pictures of common objects may be cut out of papers and magazines and pasted on the domino slips. 4. Count by 2's to 20; by 3's; by 4's. 5. Subtract by 2's to 20; by 3's; by 4's. 6. Try adding rapidly With any plan used in teaching the combinations, paper dominoes will be a great help, because they can be adapted to any method, since dominoes may be made to suit the teacher. If the method advised here with its thirteen subheads is followed, mark dominoes with a different number of dots on one end and have only one dot on the other end. Proceed in the order given in the plan proposed here, marking the dominoes to carry out the ideas suggested. TALK: NUMBER STORIES. All number work between 1 and 10 should be taught by means of objects and this oral work made interesting and practical, the child using objects at every step to show the processes involved. Allow no written work until little problems are solved readily in connection with actual handling of objects or counters. At first the child should simply do as you direct with the counters. Later, for language training and drill in the combinations, he should be led to tell number stories. The plan is this: (1) You tell the story, the child using the objects or counters as called for in the story. (2) Later the child should tell stories from examples and equations, using objects and counters to illustrate. (3) Still later equations and examples should be formed from given problems. To show the process of development the following illustrations are given:· First Kind of Number Story. Call Show me 5 counters. Show me 6 counters. the counters oranges. 2 oranges and 3 oranges are how many oranges ? I am going to tell you a story about oranges. STORY. I had 2 oranges and my sister gave me 4 more and we had 6 oranges in all. Who can tell me another story about oranges? (The child should be using the counters to show all this.) THE CHILD'S STORY. A little boy had 2 oranges and his mother gave him 2 more. Then he had 4 oranges. A Later Development. 5 +3 (written by teacher.) Who can tell a story about this? THE CHILD'S STORY (counters used constantly). A Still Later Development. I had 4 quarts of milk and sold 2. quarts have I left? How many The use of colored blocks in number story work is very popular with primary teachers. Provide the children with colored blocks and ask for number stories bringing in all the combinations and processes. One page of the book shows colored cuts of blocks and suggestive arrangements of them. TEACHING THE PRIMARY IDEAS OF DIVISION. In teaching the two ideas of division-division by measurement (division proper) and the fractional idea of division (partition)-proceed very slowly and see that each step is thoroughly understood. The following suggestions may be useful: DIVISION BY MEASUREMENT. Use colored blocks or any other counters in illustrating the process. EXAMPLE: 412 The teacher should ask the child, "How would you count this story?" Facts Given by Child. 12 whole number of blocks. 4 number in each part. We want to know the number of parts. There are 3 parts. DIVISION BY PARTITION. Make use of colored blocks or substitutes to show the process here. EXAMPLE: 1 of 12 = 3 The teacher should ask the child, "How would you count this story?" |