The Youth's Assistant in Theoretic and Practical Arithmetic: Designed for the Use of Schools in the United States |
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Page 1
Hence has arisen a method of combining a very few names , so as to give an almost infinite variety of distinct expressions . These names , with a few excepe tions , are derived from the names of the nine first numbers , and from the ...
Hence has arisen a method of combining a very few names , so as to give an almost infinite variety of distinct expressions . These names , with a few excepe tions , are derived from the names of the nine first numbers , and from the ...
Page 6
A boy gave 36 cents for a book , ' and 23 cents for a skate , how many cents did he give for both ? Here the first number is made up of 3 tens and 6 units , and the second of 2 tens and 3 units . Now if we add the 3 units of one with ...
A boy gave 36 cents for a book , ' and 23 cents for a skate , how many cents did he give for both ? Here the first number is made up of 3 tens and 6 units , and the second of 2 tens and 3 units . Now if we add the 3 units of one with ...
Page 10
... 1 , 1 , evident that the whole number of l's are as many times 5 1 , 1 , 1 , 1 , 1 , as there are lines , or 3 times 5 = 15 , and as many tiines 3 as there are columns , or 5 times 3 = 15 ... This proves that 5 multiplied by 3 gives ...
... 1 , 1 , evident that the whole number of l's are as many times 5 1 , 1 , 1 , 1 , 1 , as there are lines , or 3 times 5 = 15 , and as many tiines 3 as there are columns , or 5 times 3 = 15 ... This proves that 5 multiplied by 3 gives ...
Page 15
... ( 97 ) ; or , wlrich gives the same result , suppose 10 to be added to the upper figure , and the next figure in the lower line to be increased by 1 , with which proceed as before , and so on till the whole is finished . PROOF .
... ( 97 ) ; or , wlrich gives the same result , suppose 10 to be added to the upper figure , and the next figure in the lower line to be increased by 1 , with which proceed as before , and so on till the whole is finished . PROOF .
Page 16
The most simple way of doing this would be , first to give each boy 1 apple , then each boy l'apple more , and so on , till the whole were distribated , and the number of l's , which each received , would denote bis share of the apples ...
The most simple way of doing this would be , first to give each boy 1 apple , then each boy l'apple more , and so on , till the whole were distribated , and the number of l's , which each received , would denote bis share of the apples ...
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Common terms and phrases
acres added Addition amount ANALYSIS answer bush bushels called cash cents Change ciphers column common compound contains cost cube cubic decimal denominator denoted diameter difference distance divide dividend division divisor dollars dolls equal evidently example expressed factors feet figures foot four fraction gain gallon give given greater half Hence hundred hundredths inches interest least left hand length less mean measure method miles months multiplicand multiply names operation payment period person pound principal proceed proportion quantity QUESTIONS FOR PRACTICE quotient ratio receive Reduce remainder right hand rods root rule share shillings side simple solid square square root subtract supposed tens tenths third tion units vulgar weight whole worth write written yard
Popular passages
Page 82 - Multiply each payment by its term of credit, and divide the sum of the products by the sum of the payments ; the quotient will be the average term of credit.
Page 89 - The greatest common divisor of two or more numbers, is the greatest number which will divide them without a remainder. Thus 6 is the greatest common divisor of 12, 18, 24, and 30.
Page 118 - PROBLEM II. The first term, the last term, and the number of terms given, to find the common difference. RULE. — Divide the difference of the extremes by the number of terms less 1 , and the quotient will be the common diffcrenct.
Page 111 - Subtract the square number from the left hand period, and to the remainder bring down the next period for a dividend. III. Double the root already found for a divisor ; seek how many times the divisor is contained in the dividend...
Page 94 - It will be seen that we multiply the denominator of the dividend by the numerator of the divisor for the denominator of the quotient, and the numerator of the dividend by the denominator of the divisor for the numerator of the quotient.
Page 120 - Add together the most convenient indices to make an index less by 1 than the number expressing the place of the term sought. 3. Multiply the terms of the geometrical series together belonging to those indices, and make the product a dividend. 4. Raise...
Page 115 - 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 31 - RULE. Divide as in whole numbers, and from the right hand of the quotient point off as many places for decimals as the decimal places in the dividend exceed those in the divisor.
Page 2 - Los números cardinales 0: zero 1: one 2: two 3: three 4: four 5: five 6: six 7: seven 8: eight 9: nine 10: ten 11: eleven 12: twelve 13: thirteen 14: fourteen 15: fifteen 16: sixteen 17: seventeen 18: eighteen 19: nineteen 20: twenty...
Page 93 - Multiply the numerators together for a new numerator, and the denominators together for a new denominator.
Bibliographic information
| Title | The Youth's Assistant in Theoretic and Practical Arithmetic: Designed for the Use of Schools in the United States |
| Author | Zadock Thompson |
| Publisher | H. Johnson, 1838 |
| Original from | Harvard University |
| Digitized | 29 Jan 2007 |
| Length | 164 pages |
| Export Citation | BiBTeX EndNote RefMan |