11. A boy paid 2 dimes for a slate and 3 dimes for a book; for both he paid cents. 12. The price of Susie's book was 38 cents; she gave the salesman 4 dimes; she should receive in change 13. At 10 cents a yard, 2 yards of ribbon cost cents; one half of a yard costs cents. cents; two and one 14. For some railroad tickets I paid 60 cents; each ticket cost 10 cents; there were tickets. 15. For 4 melons James paid 40 cents; one melon cost cents. One fourth of 40 cents is cents. (1) Read problems and give sums at sight. (2) Copy and add. (3) Tell number stories.* * Do not omit this part of the work. The number story suggested by the first problem might be: - I had 20 cents; I earned 4 cents; I then had 24 cents; or, 20 apples were on the ground under an apple tree; 4 more fell off; then there were 24 on the ground. Variety will add to the interest. 7. One third of a yard is 9. Six inches and 6 inches are 10. One foot less 6 inches are inches. inches. (1) Read problems and give differences at sight. (2) Copy and subtract. (3) Tell number stories.* * Do not omit this part of the work. The number story suggested by the first problem might be:-I had 26 cents; I spent 4 cents; I then had 22 cents. 1. Think of a 2-inch square. divided into square inches.* square inches. 2. Think of a 3-inch square. Think of a 2-inch square A 2-inch square contains Think of a 3-inch square divided into square inches. A 3-inch square contains square inches. 3. Think of an oblong 1 inch wide and 4 inches long. Think of this oblong divided into square inches. Such a 4. Think of an oblong 2 inches wide and 4 inches long. Think of this oblong divided into square inches. Such a figure contains square inches. 5. An oblong 3 inches wide and 4 inches long contains square inches. 6. An oblong 2 inches wide and 3 inches long contains square inches. 7. An oblong 2 inches wide and 5 inches long contains square inches. 8. One fourth of a 2-inch square is 9. One half of a 2-inch square is square inch. square inches. (1) Read problems and give products at sight. (2) Copy and multiply. (3) Tell number stories. *If the pupil cannot think how the square and its divisions would appear, it must be drawn; but sometime he must learn to imagine figures without drawing them. The strength of the pupil depends very largely upon his skill in making accurate mental pictures from oral and written descriptions. This power must be cultivated from the first. + Read thus: Three times 20 are 60. Do not omit this part of the work. The number story suggested by the first problem might be:--One book cost 20 cents; 3 books cost 60 cents. (1) Read problems and give quotients at sight.* (2) Copy and divide. (3) Tell number stories. 2)12 2)20 2)40 2)42 2)44 2)48 * Teachers will observe that each of these expressions stands for two problems; the first may mean, find one half of 12; or,it may mean, find how many times 2 is contained in twelve. Pupils should therefore be required to read them twice; thus, of 12 is 6; 2 is contained in 12 six times. They should also be required to give two number stories for each problem; thus (1), I had 12 apples; I gave my sister of them, or 6 apples; and (2), I had 12 apples which I divided among some girls, giving to each girl 2 apples; there were 6 girls. Vigorous work at this point is essential. The child must see the double nature of these problems. Much time will be saved if he does this in the beginning. |