1. Thirty-eight. 2. Four hundred seven. 3. Eight hundred sixty. 4. Nine hundred. 5. Three hundred sixty-five. 6. Seven hundred eighteen. 7. Two hundred twelve. 8. One thousand seven. 9. Four thousand three hundred twenty. 10. Six thousand sixty. 8. 1. Count by tens to 122, beginning with 2. 6. Give a number story for this: * +2 birds 2. Give a number story suggested by each. MODEL: There were 2 books on the table. Mary put 3 more books on the table. There were then books on the table. 10. Oral Problems.* 1. Four boys and five boys are — boys. 2. Nine girls and three girls are - girls. 3. Six apples and four apples are - apples. 4. How many are two books and three books? Answer: Two books and three books are five books. 5. How many are three chairs and nine chairs? 6. How many are four feet and six feet? 7. Five days and four days are how many days? 8. Two hours and two hours are how many hours? 9. A girl paid five cents for a ribbon and four cents for a tablet. How much did she pay for both? The answer in addition is called the sum. * In this and similar exercises the teacher is expected to dictate additional problems involving the combinations of the lesson. Place the combinations on the board without answers and have the pupils make problems for one another to solve. Correct answers should be given in correct language. After the combinations have been memorized, the study of the lesson in addition is to be taken up as indicated in Steps A, B, and C, as follows: Step A. Study the combinations, without answers as above, until you can give each result without hesitation. In studying a combination, direct the thought to the upper number, as for the present we shall begin at the foot of the column to add. Pass from one combination to another. Continue the study until you can give the sums as readily as you can read: 5, 9, 12, 4, 10. Step B. Mentally place 1 ten before each of the lower numbers in the upper set of combinations and add: 12, 15; 15, 19; 19, 22; 12, 14; 14, 20. Pass to the lower set of combinations, add 2 tens to the lower numbers, and add: 23, 32; 26, 30; 22, 24; 23, 25; 24, 29. Return to the upper set, and mentally place 3 tens before each of the lower numbers, and add: 32, 35; 35, 39; etc. *The teacher should explain each step carefully. It is important that the pupils learn at the start how to study the addition exercises correctly. Pass again to the lower set, then return to the upper set, each time increasing the number of tens until 10 tens are added, and the combinations add: 103, 112; 106, 110; etc. The columns to be added are made up of the combinations studied in Step B. Step C. Begin at the foot of the column and add as in Column c below: 5, 9, 12, 14, 20. с Mentally place 1 ten before the number at the foot of the column, and add: 12, 15, 19, 22, 24, 30. Mentally place 2 tens before the number at the foot of the column and add. Increase the number of tens until the column is added: 102, 105, etc. * Oral drill should be given upon all of the combinations in each of the study exercises before taking up the addition of the columns. 1ST BK ARITH-4 3. One half is - fourths. 4. Two fourths and one fourth are - fourths. 5. One half and one fourth are fourths. 8. If a pie is cut into two equal pieces, one of the pieces is -half of the pie. 9. If one half of a pie is cut into two equal pieces, one of the pieces is - of the pie. 10. A woman divided a pie equally among some children. There were four children. Each child received of a pie. 11. Harry had one half of a pie. George had one half as much as Harry. George had of a pie. 13. A woman had two pies. She gave three boys each one half of a pie. How much pie had she left? 14. Fold a paper into four equal folds. |