The Youth's Assistant in Theoretic and Practical Arithmetic: Designed for the Use of Schools in the United States |
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... third parts should always be accompanied by the Mental Arithmetic embraced in the first part . Since that time it has , however , been thought best to transpose such tables from the Mental to the Written Arithmetic , as to render the ...
... third parts should always be accompanied by the Mental Arithmetic embraced in the first part . Since that time it has , however , been thought best to transpose such tables from the Mental to the Written Arithmetic , as to render the ...
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Designed for the Use of Schools in the United States Zadock Thompson. The third part is mostly practical , and composed of such ruler and other matters as we conceived would be interesting and use- fur to the student and the man cf ...
Designed for the Use of Schools in the United States Zadock Thompson. The third part is mostly practical , and composed of such ruler and other matters as we conceived would be interesting and use- fur to the student and the man cf ...
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... third , or hundreds ' place , denotes a number ten times greater than the 2 in the second , or ten's place ; and this is a fundamental law of Notation , that each removal of a figure one place to the left hand increases its value ten ...
... third , or hundreds ' place , denotes a number ten times greater than the 2 in the second , or ten's place ; and this is a fundamental law of Notation , that each removal of a figure one place to the left hand increases its value ten ...
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... third , four hundred eleven millions , and so on . 76. The foregoing is according to the French numeration , which , on account of its simplicity , is now generally adopted in English books . In the older Arithmetics , and in the two ...
... third , four hundred eleven millions , and so on . 76. The foregoing is according to the French numeration , which , on account of its simplicity , is now generally adopted in English books . In the older Arithmetics , and in the two ...
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... third 28 , in the fourth 36 , in the fifth 26 , in the sixth 27 , in the se- venth 40 , and in the eighth 58 ; how many scholars in all the schools ? Ans . 251 . 10. Sir Isaac Newton was born in the year 1642 , and was 85 years old when ...
... third 28 , in the fourth 36 , in the fifth 26 , in the sixth 27 , in the se- venth 40 , and in the eighth 58 ; how many scholars in all the schools ? Ans . 251 . 10. Sir Isaac Newton was born in the year 1642 , and was 85 years old when ...
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Common terms and phrases
3qrs acres Addition amount ANALYSIS answer Arithmetic bush bushels called ciphers circumference column common denominator common difference compound interest contains cost cube root cubic decimal denoted diameter divi divide dividend division dollars dolls DRY MEASURE equal evidently expressed factors Federal Money feet long foot gain gallon given number given to find greatest common divisor Hence hundred hundredths inches least common multiple least terms left hand leger lemons length man's share merator method miles minuend mixed number months multiplicand multiply number of figures number of terms payment pence pound present worth principal proportion quantity quarts QUESTIONS FOR PRACTICE ratio Reduce remainder right hand rods RULE RULE.-Divide RULE.-Multiply shillings side simple solid square root subtract subtrahend supposed tens tenths tion Troy weight units velocity vulgar fraction weight whole number write
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.