The principles of arithmetic and their application to business explained1883 |
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Page 5
... given to our conception of things considered as one or many . ABSTRACT NUMBERS . When we consider numbers in their general nature , without referring them to any particular sub- ject , they are then called abstract ; as , 3 , 7 , 10 ...
... given to our conception of things considered as one or many . ABSTRACT NUMBERS . When we consider numbers in their general nature , without referring them to any particular sub- ject , they are then called abstract ; as , 3 , 7 , 10 ...
Page 11
... given to it above . A figure in the second place , or having a significant figure on the right hand of it , represents so many tens , and is read with the termination ty after its name . Thus , 10 ten , 20 twenty , 30 thirty , 40 forty ...
... given to it above . A figure in the second place , or having a significant figure on the right hand of it , represents so many tens , and is read with the termination ty after its name . Thus , 10 ten , 20 twenty , 30 thirty , 40 forty ...
Page 13
... given in words . To express a number in figures . RULE . Write a sufficient number of ciphers , and point them , to determine their places ; then observe what place each figure of the given number should occupy , and , eras- ing the ...
... given in words . To express a number in figures . RULE . Write a sufficient number of ciphers , and point them , to determine their places ; then observe what place each figure of the given number should occupy , and , eras- ing the ...
Page 15
... given numbers , and to the sum add the rest . 1 . 2 . 3 . 4 . 5 . 6 . 7 . 8 . 3214 2413 3264 3251 4250 6758 1234 7045 1230 1342 2415 4235 3521 9364 5678 5407 2401 4231 4352 2354 5434 8975 9012 4705 2312 3124 5123 5413 3245 7468 3456 ...
... given numbers , and to the sum add the rest . 1 . 2 . 3 . 4 . 5 . 6 . 7 . 8 . 3214 2413 3264 3251 4250 6758 1234 7045 1230 1342 2415 4235 3521 9364 5678 5407 2401 4231 4352 2354 5434 8975 9012 4705 2312 3124 5123 5413 3245 7468 3456 ...
Page 31
... given number of one name into an equivalent number of another name . CASE I. To bring a number from a higher name to a lower . RULE . Multiply the number in the highest name by as many of the next lower name as make one of it , adding ...
... given number of one name into an equivalent number of another name . CASE I. To bring a number from a higher name to a lower . RULE . Multiply the number in the highest name by as many of the next lower name as make one of it , adding ...
Common terms and phrases
acres amount annex ANSWERS ARITHMETIC Bought casks cent centimes ciphers cloth compound interest containing cost cubic debt decimal denominator discount Divide dividend divisor drams Edinburgh EDINBURGH ACADEMY Edition Exercises farthings feet Find the value florins FRENCH gain gallons gals GEOGRAPHY George Watson's College given number guineas hectometre hence hhds hundred improper fraction inches insured JUNIOR CLASSES least common multiple litres loaf weighs lower name MEASURE Metric System miles mixed number months multiplicand Multiply myriametres NOTE Oliver and Boyd's ounces paid pound present value Pronunciation quarters quotient READING-BOOK Reduce remainder rent right-hand figure root RULE School shillings Simple sold square square miles sterling stiff wrapper subtract sugar SURENNE'S tare tons TROY WEIGHT Vocabulary VULGAR FRACTIONS weight wheat whole number write yards
Popular passages
Page 17 - Mair's Introduction to latin Syntax ; with Illustrations by Rev. ALEX. STEWART, LL.D.; an English and Latin Vocabulary, and an Explanatory Vocabulary of Proper Names. 3s. Stewart's Cornelius Nepos ; with Notes, Chronological Tables, and a Vocabulary explaining every Word in the Text.
Page 111 - Multiply each debt by its term of credit, and divide the sum of the products by the sum of the debts. The quotient will be the average term of credit.
Page 9 - Sacred History, from the Creation of the World to the Destruction of Jerusalem. With Questions for Examination.
Page 1 - ... progressively arranged, — the lessons which are more easily read and understood always taking the lead, and preparing the way for those of greater difficulty. The subject-matter of the Books is purposely miscellaneous. Yet it is always of a character to excite the interest and enlarge the knowledge of the reader. And with the design of more effectually promoting his mental growth and nurture, the various topics are introduced in an order conformable to that in which the chief faculties of the...
Page 16 - FEIS, French Teacher, Edin. Is. KEY, Is. This work follows the natural mode in which a child learns to speak its own language, by repeating the same words and phrases in a great variety of forms until the pupil becomes familiar with their use. Caron's First French Reading-book: Being Easy and Interesting Lessons, progressively arranged. With a copious Vocabulary of the Words and Idioms in the text. Is.
Page 15 - The First Part comprehends Words in Common Use, Terms connected with Science and the Fine Arts, Historical, Geographical, and Biographical Names, with the Pronunciation according...
Page 3 - Each rule is followed by an example wrought out at length, and Is illustrated by a great variety of practical questions applicable to business. Melrose's Concise System of Practical Arithmetic; containing the Fundamental Rules and their Application to Mercantile Calculations; Vulgar and Decimal Fractions; Exchanges; Involution and Evolution; Progressions; Annuities, Certain and Contingent, etc.
Page 7 - An Abstract of General Geography, comprehending a more minute Description of the British Empire, and of Palestine or the Holy Land, etc. With numerous Exercises. For Junior Classes. By JOHN WHITE, FEIS, late Teacher, Edinburgh. Carefully Revised.
Page 8 - A carefully compiled history for the use of schools. The writer has consulted the more recent authorities: his opinions are liberal, and on the whole just and impartial : the succession of events is developed with clearness, and with more of that picturesque effect which so delights the young than is common in historical abstracts.
Page 68 - To reduce an improper fraction to a whole or mixed number, — RULE : Divide the numerator by the denominator ; the quotient will be the whole or mixed number.