Count the a's in each row, beginning at the top. Count the a's in each row, beginning at the bottom. Which is the first row? The second? The third? The fourth? etc. ? How many a's are in the first row? The third row The ninth? The fifth? The second? The seventh? The fourth? The eighth? The sixth? The tenth? Which row has two a's in it? 5 a's? 9 a's? 7 a's? Make 6 taps on your slate. Make three marks. Get up and make 8 steps. Hold up 10 fingers; 5 fingers; 3 fingers. Make all the figures on your slate. Thus: 0 1 2 3 4 5 6 7 Count 10 axes. 8 9 10 Ans. 1 ax, 2 axes, 3 axes, 4 axes, 5 axes, 6 axes, 7 axes, 8 axes, 9 axes, 10 axes. Count 10 arms, 10 apples. What may a stand for? Ans. An ax, or an arm, or an apple. Count 10 a's. Ans. 1 a, 2 a, 3 a, 4 a, 5 a, 6 a, 7 a, 8 a, 9 a, 10 a. Count 8 boys; 6 bats; 7 birds. What stands for a boy, or a bat, or a bird, etc.? Ans. b. Count 9 b's. What stands for a cat, or a cow, or a cap, etc.? Ans. c. What stands for a horse, or an hour, or a hen? What is a Unit? Ans. One of the things counted. What is the unit of 8 fans? 9 boys? 7 girls? 5 a's? Ans. 1 a. SUGGESTIONS TO TEACHERS.-I. This first lesson should be reviewed with each of the following until it is well learned. Copy the diagram of a's on the board for recitation, occasionally substituting other letters for a. In this, as in subsequent lessons, ask such additional questions as will enlist the interest and meet the wants of the individual pupil. II. It is important that the pupil should obtain a clear idea of the number of units represented by a figure. Hence, it is recommended that the teacher write on the board some figure, as 7, without calling its name, and require the pupil to make that many marks, or steps, or hold up that many fingers Pupils should practice writing the figures until they can make them readily and correctly. III. The sign + should always be read and, and less, and not plus and minus, until the student becomes perfectly familiar with their primary meaning. IV. In illustrating principles and processes, use material objects as far as possible. NOTE. Prior to the subject of Fractions, the term parts denote integers, and the two complemental parts of a number are denoted by the two parts. Is 1 horse the whole or a part of the pair? What are the two parts of 2 horses? Ans. 1 horse and 1 horse. What are the two parts of 2 men? 2 cows? 2 dollars? 2 houses? 2 a's? 2 b's? What are the two parts of 2? Ans. 1 and 1. ADDITION.-Uniting the parts. How many are 1 horse and 1 horse? 1 cow and 1 cow? 1 mule and 1 mule? 1 apple and 1 apple? 1 b and 1 b? 1 and 1? What is it What sign stands for and? Ans. +. called? Ans. And. Go to the board and make it. What sign stands for are or equals? Ans. =. Make it on the board. Write this: 1+1=2 on the board. How is it read? Ans. 1 and 1 are 2. Two horses are together; if 1 horse is taken away, how many horses will be left? 1 horse taken from 2 horses leaves how many? Jane had 2 roses, but gave 1 rose to Mary; how many roses did Jane have left? How many are 2 roses less 1 rose? 2 peaches less 1 peach? 2 pins less 1 pin? 2 birds less 1 bird? Make it on the Ans. Less. Write this: What sign stands for less? Ans. board. What is it called? 2-1-1 on the board. How is it read? 1 is 1, or 1 from 2 leaves 1. Ans. 2 less MULTIPLICATION, -Uniting equal parts. Make 1 mark. Make 1 mark 2 times. 2 times 1 mark? 2 times 1 horse? fingers. Now hold up 2 times 1 finger. are How many Hold up 2 Frank has 2 |