The Lafayette advertiser. [volume] (Vermilionville [i.e. Lafayette], La.) 1865-19??, 1906-08-29
COURSE IN ARITHMETIC
To Be Used In the First Five
Grades Of the Lafayette Pub
lie Schools For the En-
suing Year.
THE FIRST YEARS WORK IN AR
ITHMETIC,


L. Develop by means of concrete OBJ
jects the first ten numbers, possibly
the first twelve.
/. Objects to be used in counting
these numbers.
2. Objects to be used in the count
ing of groups of objects-three blocks
in a group. four blocks in a group,
five, six, etc.
3. Objects to be used in combining
them.
4. Objects to be used in separating
DEMONSTRATING them.
5. In comparing them.
III. Tine classes of objects to be
used.
l. Those in sight.
?. Those out of sight. Use of inn
agination.)
3. Sound and actions, cries, whis-
ties, etc.
4. Things not to be sensed at all
things that cannot be seen or heard,
as hours, days, weeks, months, times.
etc.
III. From the beginning, use prac-
tical problems for quick, accurate
work. Would give much of this work
in all grades.
w. Fractional parts to 10 or II,
as halves, thirds, fourths, fifths,
sixths. For instance, the half of 2, 4,
6, 8, 10, II: the third of B, 6, 8, II: the
fourth of 4, 8, II; the fifth of 5 and 10:
the sixth of 6 and twelve. Do not take
the half of three nor the fractional part
of any other number that is not exactly
Invisible.
l. illustrate by means of objects.
: 2. Give practical problems to i'm
press the principle and the work on
the minds of the children, as the half
of 4 apples. Henry had 6 oranges and
gave one-third of them away: how
many had he left? etc.
v. Ratios of numbers to II. How
many twos, threes, tours, fives, skies
in the several numbers up to Il?
1. Illustrate with objects.
2. Give practical problems to illus
trate all of this work.
vi. Abstract work.
l. Count to 100.
2. Write to 100.
3. Read to 100. =.
4. Add and substract numbers as
far as you have oral drill in combina-
tions and subtractions-not above II
the first year, and probably not above
10.
VII. This abstract work in adding
and subtracting should be done in
class, and no home work should be as
signed.
L. To secure accuracy and speed.
2. To avoid bad habits, as getting
work done at home by others, and
using number work to keep children
busy-so-called busy-work. Do not
use arithmetic as busy-wOrk.
GRADE IL.
/. Develop the idea of numbers
from ten or twelve to 20, more or less
~concretely, but less so than from l to
II.
The purpose of 81 blocks and S
blocks" or s'12 blocks less 5 blocks''
is to lead to the abstract process of 81
and are r." or SIP less S are L."
II all the additions and subtrac-
tons from l to IL, likewise the frac-
tional parts and ratios, have been
concretely developed and stored away
in the memory for quick and accurate
use, and if much drill has been had in
their application in practical oral
questions, the succeeding numbers
from II to 20 certainly need much less
concrete illustration.
II. The additions and subtractions
from II to 20 are those that can be
made OF IL, IA, Is, 16, II, Is, 10, 20.
ILLUSTRATION:
IL IL 10 9 s IL IL 10 9 8 Il
l "a 5 2 4567 q
---- - ----
Is Ii ID Ii Ii ID IA IA IA IA IA IA
Note l. The above work is to be
oral, with concrete problems, as: How
many oranges are 8 oranges and 5 or
anges? II the pupil needs to 20 to the
table and count out 9b and Kh to