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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Page 24
... remainder . 582 Remainder , 214 6 . 7 . 8 . 9 . Minuend , 469 5642 9874 8072 Subtrahend , 327 4130 3623 3051 Remainder , 142 1512 6251 5021 48. What is Subtraction ? Minuend ? the sign of subtraction . Its meaning ? are small ? How when ...
... remainder . 582 Remainder , 214 6 . 7 . 8 . 9 . Minuend , 469 5642 9874 8072 Subtrahend , 327 4130 3623 3051 Remainder , 142 1512 6251 5021 48. What is Subtraction ? Minuend ? the sign of subtraction . Its meaning ? are small ? How when ...
Page 25
... Remainder , 257 226 There are two methods of explaining this operation : 1st . As we cannot take 7 units from 3 units , one of the 8 tens is put with the 3 units , making 13 units , and then , 7 units from 13 units leave 6 units . Now ...
... Remainder , 257 226 There are two methods of explaining this operation : 1st . As we cannot take 7 units from 3 units , one of the 8 tens is put with the 3 units , making 13 units , and then , 7 units from 13 units leave 6 units . Now ...
Page 26
... remainder under the line . 3. If any figure in the subtrahend is greater than the figure above it , add TEN to the upper figure and take the lower figure from the SUM ; set down the remainder and , considering the next figure in the ...
... remainder under the line . 3. If any figure in the subtrahend is greater than the figure above it , add TEN to the upper figure and take the lower figure from the SUM ; set down the remainder and , considering the next figure in the ...
Page 27
... Remainder , 1 6 4 NOTE 2. This process will probably be more readily understood by the young learner than the second method given in the rule , though the latter , being thought more convenient , is usually adopted . 29 . 31 . 30 . From ...
... Remainder , 1 6 4 NOTE 2. This process will probably be more readily understood by the young learner than the second method given in the rule , though the latter , being thought more convenient , is usually adopted . 29 . 31 . 30 . From ...
Page 38
... remainder will be the product sought . 78. Multiply 234 by 99 . OPERATION . 23400 : 234 : - 100 times the multiplicand . 1 time the multiplicand . 23166 99 times the multiplicand , Ans . 79. Multiply 3746 by 999 . 80. Multiply 427 by ...
... remainder will be the product sought . 78. Multiply 234 by 99 . OPERATION . 23400 : 234 : - 100 times the multiplicand . 1 time the multiplicand . 23166 99 times the multiplicand , Ans . 79. Multiply 3746 by 999 . 80. Multiply 427 by ...
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Common terms and phrases
acres of land amount annex bank bill bought bushels called ciphers common fraction composite number compound interest compound numbers computing interest contains cost cube cubic debts decimal fraction decimal places difference discount Divide dividend divisible dollars equal equated example Explain Ex farthings feet figure find the interest gain gallons given number greatest common divisor Hence higher denominations hundred improper fraction inches interest of $1 July least common multiple longitude lower denomination marked price measure miles mills minuend mixed number months multiplicand Multiply NOTE OPERATION payment pounds premium present worth prime factors principal PROBLEM Proof quarts quotient ratio Reduce rods Rule for finding shillings sold square root subtract subtrahend TABLE tens term of credit thousand Troy Weight units weight whole number wide yards of cloth
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.