0 0, read-One billion. 0, read-Two hundred thous. mills 3 0 0 0 0 0 0 0 0 0 read-Eight hundred thousand. 90000, read-Ninety thousand. 1 0 0 0, read-One thousand. 2 0 0, read-Two hundred. 3 0, read-Thirty. 4, read-Four. Questions on the Table. Here let the teacher cover over the written numbers only on the right of the table above, and ask the pupil the following questions, viz. What is the value of 4? Of 3 and one cipher Of 2 and 2 ciphers? and so on, up to the top of the table. Q. What is the meaning of annex? A. To place after. Q. What is the meaning of prefix? A. To place before Note.-Let the scholar write down in figures, the answers to the following Questions on his slate at recitation. Q. How much does 1, with 1 cipher annexed, stand for A. Ten. Q. Why? A. Because the 1 is tens when I numerate. Q. What does 1 with 3 ciphers stand for? A. One thousand Q. Why? A. Because when I numerate by saying units, tens, hundreds, thousands, the 1 comes thousands. Q. What does 5 with five ciphers stand for? A. Five hun dred thousand. Why? A. Because when I numerate, the ɓ comes hundreds of thousands. Numerate and see. Q. What does 8 with 6 ciphers stand for? A. 8 millions. Q. Why? A. In numerating, the 8 comes millions. Numerate and see. Q. How do you read the figures 624? A. Six hundred and twenty-four. Q. Why do you say 6 hundred? Q. What does 6278 stand for? A. Six thousand two hundred and seventy-eight. Q. How do you know that the 6 is 6 thousand? Q. How do you read the figures 56768? How do you read 27365? How do you read 654212 ? Express in words the following numbers. Note.-The pupil may learn the value of each succeeding number by a for saer one. 623029 928028 [nine. Six hundred twenty-three thousand and twenty 6000066= Six millions and sixty-six. 8000099 75000100= Seventy-five millions and one hundred. 83000800 Express in figures the following numbers. Sixty. One hundred and twenty-five. Three thousand three hundred and thirty-three. Three millions, three hundred thirty-three thousand, three hundred and thirty-three. Thirty millions. Three hundred millions and twenty-five. Repeat the following Numeration Table, and the corresponding value of the figures prefixed. 53 Quatrillions. 53 C. of Thousands of Trillions. 53 C. of Trillions. 53 C. of Thousands of Billions. 53 C. of Thousands of ♪llions. 53 X. of Billions. 53 X of Millions. 53 Millions. 53 C. of Thousands. 53 X. of Thousands. 53 Thousands. 53 Hundreds. 53 Tens. 53 Units. SIMPLE ADDITION. 1 VII. 1. You bought an orange for 9 cents, and a melon for 15 cents; what did you pay for both? 2. James bought a top for 6 cents, a knife for 12 cents, and an inkstand for 8 cents; how much did they all come to? 3. Harry and James lost some money; James lost 20 cents, and Harry 12; how much did both lose? 4. A boy laid out 10 cents in marbles, 8 cents in quills, and 6 cents for a slate-pencil; how much did he lay out in all? 5. You give 40 cents for a Practical Arithmetic, 8 cents for a ruler, 9 cents for an inkstand, and lose 6 cents; how much money has gone from you? 6. A man gave his children money in the following manner, to his oldest 3 dollars, to James 5 dollars, to Thomas 9 dollars, and to his two daughters, 4 dollars apiece; how much did he give away ? 7. A boy bought 20 marbles for 20 cents, 6 peaches for 8 cents, and 3 apples for 2 cents; how much money did he lay out? 8. A man bought a cart for 6 dollars, a plougʼn for 2 dollars, a pair of steers for 9 dollars, and 2 acres of land for 8 dollars; how much did he lay out in all ? 9. How old would you be, were your age double what it now is? 10 If you had three times as many fingers and thumbs as you have now, how many would you have in all? 11. flow many quarters to an apple, or any thing? 