Part 9

123456789 2 _________

With the problem on the board let the pupil recite without the aid of the answer. Similarly use the 3’s, 4’s, 5’s, &c. Along with this part of the work, how to multiply by a number of two or more figures may be taught. Placing the multiplication table in the compact rectangular form found in some arithmetics will be profitable and interesting work.

16. Teach the Roman notation to C; how to tell the time of day; how to make change with money; and how to solve easy exercises in pt., qt., pk., and bu.,—gi., pt., qt., and gal.—and in., ft., and yd.

17. The teacher, using a pointer, should drill the pupils thoroughly on the following table. (Try to acquire speed and correctness).

2 × 2 3 × 7 8 × 5 3 × 2 8 × 3 5 × 9 2 × 4 3 × 9 6 × 6 5 × 2 4 × 4 7 × 6 2 × 6 5 × 4 6 × 8 7 × 2 4 × 6 9 × 6 2 × 8 7 × 4 7 × 7 9 × 2 4 × 8 8 × 7 3 × 3 9 × 4 7 × 9 4 × 3 5 × 5 8 × 8 3 × 5 6 × 5 9 × 8 6 × 3 5 × 7 9 × 9

These constitute the multiplication table with the duplicate combinations cut out, leaving but 36 products to learn in the entire field of the common multiplication table.

18. Let the division tables now be learned.

2 into 2 one time . 2 into two times . 2 into three times . 2 into four times . 2 into five times . 2 into six times . 2 into seven times . 2 into eight times . 2 into nine times . 2 into ten times .

Let the pupils fill the blanks. Let them learn how often 2 is contained in 5, 7, 9, 11, 13, 15, 17, and 19. Also, when the 3’s, 4’s, etc., are learned, use the intermediate numbers that give remainders. Drill in mental work. Give examples after each table is learned; as

2)563480 ________

2)7104239 _________

Show how to write the remainder fractionally. Teach the meaning of ½, ⅓, and ¼.

19. Teach long division using easy graded examples.

15)180( 25)625(

13)168( 50)1150(

25)400( 115)32467(

20. Learn the divisors of numbers as high as 100. Method of recitation: Suppose the lesson consists of the numbers 24, 25, 26, 27, 28, 29.

The pupils, with their knowledge of the multiplication table, by experimental work, and from suggestions by the teacher,—prepare their slate work as follows:

The divisors of 24 are 2, 3, 4, 6, 8, and 12. The divisor of 25 is 5. The divisors of 26 are 2 and 13. The divisors of 27 are 3 and 9. The divisors of 28 are 2, 4, 7, and 14. 29 has no divisors.

In the oral recitation, the first pupil, without referring to his slate, recites as follows:—

The divisors of 24 are 2, 3, 4, 6, 8, and 12; 2 twelves are 24, 3 eights are 24, 4 sixes are 24, 6 fours are 24, 8 threes are 24, and twelve twos are 24.

The next pupil recites as follows: The divisor of 25 is 5; 5 fives are 25.

The third recites: The divisors of 26 are 2 and 13; 2 thirteens are 26, 13 twos are 26.

The fourth recites: The divisors of 27 are 3 and 9; 3 nines are 27, 9 threes are 27.

The fifth recites: The divisors of 28 are 2, 4, 7, and 14; 2 fourteens are 28, 4 sevens are 28, 7 fours are 28, and 14 twos are 28.

The sixth recites: 29 has no divisors; it is a prime number—a number that can be exactly divided only by itself and unity.

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INSTITUTE LESSONS. U. S. History.