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 38
... give all the work required to solve a problem , and to make a written explanation of each step in the solution ; but it should be the teacher's aim to have the majority of the examples done with as great rapidity as is con- sistent with ...
... give all the work required to solve a problem , and to make a written explanation of each step in the solution ; but it should be the teacher's aim to have the majority of the examples done with as great rapidity as is con- sistent with ...
Σελίδα 42
... give all answers in " complete sentences . " Espe- cially in the drills , it is important that the results be ... gives the analysis of a problem , he should be permitted to express himself in his own way . Set forms should not be used ...
... give all answers in " complete sentences . " Espe- cially in the drills , it is important that the results be ... gives the analysis of a problem , he should be permitted to express himself in his own way . Set forms should not be used ...
Σελίδα 47
... give the children no trouble . If , however , they hesitate when the frac- tion is reached , the difficulty may be cleared up by making a concrete problem : Divide $ 93 equally among 3 persons . What is the share of each ? Under no ...
... give the children no trouble . If , however , they hesitate when the frac- tion is reached , the difficulty may be cleared up by making a concrete problem : Divide $ 93 equally among 3 persons . What is the share of each ? Under no ...
Σελίδα 49
... give the correct answer when 24 ÷ is placed upon the blackboard as a sight example will think that 12 is the quotient of 4 ) 24 . For purposes of drill , this last form should occasionally be employed in sight work , as should be 24 the ...
... give the correct answer when 24 ÷ is placed upon the blackboard as a sight example will think that 12 is the quotient of 4 ) 24 . For purposes of drill , this last form should occasionally be employed in sight work , as should be 24 the ...
Σελίδα 50
... give 50 as the result , unless previously well taught . In No. 12 , the denomi- nation of both terms being the same , the problem becomes 3 ÷ 4 , or 12 quarters 1 quarter , rather than 300 ÷ 25 . Nos . 13-20 are more readily worked by ...
... give 50 as the result , unless previously well taught . In No. 12 , the denomi- nation of both terms being the same , the problem becomes 3 ÷ 4 , or 12 quarters 1 quarter , rather than 300 ÷ 25 . Nos . 13-20 are more readily worked by ...
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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
Δημοφιλή αποσπάσματα
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.