12. How many thirds to an apple, or any thing? 13. If an apple, a number, or any thing, is divided into 4 equal parts, what would one of those parts be called? A. One quarter, ort. 14. In the above, if divided into 3 equal parts, what would one part be called? 15. If an apple, or any thing, is divided into 5 equal parts,. what would one part be called? A. One fifth, or . 16. What would 2 parts be called? A. Two fifths, or . 17. What would 4 parts be called? 18. How many parts does it take to make 5 fifths? A. 5 19. How many parts does it take to make the whole? A. 5. 20. Why is the whole? A. Because the whole of the ap ple was divided into 5 equal parts. 21. If of an apple cost 2 cents, what will a whole apple cost? 22. If of an apple cost 1 cent, what will the whole cost? Note A.-Of the two following tables, the first is to be added from left to right, thus, 1 and 2 are 3; then the next line, thus, 1 and 2 are 3, and 3 are 6; then the next line, thus, 1 and 2 are 3, and 3 are 6, and 4 are 10; and thus with all the lines. The second is to be added from left to right, in the same manner. The learner, in reciting either, is not to look on the book; the order of the figures being such as to render it unnecessary. 12 123 1234 23. What is the sum of the following numbers? A. 3 2 2 2 2 2 2 2 2 2 2 2 2 A. 24 24. If of an apple be worth 1 cent, how much is a whole apple worth? 25. If of a vessel be worth 1000 dollars, how much is the whole vessel worth? How much is ✈ worth? ` 26. If you give 300 whole house worth? dollars for of a house, how much is the How much is worth? 27. If of an apple cost 2 cents, what is the whole apple worth? 28. If of a factory be worth 2000 dollars, what is the who.e worth? 29. 13 boys, throwing stones at an apple-tree, beat off a num der of apples: says one boy, My part is, and I am entitled to one apple; how many apples is then? How many? How many? How many ? How many? How many 30. 16 men caught so many fish, that they could not count them; a bystander told one man that his part was 100, just of the whole; how many fish would be? How many How many? How many 18? How many 12? How many fish did they catch in alĬl › ́ 31. John was born twenty years after James; how old will James be when John is 21 ? 32. When Joseph was 21, he married a wife that was 16 vears old when he was born; how old was the wife when Jo seph married? 33. How many are 7 and 9? 47 and 9? 87 and 9? 37 and 9? 7 and 5? 27 and 5? 57 and 5? 8 and 7? 48 and 7: 68 and 7? 58 and 72 78 and 7? 8 and 8? 28 and 8? 48 and 8? 58 and 8? 78 and 8? 98 and 8? 9 and 9? 39 and 9? 59 and 9? 79 and 9? 69 and 9? 6 and 6? 36 and 6? 56 and 6? 76 and 6? 96 and 6? 106 and 6? Note A.-After the manner of the last examples, the pupil should be taught to perform the following. Should he hesitate in any instance, as, for example, in adding 8 to 88, just say to him, 8 and 8 are 16, and he will soon see that 88 and 8 are 96, there being a 6 in both cases. By this means, if he can add any two numbers together, both under 10, he may be taught to add any number smailet than 10 to any number larger than 10. Note B.-The following may be added by calling each finger a figure. Care should be exercised, lest the learner give the total amount from the book, without making the individual additions for himself. 34. Add 5 twos, and 5 threes together: thus-2 and 2 are 4 and 2 are 6. and 2 are 8, and 2 arc 10, and 3 are 13, and 3 are 16, and 3 are 15, and 3 are 22, and 3 are 25. Add 5 fours, 5 threes, and 5 twos together. 5 fives, 5 fours, and 5 threes 66 5 sixes, 5 fives, and 5 fours 68 5 sevens, 5 sixes, and 5 fives 5 eights, 5 sevens, and 5 sixes A. 45 A. 60. A. 75. 5 nines, 5 eights, and 5 sevens "10 ones and 10 twos "10 threes and 10 twUS " 10 fives "10 fours and 10 threes and 10 fours |