Principles and Methods of Teaching Arithmetic |
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abstract accuracy and speed answer arith Bowling Green boys casting out nines cents combinations common fractions concrete situations correct cost counting Courtis Critic Teacher decimal deductive development difficulty discover divide division facts divisor equal examples fact or process facts and processes figure form the habit four fraction funda geometry girls give given Green State Normal idea important individual inductive integer interest involved knowledge lems long division marked price Mathematics measure memorized metic minuend mistakes multiplication facts Normal College objects obtained planning the solution possible practical presented prob quotient recitation rectangle Relay Race result Roman numerals rule for multiplying score short method solve problems standard standard scores step sticks Subject Matter subtraction subtrahend taught teaching of arithmetic tests things third grade tion trigonometry two-place type solution unit fractions units verify write
Popular passages
Page 91 - One, two, Buckle my shoe; Three, four, Shut the door; Five, six, Pick up sticks; Seven, eight, Lay them straight; Nine, ten, A good fat hen; Eleven, twelve, Who will delve?
Page 324 - Multiplying or dividing both terms of a fraction by the same number does not change the value of the fraction.
Page 208 - You will be marked for both speed and accuracy, but it is more important to have your answers right than to try a great many examples.
Page 288 - Solve as many of the following problems as you have time for; work them in order as numbered: 1. If you buy 2 tablets at 7 cents each and a book for 65 cents, how much change should you receive from a two-dollar bill?
Page 289 - A girl spent | of her money for car fare, and three times as much for clothes. Half of what she had left was 80 cents. How much money did she have at first ? 10.
Page 79 - ... measurement is never done directly or mechanically, but always by the measurement of lines, and generally by the use of the geometrical propositions, that all surfaces may be resolved into triangles, all triangles are equivalent to the halves of rectangles having the same base and altitude, and that the area of a rectangle may be found by multiplying the number of units in its length by that in its breadth. The reduction of all surfaces to subjection to these propositions requires sometimes so...
Page 294 - A party of 5 children traveled 12 miles from a school to a woods to gather nuts. One child found 20 nuts, a second 25 nuts, a third 83 nuts, a fourth 140 nuts, and the last 160 nuts. They wanted 600 nuts altogether. How many more did they need ? 6. During the year a room in a school used 9 boxes of chalk, each holding 144 sticks. There were 48 children in the room. If each child had been given his share at the beginning of the year, how many sticks would each have received?. . . . 7. At 2 Christmas...
Page 25 - One two buckle my shoe, three four shut the door, five six pick up sticks...
Page 133 - Multiply as in whole numbers, and point off as many decimal places in the product as there are decimal places in the multiplicand and multiplier, supplying the deficiency, if any, by prefixing ciphers.
Page 291 - Do not work the following examples. Read each example through, make up your mind what operation you would use if you were going to work it, then write the name of the operation selected in the blank space after the example. Use the following abbreviations : — "Add.