to catch up all the topics covered during the work of the second year, and so gives pupils a start on the new year's work. Such a review also enables the teacher to estimate the ability of her pupils and in some measure it indicates the kind of work that should be stressed at the outset of the third year's work in order to assure progress at a normal rate. From time to time during the first weeks of the third year's work the teacher may very profitably have pupils continue the review given on pages 55 to 59 inclusive. Note 14: Use the material of this page for a speed game. Begin the work by using only one row of examples. The teacher should name the row of examples which the class is to work; for example, row No. 1. All work is to begin when the teacher SUGGESTIONS TO TEACHER 295 The same says "Go." Upon completing his work a pupil rises. The teacher announces the time of the fastest workers. row of examples should be tried from time to time in order to see if the pupils can improve former records they have made. In the beginning, intensive work of the kind outlined is usually more profitable than an attempt to finish all the examples on the page. Note 15: Read Note 7 which explains the making of charts and their use in playing competitive games. Note 16: As two-place and three-place subtraction with borrowing has already been carefully explained and illustrated by means of considerable drill, pupils should have little if any trouble in solving the four-place subtraction examples on this page. The teacher may explain, if necessary, that four-place subtraction with borrowing is carried out just as three-place subtraction is. Note 17: If small pieces of paper are used as counters for the work outlined on this page, pupils may be asked to prepare them as an exercise in seat-work. If desired, counting sticks, beans, buttons, or other small objects may be used for this and similar work. Note 18: See the suggestions given in Note 8. Note 19: The equipment for class use should comprise foot rules, a carpenter's or folding rule, a yardstick, and a fifty-foot tape measure. Require pupils to use the different kinds of measures frequently so that they will be able to estimate the length and width of common things. Always follow the plan of first estimating, then measuring to verify the estimate. How to Teach Arithmetic A Manual for Teachers J. C. BROWN President State Teachers College, St. Cloud, Minnesota President of the University of Minnesota Every teacher of arithmetic should read this bookperhaps the most fundamentally important treatment of this subject that has yet appeared. Using this book, the teacher has constantly two good instructors in methods in arithmetic whom he can call upon at any time. Some of the reasons why this book has proven unusually acceptable: The book furnishes assistance to teachers who lack instruction in the theories and methods for teaching elementary arithmetic. That teachers need such help is evidenced by the fact that a larger percentage of children fail in this subject than in any other. The book economizes the time of the normal school instructor and students. With such a book in the hands of the students, much more can be accomplished in the study of methods in the limited time than can usually be devoted to one subject. The book has attained recognition because of its scholarship, its completeness of treatment, its simplicity and clearness of presentation, and its general acceptability to teachers in both city and country schools. When the classroom work is completed, the student has a valuable addition to his professional library. Bound in cloth, 373 pages, $1.60 ROW, PETERSON & COMPANY CHICAGO NEW YORK |