Practical and Mental Arithmetic on a New Plan: In which Mental Arithmetic is Combined with the Use of the Slate ... |
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Page v
... examples for children as simple as this , is as extensive , and ends with questions adapted to minds as mature . Here it may be asked , " In what respect , then , is this different from that ? " To this question it is answered , In the ...
... examples for children as simple as this , is as extensive , and ends with questions adapted to minds as mature . Here it may be asked , " In what respect , then , is this different from that ? " To this question it is answered , In the ...
Page 3
... Examples . To find the Area of a Triangle , The Diameter of a Circle being given , to find the Circumference , The Circumference of a Circle being given , to find the Diameter , To find the Area of a Circle , To find the Area of a Globe ...
... Examples . To find the Area of a Triangle , The Diameter of a Circle being given , to find the Circumference , The Circumference of a Circle being given , to find the Diameter , To find the Area of a Circle , To find the Area of a Globe ...
Page 4
... example for the slate . This course is not meant to include any of the exercises styled " Questions on the foregoing . " This course embraces the whole of the first 20 pages , together with the arith- metical tables , extending to the ...
... example for the slate . This course is not meant to include any of the exercises styled " Questions on the foregoing . " This course embraces the whole of the first 20 pages , together with the arith- metical tables , extending to the ...
Page 28
... examples , the pupil should be taught to perform the following . Should he hesitate in any instance , as , for example , in adding 8 to 88 , just say to him , 8 and 8 are 16 , and he will soon see that 88 and 8 are 96 , there being a 6 ...
... examples , the pupil should be taught to perform the following . Should he hesitate in any instance , as , for example , in adding 8 to 88 , just say to him , 8 and 8 are 16 , and he will soon see that 88 and 8 are 96 , there being a 6 ...
Page 29
... example down , why do you place the 7 ( units ) under the 9 ( units ) ? why not place it under the 6 ( tens ) ? A. Because , if I should , the 7 units would become 7 tens , or 70 ; that is , the 7 dollars would become Amount , 101 ...
... example down , why do you place the 7 ( units ) under the 9 ( units ) ? why not place it under the 6 ( tens ) ? A. Because , if I should , the 7 units would become 7 tens , or 70 ; that is , the 7 dollars would become Amount , 101 ...
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Common terms and phrases
12 cents 12 leaves 50 cents acres amount annexing apiece broadcloth bushels bushels of rye called ciphers cloth cost common fraction compound interest contained cord feet currency decimal places denom derive the following dimes divide dividend dollars drams equal example Exercises farthings federal money feet long feet wide figure following RULE gain gallons gals gills give greatest common divisor hence hogshead hundred illustrations we derive improper fraction least common denominator least common multiple leaves 11 lowest terms merchant bought miles mills mixed number molasses months multiplicand Multiply OPERATION oranges ounces payment pence pints pounds present worth principal proceed pupil pwts quarts rate per cent ratio Reduce remainder repetend Rufus separatrix shillings Slate sold solid feet square feet square rods subtract third term units whole number write yards of cloth
Popular passages
Page ii - Co. of the said district, have deposited in this office the title of a book, the right whereof they claim as proprietors, in the words following, to wit : " Tadeuskund, the Last King of the Lenape. An Historical Tale." In conformity to the Act of the Congress of the United States...
Page 21 - Decedents," and to repeal said original sections, -and to repeal sections one (1), two (2), three (3), four (4), five (5), six (6), seven...
Page 113 - Multiply the numerators together for a new numerator, and the denominators together for a new denominator.
Page 245 - Hence, when the extremes and number of terms are given, to find the common difference, — Divide the difference of the extremes by the number of terms, less 1, and the quotient will be the common difference.
Page 237 - Multiply the divisor, thus augmented, by the last figure of the root, and subtract the product from the dividend, and to the remainder bring down the next period for a new dividend.
Page 76 - Measure. 3 barley corns (bc) make 1 inch, marked in. 12 inches, 1 foot, ft. 3 feet, 1 yard, yd. 5^ yards, 1 rod, pole, or perch.
Page 210 - How many solid feet in a pile of wood 8 feet long, 4 feet wide, and 4 feet high?
Page 71 - TABLE. 4 nails, (na.) or 9 inches, make 1 quarter, marked qr. 4 quarters, or 36 inches, - 1 yard, - - - - yd. 3 quarters, ------ 1 ell Flemish, - - E. Fl 5 quarters, ------ 1 ell English, - - EE 6 quarters, ------ 1 ell French, - - E. Fr 27.
Page 74 - TABLE. 16 Drams (dr.) make 1 Ounce, . . marked . . oz. 16 Ounces 1 Pound,* Ib. 28 Pounds 1 Quarter of a Hundred > Weight, $ V. 4 Quarters 1 Hundred Weight, . . cwt 20 Hundred Weight . 1 Ton, T.