NEW PRIMARY ARITHMETIC DEPARTMENT OF EDUCATION NEW YORK.:. CINCINNATI.:. CHICAGO 613438 ROBINSON'S NEW ARITHMETICS Robinson's New Primary Arithmetic Robinson's New Rudiments of Arithmetic Robinson's New Intellectual Arithmetic Robinson's New Practical Arithmetic Robinson's New Higher Arithmetic Two-Book Course for Graded Schools Robinson's New Rudiments of Arithmetic Robinson's New Practical Arithmetic Copyright, 1892, by AMERICAN BOOK COMPANY NEW PRIMARY W. P. 4 SUGGESTIONS TO TEACHERS. PUPILS should be taught to recognize numbers of objects, before they are required to represent numbers by words or by figures. In all cases, the thought should be fully in mind before its oral or written expression is attempted. The child's first step is to interpret what the teacher means when objects are shown by him; as, two apples, three spools, one book, two pencils, etc. The pupil may then take one book, two pencils, etc., as directed by the teacher. Taking one pencil in the right hand, a pupil may show it to the class. The pupils will see that one pencil is shown. Show another pencil in the left hand. Bring both pencils together in the left hand, and the pupils will see that one pencil and one pencil are two pencils. Take one of the pencils away, and the pupils will see that one pencil from two pencils leaves one pencil. Suggestions for a large number of such exercises are given in the lessons on pages 5 to 10; and by substituting objects for dots, hundreds of drill questions may easily be made. 3 The tables, like that on page 21, are arranged for an exhaustive review, and for slate work. First, the tables should be read with the missing figures supplied. Afterward, the tables may be used for slate work. The drill in writing figures, and in making the tables in a neat and orderly form, is of value to the pupils. It may be well to alternate work upon the tables with other lessons, in order to secure variety. In subtraction, note that when part of a number is taken away the result is a remainder; that when two different numbers are compared the result is a difference. Make the distinction between remainder and difference in asking questions, and the pupils will unconsciously fall into the proper use of these terms without formal instruction. When working in fractions, be sure to have the pupils do the concrete work, as indicated, using slips of paper a foot long. The foot is a convenient unit, and the subdivisions will be large enough to show readily their relations to each other. In all concrete examples, let the denomination of the answers be fixed in the mind of the pupil at the outset, and always require its expression as part of the answer. Strive for accuracy and rapidity in the work, and always insist upon clearness of expression in all explanations. LESSON I. How many dots do you see in the square at the left? How many in the middle square? How many in the square at the right? Cover one of the dots in the middle square with your finger. How many dots do you now see in that square? One dot from two dots leaves how many dots? Take away your finger. How many dots do you now see in the square? One dot and one dot are how many dots? Two times one dot are how many dots ? Cover one of the dots in the next square with your finger. How many dots do you now see in that square ? One dot from three dots leaves how many dots? Cover two of the dots. Two dots from three dots leave how many dots? Two dots and one dot are how many dots? Three times one dot are how many dots? How many squares are there on this page? Point out the second square. Point out the third square. |