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 4
... resulting from proving the oper- ations , a discipline and a benefit which the pupil should not forego nor the teacher neglect . Fully appreciating the favor which has been bestowed on his other works , the author sends this forth ...
... resulting from proving the oper- ations , a discipline and a benefit which the pupil should not forego nor the teacher neglect . Fully appreciating the favor which has been bestowed on his other works , the author sends this forth ...
Page 18
... result under the column of units . Then add the tens ; thus , 3 and 4 are 7 , and 2 are 9 , set down the result , and so proceed till all the columns are added . 125 342 231 Sum , 698 Ex . 7 . 8 . 9 . 10 . 425 127 106 6204 143 341 341 ...
... result under the column of units . Then add the tens ; thus , 3 and 4 are 7 , and 2 are 9 , set down the result , and so proceed till all the columns are added . 125 342 231 Sum , 698 Ex . 7 . 8 . 9 . 10 . 425 127 106 6204 143 341 341 ...
Page 20
... result , but by different combinations . If we do not obtain the same result by the two methods , one operation or the other is wrong , perhaps both , and the work must be carefully performed again . NOTE 2. In adding it is not ...
... result , but by different combinations . If we do not obtain the same result by the two methods , one operation or the other is wrong , perhaps both , and the work must be carefully performed again . NOTE 2. In adding it is not ...
Page 24
... result is called the DIFFER- ENCE or REMAINDER . Ex . 1. Arthur had 7 apples , but he has given 4 of them to Mary ; how many apples has he now ? Ans . 3 ; because 4 apples taken from 7 apples leave 3 apples . 2. John having 17 marbles ...
... result is called the DIFFER- ENCE or REMAINDER . Ex . 1. Arthur had 7 apples , but he has given 4 of them to Mary ; how many apples has he now ? Ans . 3 ; because 4 apples taken from 7 apples leave 3 apples . 2. John having 17 marbles ...
Page 25
... result is 2 tens by either process . The second mode depends on the principle , that , if two num- bers are equally increased , the difference between them remains unchanged ; thus , the difference between 9 and 4 is 5 , and , if 10 is ...
... result is 2 tens by either process . The second mode depends on the principle , that , if two num- bers are equally increased , the difference between them remains unchanged ; thus , the difference between 9 and 4 is 5 , and , if 10 is ...
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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.