The Common School Arithmetic: Combining Analysis and Synthesis ; Adapted to the Best Mode of Instruction in the Elements of Written Arithmetic |
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Common terms and phrases
acres added addition amount annex barrel base bill Bought bushels called cent ciphers cloth compound contains cords cost cubic decimal denominator difference Divide dividend divisible dollars equal example Explain expressed factors feet figure five four fourth fraction gain given gives greater greatest common divisor Hence higher denominations hundred inches interest July least common multiple length less measure method miles million mixed number months multiplicand Multiply Note obtain OPERATION paid payment period pounds prime factors principal PROBLEM proceed Proof proportional quotient ratio Reason Reduce remainder result rods Rule scale shares shillings simple sold square subtract TABLE taken tens term third thousand true units weeks Weight wide worth write yards
Popular passages
Page 283 - The square described on the hypothenuse of a rightangled triangle is equal to the sum of the squares described on the other two sides.
Page 42 - Division is the process of finding how many times one number is contained in another, or of finding one of the equal parts of a number.
Page 76 - Thirty days hath September, April, June, and November ; All the rest have thirty-one, Except the second month alone, Which has but twenty-eight, in fine, Till leap year gives it twenty-nine.
Page 10 - How does moving a figure towards the left ntluct its vniu«' make one ten, ten tens make one hundred, ten hundreds make one thousand, and, in short, ten units of any order make one unit of the next higher order.
Page 294 - Divide the difference of the extremes by the number of terms, less 1, and the quotient will be the common difference.
Page 76 - TABLE. 60 Seconds (sec.) . make 1 Minute, m. 60 Minutes " 1 Hour, h. 24 Hours
Page 74 - LIQUID MEASURE 4 gills (gi.) = 1 pint (pt.) 2 pints = 1 quart (qt...
Page 294 - Given the first term, last term, and common difference, to find the number of terms. RULE. — Divide the difference of the extremes by the common difference, and the quotient increased by 1 is the number of terms.
Page 36 - RULE. Annex as many ciphers to the multiplicand as there are ciphers in the multiplier, and the number so formed will be the •product.
Page 130 - Therefore, multiplying both terms of a fraction by the same number does not alter its value.
Bibliographic information
| Title | The Common School Arithmetic: Combining Analysis and Synthesis ; Adapted to the Best Mode of Instruction in the Elements of Written Arithmetic |
| Author | James Stewart Eaton |
| Contributor | Taggard and Thompson |
| Publisher | Taggard and Thompson, 1864 |
| Original from | the University of California |
| Digitized | 17 Nov 2007 |
| Length | 305 pages |
| Export Citation | BiBTeX EndNote RefMan |