A Key to Chase's Common School Arithmetic: With Explanations and Remarks Upon the Peculiar Features of the Work, and Operations of the More Difficult ExamplesA. Hutchinson, 1853 |
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Page 3
... pupils . Especially will this be true if the work is an elementary one , where great prominence should be given to ... pupil , to have the answers to the examples in a separate work , whether they are or are not inserted in the text ...
... pupils . Especially will this be true if the work is an elementary one , where great prominence should be given to ... pupil , to have the answers to the examples in a separate work , whether they are or are not inserted in the text ...
Page 5
... pupil has learned all the fundamental rules of operation in Whole Numbers . The numera- tion and notation of Whole Numbers and of Decimals are so similar , that there can be no good reason for separating them ; and they have , also ...
... pupil has learned all the fundamental rules of operation in Whole Numbers . The numera- tion and notation of Whole Numbers and of Decimals are so similar , that there can be no good reason for separating them ; and they have , also ...
Page 6
... pupil's mind . It is the application of this rule that constitutes the distinguishing feature of that deservedly popular work , Colburn's Intellectual Arithmetic . The method of operating and explaining Alligation Alternate may also be ...
... pupil's mind . It is the application of this rule that constitutes the distinguishing feature of that deservedly popular work , Colburn's Intellectual Arithmetic . The method of operating and explaining Alligation Alternate may also be ...
Page 7
... pupil enters upon a new section in arithmetic , and is required to perform , say , for example , twenty sums , more ... pupil's knowledge of the subject . NUMERATION TABLE . KEY . I. NUMERATION . ¶ 13. PARTICULAR REMARKS . 7.
... pupil enters upon a new section in arithmetic , and is required to perform , say , for example , twenty sums , more ... pupil's knowledge of the subject . NUMERATION TABLE . KEY . I. NUMERATION . ¶ 13. PARTICULAR REMARKS . 7.
Page 22
... pupil's knowledge of the subject . 266-270 . 3948 ; 12900 ; 21420 ; 1872 ; 49049 . 271-275 . 806 ; 1496 ; 44 ; 26 ... pupil ; for cancelling greatly abbreviates most mathematical operations , and the prin- ciple upon which it is ...
... pupil's knowledge of the subject . 266-270 . 3948 ; 12900 ; 21420 ; 1872 ; 49049 . 271-275 . 806 ; 1496 ; 44 ; 26 ... pupil ; for cancelling greatly abbreviates most mathematical operations , and the prin- ciple upon which it is ...
Other editions - View all
A Key to Chase's Common School Arithmetic: With Explanations and Remarks ... Admiral Paschel Stone No preview available - 2017 |
A Key to Chase's Common School Arithmetic: With Explanations and Remarks ... Admiral Paschel Stone No preview available - 2017 |
A Key to Chase's Common School Arithmetic: With Explanations and Remarks ... Admiral Paschel Stone No preview available - 2016 |
Common terms and phrases
11 gall 11 spaces 20 gall 9 mo A.'s distance A.'s share Add 11 gall Amount due Amount of $1 Assume 1 lb assume 1 oz Assume 10 gall bank discount carats cent circ COMPLEX ANALYSIS complex fraction compound interest COMPOUND NUMBERS cords cost cube root Decillions Decimals Deficiency denominator diameter divide dividend Duodecillions DUODECIMALS Excess 10 ct feet frac gain Hence hour inches last root figure last term least common multiple length Mensuration miles mill MISCELLANEOUS EXAMPLES mixture Nonillions obtain Octillions Octodecillions operation of Example perform Powers Present worth principal pupil Quindecillions quotient ratio remainder Required the contents rods Septillions square SUBTRACTION Sum of products Table Take 1 less teacher text book tons Tredecillions trial divisor Vigintillions Whole Numbers worth of $1
Popular passages
Page 92 - RULE. — Multiply the length (in feet) by the width (in inches) and divide the product by 12 — the result will be the contents in square feet.
Page 24 - ... thirds, and we wish to divide it into 6ths : We have, therefore, simply to reduce thirds to sixths. 2 sixths make a third, for the unit is divided into twice as many parts, and therefore the parts are one-half as large. Hence the RULE. Divide the required denominator by the denominator of the given fraction, and multiply the quotient by the numerator. The product will be the required numerator. Art. 58. — To reduce a whole number to an equivalent fraction, having a given denominator. 1. Reduce...
Page 92 - But. in measuring timber, you may multiply the breadth in inches, ami the depth in inches, and that product by the length in feet, and divide the last product by 144, which will give the solid content in ftet, &c.
Page 91 - С in. long, 14ft. wide, and 10ft. high. The room contains 4 windows, each 3 ft. 6 in. by 5 ft. 8 in. ; 2 doors, each 6 ft. 4 in. by 2 ft.
Page 69 - The roots of fractions are obtained by extracting the root of the numerator, and of the denominator, separately.
Page 44 - The remainder will form a new principal, upon which interest is to be cast to the time of the next payment.