Saturday press. [volume] (Honolulu, H.I.) 1880-1885, 1885-01-10
which added produce


the original number S4,67s,oIs
Exercises like this are invaluable for
rendering pupils able to see the differ
ence between the simple and local val
ues Of figures A pupil drilled in this
way will have no trouble in stating an
algebraic problem beginning thus. "a
number is expressed by three figures"
Let equal the digit in units place.
Let equal the digit in tens place.
Let G equal the digit in hundreds place.
Then the number will not be as some
pupils fancy 6 plus plus e, but 100 6
plus 10 plus c, and those who have
been properly taught in arithmetic land
aforementioned what they weretaughO
will readily understand why the coefii-
cient Of the digit in hundreds place
must be hundred, and that of the
digit in tens place, ten.
am particular to exercise pupils in
naming the parts of the example in
every process, and in making them
prove their work. The rules in the
arithmetics are not always clearly worded,
and teach them to make clear rules
for themselves. | give them an example
and when it is solved say, describe
every step Of the work" 1.-THE descrip-
zion be complete it will serve for q
rule. With little practice the phrase
ology of pupil becomes quite correct
in framing rule. allow neither de-
ficiency nor redundancy in the word
ing of rule.
always draw attention to resemblan-
ces among numbers and teach pupils
to identify an individual number even
when it goes masquerading under a
different name from the one it bore
when we last encountered it. l take the
signs plus and minus, the sign of multi
plication and the sign of division; after
the pupils have given the usual de6ni-
tons that apply to them, | ask il there
are any resemblances among these sym
bols. This results in the answer that
plus and the sign of multiplication
are alike, differing only in position
Then follows the explanation that
the processes they represent are alike
with certain differences. They are
alike in that they both indicate increase.
In class explain the differences, but
will not dwell upon them here. Minus
and the sign Of division are upon in
spection found to be alike with certain
differences. The processes they repre-
sent are alike with certain differences.
| They both indicate 4efgxasr.
ask them to give me the parts Of an
example in multiplication and to tell the
parts of an example in division cores
ponding to such. The exercise takes
this form.
Multiplicand equals divisor or quo
tient
Multiplier equals quo,ient or diyisor.
Product equals dividend
The multiplier and the multiplicand
are factors because they produce the
lproduct. The quotient and divisor
are factors because they may pro
duce the dividend. Then the terms
product and dividend are interchange
able, or in other words, product and
a dividend are the same thing
| always give many exercises upon
the principles of division, showing how
any tampering with either divsor OF
dividend separately Is certain TO be de
Iected 10y the figures Of the quotient,
whereas il divisor and dividend agree
to deceive by being both multiplied, OF
both divided by the same number, no
one canvle'ect their villiany.
Whenwc get to common divisions and
common multiple, | am careful to poinl
out this difference, that. whereas di
vision is certainly thing to divide by
4 multiple is jus, as certainly .hing ,e
b. divided, and the two need never bs
coniounded. The division Of a number
can not pass the boundary fixed by tn,
dividend without entering the realm .
factions, but there Is no limit to thu
multiples Of number, except the ia
tience Of the maker Of the mullples
Ito illustrate, put down number lk,