The school-room guide to methods of teaching and school management by DeGraff E

Author:DeGraff, E[smond] V[edder] [from old catalog]
Language: eng
Format: epub, pdf
Tags: Teaching
Publisher: Syracuse, N.Y., C. W. Bardeen
Published: 1890-03-25T05:00:00+00:00

I have written the numbers so that units of the same order stand under each other. For convenience I will begin at the right hand; adding the first order, the sum is 22 units. As ten units make one ten, 22 units are equal to 2 tens and 2 units; I will write the 2 units in the order of units, and add the two tens to the order of tens.

Proceed in this manner with each order, giving the reasons for every step.

Eequire the pupils to deduce the rule from the analysis.

Analysis of Concrete Problem.

Problem : —If a horse cost $120, and a wagon $110, and a harness $90, what will be the entire expense?

A^ialysis: —The entire expense will be the sum of $120, $110, and $90; or $320.

The simplest and most concise analysis should be taught to the children. No unnecessary words should be allowed in the analysis of a problem.

Subtraction. This subject should be taught like addition, begin-First by ning with objects, first by taking away one ob-objects jgp^^ |.|^^j-^ ^^^^ objects, etc. After the pupils

have become familiar with this process, then use marks on the board, subsequently using concrete numbers without having objects before them. At first ask the pupils to answer in concert, followed by individual drill. After the children have become familiar with the preceding processes, the teacher may write num-y gures. ^^^^ ^^ ^j^^ board as far as 9, and require the

children to subtract one, then two, then three, etc. Vary the processes. For rapid work Sanford's cards will be found effective.

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