Arithmetic1903 - 80 σελίδες |
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Αποτελέσματα 1 - 5 από τα 10.
Σελίδα 6
... requires skilful teaching , and more or less frequent repetition . In order to be effective , this repetition should be methodical and should require the present active mind . It should require the use of the eye , the ear , and the ...
... requires skilful teaching , and more or less frequent repetition . In order to be effective , this repetition should be methodical and should require the present active mind . It should require the use of the eye , the ear , and the ...
Σελίδα 9
... requires maturity of mind not generally possessed by the student before he enters the high school . There are , however , some geo- metric propositions so evident as not to need a demonstra- tion , and others that become evident when a ...
... requires maturity of mind not generally possessed by the student before he enters the high school . There are , however , some geo- metric propositions so evident as not to need a demonstra- tion , and others that become evident when a ...
Σελίδα 19
... require the children to use these in column addition and subtrac- tion . Tie the groups at first , and also use groups making five . Three or more figures may be used in a group . 8. Learn the doubles to twice nine , and use in column ...
... require the children to use these in column addition and subtrac- tion . Tie the groups at first , and also use groups making five . Three or more figures may be used in a group . 8. Learn the doubles to twice nine , and use in column ...
Σελίδα 28
... requires that the pupil learn to approximate his results by inspection . Skill can come only through skilful training and long practice . Such divisors as 21 , 31 , 41 , 51 , and 19 , 29 , 39 , 49 , should be used at first ; for then 20 ...
... requires that the pupil learn to approximate his results by inspection . Skill can come only through skilful training and long practice . Such divisors as 21 , 31 , 41 , 51 , and 19 , 29 , 39 , 49 , should be used at first ; for then 20 ...
Σελίδα 30
... require formal analysis of these problems . It is sufficient if the pupil can tell how he obtained his result . Insist that all work shall be expressed in a neat , logical form . 6. Multiplication of a fraction by a whole number . ( a ) ...
... require formal analysis of these problems . It is sufficient if the pupil can tell how he obtained his result . Insist that all work shall be expressed in a neat , logical form . 6. Multiplication of a fraction by a whole number . ( a ) ...
Άλλες εκδόσεις - Προβολή όλων
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