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
... teach- ing mathematics prevails , and text books are prepared upon the principles which , at present , govern their ... teacher and pupil , to have the answers to the examples in a separate work , whether they are or are not inserted in ...
... teach- ing mathematics prevails , and text books are prepared upon the principles which , at present , govern their ... teacher and pupil , to have the answers to the examples in a separate work , whether they are or are not inserted in ...
Page 4
... teacher the drudgery of what would be to him mere mechan- ical labor — a service which the author believes teachers will fully appreciate . Although the Key has been prepared partly at the suggestion of Mr. Chase , the author of the ...
... teacher the drudgery of what would be to him mere mechan- ical labor — a service which the author believes teachers will fully appreciate . Although the Key has been prepared partly at the suggestion of Mr. Chase , the author of the ...
Page 5
... TEACHERS AND OTHERS . THE favor with which the Common School Arithmetic has been re- ceived , by those qualified to judge of its merits , fully entitles it , as its friends believe , to a candid examination by Teachers , School ...
... TEACHERS AND OTHERS . THE favor with which the Common School Arithmetic has been re- ceived , by those qualified to judge of its merits , fully entitles it , as its friends believe , to a candid examination by Teachers , School ...
Page 6
... TEACHERS AND OTHERS . Some cases have come to the knowledge of the author where pupils , who had gone over a considerable portion of another text book , were found so radically deficient in the first principles of numbers , that their teach ...
... TEACHERS AND OTHERS . Some cases have come to the knowledge of the author where pupils , who had gone over a considerable portion of another text book , were found so radically deficient in the first principles of numbers , that their teach ...
Page 7
... teacher will presume to gainsay , that when a pupil enters upon a new section in arithmetic , and is required to ... Teachers will , of course , vary this method , for the purpose of more particular illustration , and to give greater ...
... teacher will presume to gainsay , that when a pupil enters upon a new section in arithmetic , and is required to ... Teachers will , of course , vary this method , for the purpose of more particular illustration , and to give greater ...
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.