Mathematics for Common Schools: A Manual for Teachers, Including Definitions, Principles, and Rules and Solutions of the More Difficult ProblemsD.C. Heath & Company, 1895 - 113 σελίδες |
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Σελίδα 42
... begin- ners . If a pupil solves a problem correctly , the natural inference should be that his method is correct , even if he be unable to state it in words . When a pupil gives the analysis of a problem , he should be permitted to ...
... begin- ners . If a pupil solves a problem correctly , the natural inference should be that his method is correct , even if he be unable to state it in words . When a pupil gives the analysis of a problem , he should be permitted to ...
Σελίδα 49
... begin to receive some attention , but not so much as to lessen to too great an extent the time that should be devoted to arithmetic as an art . 516. These examples are introduced to lead up to division of Federal money . From their ...
... begin to receive some attention , but not so much as to lessen to too great an extent the time that should be devoted to arithmetic as an art . 516. These examples are introduced to lead up to division of Federal money . From their ...
Σελίδα 58
... begin . From time to time , as occasion offers , the meanings of the technical terms should be elicited from the pupils ; but the teacher should neither accept a memorized definition that is not thoroughly understood , nor should she ...
... begin . From time to time , as occasion offers , the meanings of the technical terms should be elicited from the pupils ; but the teacher should neither accept a memorized definition that is not thoroughly understood , nor should she ...
Σελίδα 60
... begin work before rejecting or striking out the unnecessary numbers . 605-606 . Pupils that have had regular drills in the com- binations given in the previous chapters will be able to take the extra step required by these examples ...
... begin work before rejecting or striking out the unnecessary numbers . 605-606 . Pupils that have had regular drills in the com- binations given in the previous chapters will be able to take the extra step required by these examples ...
Σελίδα 89
... begin by " clearing of fractions , " short methods being deferred to a later stage . 3x 5x = 92 . 854. 6 may be written + 5 7 8. 27 x should be reduced to an improper fraction , making the equation , 23x 8 = 115. Make similar changes in ...
... begin by " clearing of fractions , " short methods being deferred to a later stage . 3x 5x = 92 . 854. 6 may be written + 5 7 8. 27 x should be reduced to an improper fraction , making the equation , 23x 8 = 115. Make similar changes in ...
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12 rods 9 rd Aids to Number Algebra amount annex answer Arithmetic Badlam's Bank Discount Boards BOSTON bushels cancellation cards CHICAGO ciphers colleges column common denominator common fraction contains cost D. C. HEATH decimal fractions decimal point denominate number denominate units divide dividend division draft drills employed English English Language equal equation examples exercises find the Interest Geometry give grades grammar school greatest common divisor Half leather high schools History improper fractions least common multiple Lessons Manual method minuend mixed numbers multiplicand multiply NOTES ON CHAPTER number of square obtained operations Organic Chemistry Paper payment percentage pints pounds practice prime factors PRINCIPLES problems quarts quotient figure rectangles reduce remainder result rods RULE scholars sight subtract subtrahend teacher teaching term of credit text-book whole numbers written yards
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Σελίδα xxii - In any proportion the product of the means is equal to the product of the extremes.
Σελίδα v - RULE. Divide the given number by any prime factor ; divide the quotient in the same manner, and so continue the division until the quotient is a prime number.
Σελίδα viii - A Complex Fraction is one having a fraction in its numerator, or in its denominator, or in both. A Mixed Number is a whole number and a fraction written together.
Σελίδα ix - To reduce a mixed number to an improper fraction, — RULE : Multiply the whole number by the denominator of the fraction, to the product add the numerator, and write the result over the denominator.