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CHARLES E. CHADSEY, PH. D.
DEAN OF COLLEGE OF EDUCATION,
SCHOOLS, DETROIT, MICH.
SCHOOL OF EDUCATION,
ESSE QUAM VIDERI
MENTZER, BUSH & COMPANY
to duc le!
COPYRIGHT, 1917-1920, BY
All rights reserved
An arithmetic designed for pupils of the Fifth and Sixth Grades must combine drill upon fundamental operations, including decimals and common fractions, with as wide an application of these principles to the common experiences of life as possible. While the children in these grades are immature and have had very limited practical experiences, it is necessary to include simple examples drawn from real facts and from genuine business transactions. Wherever possible the applied problems are taken from the actual experiences of children themselves and in all cases the facts upon which the problems are based are accurate and of real informational value.
The fact that many pupils leave school at the end of the Sixth Grade to go to work, and that there is an increasing tendency to substitute junior high school courses, make the intermediate arithmetic a fundamentally important text book. If for an appreciable number of pupils the intermediate arithmetic offers the last formal training in mathematics, it is necessary so far as possible to include the arithmetical processes and topics used under ordinary conditions of life.
Attention is called to the psychological plan of this book, by which the previous knowledge of the child is utilized in introducing a new subject.
The development of the subject of decimals is based upon the knowledge of common fractions already secured. In this way teachers find little difficulty in developing a subject which not infrequently has caused mental confusion.
The fact that in the presentation of the subject of denominate numbers, the use of both decimals and common fractions in the solution of problems is emphasized, simplifies another subject often troublesome to children.
In a similar way the treatment of percentage is based upon the knowledge of decimals and common fractions and, while giving a practical elementary knowledge, is in no way beyond the understanding of the child.
In this book, as in the other books of the series, the idea of systematic, standardized drill is emphasized. The scientific practice exercises in the fundamentals include the most difficult facts more frequently than the easy ones. Another feature of this book is the set of standardized practice exercises in common fractions. (See Chapter I, Part II.) Classes using these exercises regularly for a few weeks have doubled their average achievements as measured by a standard test in common fractions.
In the preparation of this arithmetic the authors have had the efficient aid of Miss Myra Banks of the Northrop Collegiate School, Minneapolis, and of Miss Katherine L. McLaughlin of the Department of Public Instruction, Madison, Wisconsin; they are also indebted to Miss Annie J. Robinson, Principal, Case-Woodland School, Cleveland, Ohio, for valuable criticisms and suggestions.
CHAPTER I. REVIEW OF THE FUNDAMENTALS—1-44
CHANGING TO LOWEST TERMS, 63; ADDING FRACTIONS, 64; FRACTIONAL
MEASURES OF LENGTH, 138; TABLE OF LONG MEASURE, 139; TABLE OF