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 39
... whole class ; but much of the arithmetic work should be done in " sections , " one of which is under the im- mediate direction of the teacher , the other being employed in “ seat " work . In the case of pupils of the more advanced ...
... whole class ; but much of the arithmetic work should be done in " sections , " one of which is under the im- mediate direction of the teacher , the other being employed in “ seat " work . In the case of pupils of the more advanced ...
Σελίδα 41
... whole numbers ; to add and sub- tract simple mixed numbers , and to use a mixed number as a multiplier or a multiplicand ; to solve easy problems , with small numbers , involving the foregoing operations and others contain- ing the more ...
... whole numbers ; to add and sub- tract simple mixed numbers , and to use a mixed number as a multiplier or a multiplicand ; to solve easy problems , with small numbers , involving the foregoing operations and others contain- ing the more ...
Σελίδα 45
... whole or to mixed numbers . 453. Do not , for the present , formulate the rule for changing a fraction to an equivalent one with higher terms . 458. The meaning of " lowest terms " is given in No. 6 . Leave the rule for the next chapter ...
... whole or to mixed numbers . 453. Do not , for the present , formulate the rule for changing a fraction to an equivalent one with higher terms . 458. The meaning of " lowest terms " is given in No. 6 . Leave the rule for the next chapter ...
Σελίδα 50
... whole numbers by changing both to cents . 520. The method suggested for the first example , 11000275 , is the more general one , although longer , perhaps , than 110 ÷ 24 . Do not permit long division in No. 2. In No. 3 , after writing ...
... whole numbers by changing both to cents . 520. The method suggested for the first example , 11000275 , is the more general one , although longer , perhaps , than 110 ÷ 24 . Do not permit long division in No. 2. In No. 3 , after writing ...
Σελίδα 60
... whole number . The object of these exercises is to accustom the scholars to dis- pense with writing unnecessary reductions in adding and sub- tracting simple fractions . 614. Another method of finding the difference between 118 ar 60 ...
... whole number . The object of these exercises is to accustom the scholars to dis- pense with writing unnecessary reductions in adding and sub- tracting simple fractions . 614. Another method of finding the difference between 118 ar 60 ...
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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.