Arithmetic1903 - 80 σελίδες |
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Σελίδα 6
... handling of numbers are formed in early school years , and defy the efforts of later years to overcome them . The counting habit is formed because pupils are put to using the combinations in addition and 6 ARITHMETIC .
... handling of numbers are formed in early school years , and defy the efforts of later years to overcome them . The counting habit is formed because pupils are put to using the combinations in addition and 6 ARITHMETIC .
Σελίδα 7
... handling of numbers entirely beyond their comprehension , with consequent surrender of the under- standing . " Carrying " is easily taught with splints or other devices , but these can not increase the number grasp . There is no ...
... handling of numbers entirely beyond their comprehension , with consequent surrender of the under- standing . " Carrying " is easily taught with splints or other devices , but these can not increase the number grasp . There is no ...
Σελίδα 8
... handling large numbers are abbreviations of fuller work . If the full work is given first and the child is left to himself , he dis- covers and appreciates the reason for the present practice . Thus the inversion of the divisor in ...
... handling large numbers are abbreviations of fuller work . If the full work is given first and the child is left to himself , he dis- covers and appreciates the reason for the present practice . Thus the inversion of the divisor in ...
Σελίδα 11
... handling of large numbers , necessitating the introduction of mechanical methods , is deferred until the fourth year . Each subject appears a second time or oftener in the course , and at each recurrence of a subject it is presented ...
... handling of large numbers , necessitating the introduction of mechanical methods , is deferred until the fourth year . Each subject appears a second time or oftener in the course , and at each recurrence of a subject it is presented ...
Σελίδα 26
... handling of large numbers , and mechanical work becomes necessary . The transition should be made slowly , and the pupil should be led to the comprehension of the general principles . This can be aided by placing many examples before ...
... handling of large numbers , and mechanical work becomes necessary . The transition should be made slowly , and the pupil should be led to the comprehension of the general principles . This can be aided by placing many examples before ...
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Συχνά εμφανιζόμενοι όροι και φράσεις
addition and subtraction Arithmetic arranged beginning boxes boys BROOM-CORN cardboard cents child ciphers combinations common fraction Concrete Geometry construction count forward course cubic cubic foot decimal places decimal point denominate numbers develop divide dividend divisor eight exactly contain exercise factors feet figures Find a number Find the G. C. D. Find the interest Find the L. C. M. fourth full method given number Grade LOW higher appreciation hundredths improper fraction inches introduced large numbers Learn the number long division low second manual training Measure MENSURATION months multiplication table multiply number decades number groups number table parallelogram pencil Plate pupil quotient raffia rectangle Reduce rule second grade SEWING for girls simple single column sixths solids square root student subtraction of fractions taught Teach teacher TEXTILE WEAVING third tion trapezoid type problems units weeks weeks)-Same whole number writing yard ΙΟ
Δημοφιλή αποσπάσματα
Σελίδα 35 - To multiply a fraction by a fraction. Multiply the numerators together for a new numerator, and the denominators together for a new denominator.
Σελίδα 35 - To DIVIDE A WHOLE NUMBER BY A FRACTION. — Multiply the whole number by the denominator of the fraction, and divide the product by the numerator.
Σελίδα 36 - Multiply as in whole numbers, and point off as many decimal places in the product as there are decimal places in the multiplicand and multiplier, supplying the deficiency, if any, by prefixing ciphers.
Σελίδα 36 - To divide by .1, .01, .001, etc., it is necessary only to move the decimal point in the dividend as many places to the right as there are decimal places in the divisor.
Σελίδα 34 - Divide the whole number by the denominator of the fraction, and multiply the quotient by the numerator: Or, Multiply the whole number by the numerator of the fraction, and divide, the product by the denominator.
Σελίδα 36 - Reduce the fractions to a common denominator and divide the numerator of the dividend by the numerator of the divisor.
Σελίδα 44 - Hence for the division of one fraction by another the usual rule again results, as follows: Rule. — Invert the terms of the divisor and proceed as in multiplication. This might naturally be expected by remembering the relation between multiplication and division, and that one is the exact inverse of the other. For the multiplication of a series of fractions into each other these principles work out as follows...
Σελίδα 44 - The reason for this rule is the same, in reality, as that for the preceding one. 37. |i'or, multiplying the numerator of the dividend by the denominator of the divisor multiplies the dividend by that number.
Σελίδα 40 - If two triangles have equal altitudes, their sum is equal to the triangle having the same altitude and having a base equal to the sum of the bases of the two triangles.
Σελίδα 57 - To find the time, when the principal, interest, and rate are given. ILLUSTRATIVE EXAMPLE. At ±% per annum, in what time will $315 produce $20.79 interest? SOLUTION. $ 315, int. for 9 da. @ k%. EXPLANATION. — The ordinary interest of 035, '" " I