Arithmetic1903 - 80 σελίδες |
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Αποτελέσματα 1 - 5 από τα 39.
Σελίδα 5
... pupil may be able to perform all the arithmetical operations , yet be helpless in an attempt to deal with a given problem . The how deals with the mechanics of number and may be mastered by rule . The what has to do with mind and can be ...
... pupil may be able to perform all the arithmetical operations , yet be helpless in an attempt to deal with a given problem . The how deals with the mechanics of number and may be mastered by rule . The what has to do with mind and can be ...
Σελίδα 6
... pupils - to make them self - reliant , and to lead them to a point where they can proceed without further assistance . When a pupil has grasped the law on which a process depends , he is ready to become his own master so far as that ...
... pupils - to make them self - reliant , and to lead them to a point where they can proceed without further assistance . When a pupil has grasped the law on which a process depends , he is ready to become his own master so far as that ...
Σελίδα 7
San Jose State Normal School, W. H. Baker. pupils are put to using the combinations in addition and subtraction before ... pupil , conscious of increasing power , will pursue his work with greater pleasure . 6. Discovery , Explanation ...
San Jose State Normal School, W. H. Baker. pupils are put to using the combinations in addition and subtraction before ... pupil , conscious of increasing power , will pursue his work with greater pleasure . 6. Discovery , Explanation ...
Σελίδα 8
... pupil is prepared to understand and appreciate the shorter way . It sometimes happens that a teacher wishes to use a principle which the child is not prepared to understand . In such a case it is best to give the principle and defer the ...
... pupil is prepared to understand and appreciate the shorter way . It sometimes happens that a teacher wishes to use a principle which the child is not prepared to understand . In such a case it is best to give the principle and defer the ...
Σελίδα 9
... pupil relies largely on mental pictures . If the problems are about things foreign to the child's experience , he falters or fails , because he is unable to visualize the given relations . Prob- lems involving the metric weights and ...
... pupil relies largely on mental pictures . If the problems are about things foreign to the child's experience , he falters or fails , because he is unable to visualize the given relations . Prob- lems involving the metric weights and ...
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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