A Practical and Theoretical System of Arithmetic: Containing a New System of Proportion : with Theoretical Explanations of All the Principal RulesC. Morse, 1838 - 192 σελίδες |
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Σελίδα 3
... questions ; and nothing should be done for the learner , which he is capable of doing for himself . Every one recollects the satisfaction , with which , as he advanced in his mathematical course , he found himself able to take the ...
... questions ; and nothing should be done for the learner , which he is capable of doing for himself . Every one recollects the satisfaction , with which , as he advanced in his mathematical course , he found himself able to take the ...
Σελίδα 4
... question on the black - board , in the presence of his class , and to explain each step of the process ; and the reason of it . If taken through the book in this way , it is hardly possible , that a pupil should fail of attaining a ...
... question on the black - board , in the presence of his class , and to explain each step of the process ; and the reason of it . If taken through the book in this way , it is hardly possible , that a pupil should fail of attaining a ...
Σελίδα 7
... question . If , for example , the number to be written , be ninety bil- lions , four hundred and sixty - one thousand and twelve- you begin at the left hand , and write the billions ( 90. ) Next to billions comes the period of millions ...
... question . If , for example , the number to be written , be ninety bil- lions , four hundred and sixty - one thousand and twelve- you begin at the left hand , and write the billions ( 90. ) Next to billions comes the period of millions ...
Σελίδα 8
... questions in this book , is to elicit thought and investigation on the part of the learner ; not to save the teacher the labor of fra : ning questions on the different rules and definitions . One of the principal objects of education ...
... questions in this book , is to elicit thought and investigation on the part of the learner ; not to save the teacher the labor of fra : ning questions on the different rules and definitions . One of the principal objects of education ...
Σελίδα 11
... QUESTIONS . Ans . $ 150.30 . 1. Why do you set units under units , tens under tens , & c . ? 2. Why do you carry 1 for every ten in the sum of any column ? 3. Why at the last column do you write the whole number ? 4. Why is Federal ...
... QUESTIONS . Ans . $ 150.30 . 1. Why do you set units under units , tens under tens , & c . ? 2. Why do you carry 1 for every ten in the sum of any column ? 3. Why at the last column do you write the whole number ? 4. Why is Federal ...
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A Practical and Theoretical System of Arithmetic: Containing Several New ... George Willson Δεν υπάρχει διαθέσιμη προεπισκόπηση - 2016 |
A Practical and Theoretical System of Arithmetic: Containing a New System of ... George Willson Δεν υπάρχει διαθέσιμη προεπισκόπηση - 2016 |
Practical and Theoretical System of Arithmetic: Containing a New System of ... George Willson Δεν υπάρχει διαθέσιμη προεπισκόπηση - 2017 |
Συχνά εμφανιζόμενοι όροι και φράσεις
acres amount angles annuity annum barrels bought bushels bushels of oats bushels of wheat cents a bushel ciphers compound interest Compound Numbers contain cube root cubic currency decimal point denote diameter divide the product dividend division divisor dollars equal example Federal Money feet long Find the interest gallons given number hand figures hours a day hypotenuse improper fraction inches integer least common multiple length less lowest terms method miles mills minuend mixed number months multiplicand Multiply number of terms paid payment perpendicular piece pound principal quantity question quotient ratio Reduce remainder Required the interest rhombus right-angled rods Rule of Three RULE.-Multiply separatrix share shillings sides simple solid square root statement subtract third term tion triangle Troy Weight units vulgar fraction weight whole number yards cost yards of cloth
Δημοφιλή αποσπάσματα
Σελίδα 164 - Divide the difference of the extremes by the common difference, and the quotient increased by 1 is the number of terns. EXAMPLES. 1. If the extremes be 3 and 45, and the common difference 2 ; what is the number of terms 1 Ans.
Σελίδα 62 - Multiplying or dividing both terms of a fraction by the same number does not change its value.
Σελίδα 164 - PROBLEM II. The first term, the last term, and the number of terms given, to find the common difference. RULE. — Divide the difference of the extremes by the number of terms less 1 , and the quotient will be the common diffcrenct.
Σελίδα 105 - If 8 men can build a wall 20 feet long, 6 feet high and 4 feet thick, in 12 days ; in what time...
Σελίδα 174 - To find the area of a trapezoid. RULE. Multiply half the sum of the two parallel sides by the perpendicular distance between them : the product will be the area.
Σελίδα 51 - When the numerator is less than the denominator, the value of the fraction is less than 1.
Σελίδα 55 - ... thing remains, multiply it by the next inferior denomination, and divide by the denominator as before, and so on as far as necessary, and the quotient will be the answer.
Σελίδα 124 - The rule for casting interest, when partial payments have been made, is to apply the payment, in the first place, to the discharge of the interest then due. If the payment exceeds the interest, the surplus goes towards discharging the principal, and the subsequent interest is to be computed on the balance of principal remaining due.
Σελίδα 53 - To reduce a mixed number to an improper fraction, — RULE : Multiply the whole number by the denominator of the fraction, to the product add the numerator, and write the result over the denominator.
Σελίδα 102 - The fourth term is found by multiplying the second and third terms together and dividing by the first § 14O.