SUGGESTIONS TO TEACHERS 1. The preface explains the general purpose of the book. 2. Read the book itself. The purposes of certain special features appear only when considered in relation to other features. 3. Do not hesitate to use in advance of the order in the book facts which appear later in these pages. 4. While the purpose of number-study is to learn numbers, oral expression needs to be encouraged. Develop the number-story features of primary work as much as time permits. The reading and the speaking of English sentences where numbers are involved do not interfere with, but rather tend to promote, that rational understanding of number-processes which is the end of Arithmetic as a science. 5. See that the children do study this book, but do not ask them to study quietly over twenty minutes at any one time. Children tire quickly and recover even more quickly. 6. Drill for the sake of instant accuracy; but do not follow any drill to the point of over-fatigue. Take great care not to drill upon things not essential. 7. This book is only a collection of suggestions; it is not an encyclopedia of devices. Seek great variety in methods and devices. There are children who will not learn things in our ways. Try to find their ways of understanding number-facts and numberprinciples. 8. Every child has peculiar interests. Find them. For numberstories use facts which interest the various children. Remember that children have their "good" and their "bad" days. On their good days children sometimes learn an amazing amount of new matter. 9. A boy or girl may be ready to undertake harder work than this book offers before knowing this book from cover to cover. Yet we should not forget that doing easy things over and over begets confidence, which supports us in our attacks upon new and harder problems. 10. Neatness in writing tends to accuracy in all number-operations. Encourage fine work by commending it. 3. Measure the length and width of this page. 4. Measure the length and width of your desk top. 5. How high is the front edge of your desk from the floor? 6. Cut a string twelve inches long. four inches long. Compare the parts. 7. Cut a strip of strip 3 inches long. Cut off a piece paper 6 inches long. Cut another Mark off both into inches. 7 taken from the number before it. We may read 2 k. — From 118 take, or subtract, 14. Read the other problems in 2, using the word "subtract." 5 6 111 93 61 222 1000 2000 x3 x2 x5 × 4 x 5 × 3 to be - 21 3. 21 34 42 50 We may read 3 1. Read the other problems in 3, using the word "multiply." 5. 4)128 3)164 5)155 4)164 3)99 5)500 7)728 6. 23 × 3 = ? 23 taken 3 times are how many? Or, 23 multiplied by 3 are how many? Or, 3 times 23 is how much? Read: 25 x 4 = ? 50 x 2 = ? 100 × 3 =? 33 x 3 = ? 7. 44 ÷ 2 = ? Read: 44 divided by 2 are how many? Read: 66÷ 3 = ? 36÷4=? 48÷4? 100 ÷ 10 = ? SUGGESTIONS TO TEACHERS 1. The preface explains the general purpose of the book. 2. Read the book itself. The purposes of certain special features appear only when considered in relation to other features. 3. Do not hesitate to use in advance of the order in the book facts which appear later in these pages. 4. While the purpose of number-study is to learn numbers, oral expression needs to be encouraged. Develop the number-story features of primary work as much as time permits. The reading and the speaking of English sentences where numbers are involved do not interfere with, but rather tend to promote, that rational understanding of number-processes which is the end of Arithmetic as a science. 5. See that the children do study this book, but do not ask them to study quietly over twenty minutes at any one time. Children tire quickly and recover even more quickly. 6. Drill for the sake of instant accuracy; but do not follow any drill to the point of over-fatigue. Take great care not to drill upon things not essential. 7. This book is only a collection of suggestions; it is not an encyclopedia of devices. Seek great variety in methods and devices. There are children who will not learn things in our ways. Try to find their ways of understanding number-facts and numberprinciples. 8. Every child has peculiar interests. Find them. For numberstories use facts which interest the various children. Remember that children have their "good" and their “bad” days. On their good days children sometimes learn an amazing amount of new matter. 9. A boy or girl may be ready to undertake harder work than this book offers before knowing this book from cover to cover. Yet we should not forget that doing easy things over and over begets confidence, which supports us in our attacks upon new and harder problems. 10. Neatness in writing tends to accuracy in all number-operations. Encourage fine work by commending it. |