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ORAL ARITHMETIC.

CHAPTER I.

NUMERATION.

SECTION 1.

WHEN we have a large number of articles to count, such as quills, nuts, cents, &c., we may, if we please, count them by tens. Let us suppose we have a quantity of cents before us, and proceed to count them as follows.

We first count out ten cents, and lay them in a pile. We then count out ten more, and lay them in another pile, then ten more for another pile; and thus we continue to count out ten at a time, until we have counted ten piles. We put these ten piles together, and they make a large pile containing One Hundred cents.

Again we count out ten cents at a time, until we have counted ten small piles, as before. We put these together, and they make a large pile containing one hundred, like the hundred we first counted. We have now counted two hundred cents, and they lie in two large piles.

Having learned what is meant by two hundreds, we proceed to count out one hundred cents more; and after placing them by the side of the two hundreds, the three piles make three hundreds. Four large piles will be four hundreds; five piles will be five hundreds; six piles will be six hundreds; seven piles will be seven hundreds; eight piles will be eight hundreds; nine piles will be nine hundreds; and when we have counted out ten of these piles, we put the whole together. They make a pile still larger, and the number of cents contained in it is One Thousand.

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CHAP 1 Examine the arrangement of dots enclosed in the lines below, and find how many there are in each en closure. Observe, that the figures standing over the several enclosures, represent the number of dots contained therein.

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Example 1. Which of these numbers is the greatest, One, or Ten, or One Hundred, or One Thousand? 2. How many ones are there in a ten?

3. How many tens are there in a hundred?

4. How many hundreds are there in a thousand? 5. Ten ones make what number? Ten tens make what number? Ten hundreds make what number? 6. What figures stand to represent the number ten? 7. What figures stand to represent one hundred ? 8. What figures stand to represent one thousand?

SECTION 2.

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If one hundred scholars were in school, and scholar more should come in, the number of scholars would then be one hundred and one; and would be ex

pressed in figures thus;-101. Again, if you had one hundred books, and you should buy two books more, you would then have one hundred and two books, and their number would be expressed in figures thus;-102.

In Part First, you learned to read figures expressing all numbers, from One to One Hundred. You will now see, in the following columns, how the figures stand to express numbers, from One hundred, to Two hundred.

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Edward's mother gave him one hundred walnuts, his sister gave him sixty, and his brother gave him eight, making together, one hundred and sixty-eight. Being required to tell what figures would express the number of his walnuts, Edward looked over the columns of figures on the last page, and discovered, (as you may), that 1 means one hundred, whenever two figures are standing at the right hand of it; and, that 6 means sixty, whenever one figure is standing at the right hand of it. He therefore said, "1, 6, 8, are the figures."

1. How many tens does the figure 6 represent, wher there is one figure standing at the right of it?

2. What are 6 tens usually called, in reading numbers ? 3. How many tens does the figure 4 represent, when there is one other figure standing at the right of it?

4. What are 4 tens usually called, in reading nunibers? 5. What number does the figure 1 represent, when there is one other figure standing at the right of it?

6. What number does the figure 1 represent, when there are two other figures standing at the right of it? 7. What are 1 hundred and 5 tens usually called? 8. What are 1 hundred and 9 tens usually called? 9. What are 1 hundred and 3 ones usually called? 10. What are 1 hundred and 8 ones usually called? 11. What are 8 tens and 2 ones usually called? 12. What are 1 hundred, and 7 tens, and 5 ones usually called, in reading numbers?

Note to Teachers. Require the learners to read the numbers expressed in the following columns, without recourse to the preceding columns.

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The comparisons on the next page will show you, that all the hundreds are expressed in the same manner that one hundred is expressed

100 One hundred.

200 Two hundred.

106 One hund. & six. 306 Three hund. & six.

117 One hund. & seventeen. 417 Four hund. & seventeen. 121 One hund. & twenty-one. 521 Five hund. & twenty-one.

133 One hund. & thirty-three. 633 Six hund. & thirty-three 149 One hund. & forty-nine. 749 Seven hund. & forty-nine 154 One hund. & fifty-four. 654 Eight hund. & fifty-four. 199 One hund. & ninety-nine. 999 Nine hund. & ninety-nine

Note to Teachers. The learners may be required to read the severa. numbers expressed in the following columns of figures.

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1. The Humane Society gave Charles a premium of i dollars, for saving a boy from drowning, and a lady gave him 5 dollars more. How much did he receive?

Solution. 6 dollars and 5 dollars are 11 dollars. 2. A merchant sold 7 barrels of flour to one man, and 5 to another. How many barrels did he sell?

3. If you should pay 9 cents for a book, and 4 cents or a pencil, how much would you pay for both?

4. A farmer paid 10 dollars for a plough, and 9 dol lars for a harrow. How much did he pay for both? 5. A baker bought 8 barrels of flour of a merchant, and 8 more of a miller. How many did he buy?

6. Thomas gave 9 cents for a purse, and had 7 cents left to put in it. How many cents had he at first?

7. A farmer sold 5 cows, and then had 6 cows left How many cows had he at first?

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