## The Youth's Assistant in Theoretic and Practical Arithmetic: Designed for the Use of Schools in the United States |

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Page 10

Hence either of tie two factors may be made the

and the pr duct will still be the same . We may therefore prove multiplication by

changing the places of the factors , and repeating the operation . SIMPLE ...

Hence either of tie two factors may be made the

**multiplicand**, or the multiplier ,and the pr duct will still be the same . We may therefore prove multiplication by

changing the places of the factors , and repeating the operation . SIMPLE ...

Page 12

Hence to multiply by 10 , we save only to annex a cipher to the

because all the significant figures are thereby removed one place to the left . In

the present & ample we add a cipher to 16 , making 160 dollars for the answer . 6

.

Hence to multiply by 10 , we save only to annex a cipher to the

**multiplicand**,because all the significant figures are thereby removed one place to the left . In

the present & ample we add a cipher to 16 , making 160 dollars for the answer . 6

.

Page 23

If the

how would you rence between two numbers ? ( 94 ) find the product ? 10. By

what names would you 28. If the

If the

**multiplicand**and male . 9. How would you find the diffe- tiplier were given ,how would you rence between two numbers ? ( 94 ) find the product ? 10. By

what names would you 28. If the

**multiplicand**and pro . call the two numbers ? Page 28

Here we perceive that multiplication by a decimal diminishes the

, in other words , gives ' a product which is less than the

multiply 0.25 ft . by 0.25 ft . what will be the product ? 0.25 Here the operation is ...

Here we perceive that multiplication by a decimal diminishes the

**multiplicand**, or, in other words , gives ' a product which is less than the

**multiplicand**. 4. If youmultiply 0.25 ft . by 0.25 ft . what will be the product ? 0.25 Here the operation is ...

Page 92

Here 12 and g are evidently two factors , which , multiplied together , will give the

price ; and since the result is the same , whichever is made the muluplier ( 86 ) ,

we may make š the

Here 12 and g are evidently two factors , which , multiplied together , will give the

price ; and since the result is the same , whichever is made the muluplier ( 86 ) ,

we may make š the

**multiplicand**, and proceed ( 220 ) thus , fx 12 = 438 dollars .### What people are saying - Write a review

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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.