N8AS
\Si5
TWELVE LESSONS
0=1 ' ' 'N
9=c READING, WRITING, AND ARITHMETIC
DESIGNED FOR USE DURING
MOONLIGHT SCHOOL MONTH
IN
NORTH CAROLINA
TEACHERS' EDITION
issued from the office of
State Supekintendekt op Public Instruction
Raleigh, N. C.
1915
TWELVE LESSONS
IN
READING, WRITING, AND ARITHMETIC
DESIGNED FOR USE DURING
MOONLIGHT SCHOOL MONTH
IN
NORTH CAROLINA
LOS ANGELES
STATE NORMAL SCHOOL
TEACHERS' EDITION
issued from the oftice of
Statk Superintekdext of Public Instruction
Raleioh. N. C.
1915
118174
Raleigh, N. C.
Edwaeds & Beoughton Feinting Co.
State Peintees and Bindees
1915
PREFACE
Grateful acknowledgment is hereby made to the members of the State
Department of Education and others who have so heartily and unself-
ishly collaborated in the preparation of this bulletin, and sincere thanks
are hereby expressed to the American Book Company and the B. F.
Johnson Publishing Company for their kind permission to use in the
bulletin stories from their copyrighted publications.
J. Y. JOYNEK,
State Superintendent of Public Instruction.
MOONLIGHT SCHOOLS
LETTER TO SITEKIXTEXDENTS AND TEACHERS
BY THE
State Superinteudeut of Public Instruftion
To Superintendents and Teachers:
I have been greatly gratified and deeply touched by the enthusiastic
and unselfish response of the superintendents and teachers of the State
to the call to volunteer for extra service in organizing and conducting
Moonlight Schools to teach our too long neglected adult illiterates to
read and write. When this bulletin went to press five thousand teachers
had already voluntarily pledged themselves in writing to teach without
compensation for at least one month in the moonlight schools of the
State. I have no doubt that if others shall be needed for the work, they
too Avill readily respond. Such a record should make every teacher
of the State prouder of his profession and should challenge the admira-
tion, as it merits the gratitude, of every good citizen.
This is educational work the success of which is necessarily dependent
mainly upon the active leadership and wise direction of superintendents
and teachers. The newspapers of the State, the fraternal and civic
organizations of every sort, like the Fanners' Union, the Junior Order of
United American Mechanics, the Women's Clubs, have pledged their
active and enthusiastic support to this commendable campaign for the
reduction and elimination of illiteracy. Rally all of these agencies to
your assistance in organizing and directing the moonlight schools in your
counties and school districts, and especially in interesting and enrolling
in your schools the men and women who can not read and write.
I beg to make the following suggestions :
Suggestions.
1. Get from the census the names and addresses of all illiterates in
the school district. With the aid of the school committee, and others
Avell acquainted with the residents of the district, verify, and if neces-
sary, correct and complete this list.
2. See to it that every one of them receives a sympathetic, tactful,
and earnest personal invitation to attend. Select the right person to
give this personal invitation to each — some neighbor, some friend, some
fellow-member of church or fraternal order, some one that has the confi-
dence and friendship of the person invited and knows how to approach
him.
3. Many illiterates are naturally sensitive over their inability to read
and write. Respect their feelings. Let the invitations be extended, and
all the other Avork of the schools for them, be conducted in a spirit of
sympathetic brotherhood, good fellowship and democratic equality. In
word and act, avoid everything that may smack of condescension, pity,
smug superiority. These are our brothers and fellow-citizens — in the
6
eyes of God and tlie State as good as Ave are — suffering under the
handicap of illiteracy for which most of them are not responsible be-
cause in childhood they had no opportunity to go to school or had
nobody in authority over them sufHciently appreciative of its importance
to make them use the opportunity to go to school. It is our duty and
our privilege to help them help themselves to remove this handicap for
their own sake and for the State's sake, before it is forever too late.
In this spirit should this work for them and with them be done.
4. By resolution adopted unanimously by the North Carolina Press
Association at its recent meeting, the newspapers of the State pledged
themselves to print a week in advance, the lessons in reading and arith-
metic for each week and to send free to each pupil of a moonlight school
in the county for a month a copy of the county paper containing these
lessons. They also agreed to print weekly a brief news letter from each
neighborhood in which a moonlight school is taught containing interest-
ing items about the school and other news of the neighborhood, expressed
in words and sentences comprehensible to adult beginners in reading.
The county superintendent and the teacher of each school should
furnish the editor of the county paper the names and addresses of all
pupils enrolled and should make arrangements with some reliable person
in each district to send this letter to the paper each week. The pupils
should be instructed to bring the paper with them to school each night
that it may be used for reading the lessons, the news letters, and
for general supplementary reading.
Bulletins containing the lessons have been printed and furnished the
county superintendent for free distribution through the teachers, upon
application, to each pupil of a moonlight school, but these can not take
the place of the county paper. It is important that the county paper
should be placed in their hands from the first to interest them, to stimu-
late their desire to learn to read, that they may read their home paper
like other folks and keep up with what is going on in their county and
in the world, to cultivate from the first the useful habit of reading
their home paper, to furnish, as they begin to learn to read, an abundant
supply each week of the best and most interesting material for supple-
mentary reading. Most of them as soon as they begin to acquire the
power to read, will read each week everything in the paper that they
can read. Each night extracts from the paper should be read aloud to
the pupils by the teacher and as soon as possible by the pupils them-
selves. Most of the pupils learning to read will become permanent
subscribers to the county paper and keep up their practice in reading.
So far as I know, North Carolina is the only State in which this co-
operative plan with the county newspapers in teaching illiterates to read
has been suggested or in which this generous offer has been made by the
papers. I am exceedingly anxious that it shall have a fair trial because
I am confident that it will contribute greatly to the success and to the
permanency of this work.
5. Upon application to the State Superintendent, bulletins containing
twelve lessons — three a week for four weeks — in reading, in arithmetic
and in writing, prepared especially by the State Department of Public
Instruction, with the aid and criticism of some of the most experienced
and successful primary teachers of the State, some of whom had had
experience in teaching adults, will be furnished county superintendents
in sufficient number to supply each pupil enrolled with one copy.
Superintendents are urged to order at once the number needed but not to
order more than will be needed.
6. Copies of the bulletin containing the lessons by weeks will also be
sent to the editor of each county newspaper but the county superin-
tendent is expected and urged to see the editor personally, explain the
plan to him, and arrange for him separately by weeks, with the date
of the publication of each, the lessons to be published each week.
7. The county superintendent and teacher, in cooperation with the
school committee, the various community organizations and others
interested, are urged to arrange some social entertainments in connection
with the moonlight schools, participated in by the pupils and by other
citizens, to add to the interest and happiness of the pupils, and to afford
an opportunity for all to get together and for an expression of interest
and encouragement from outsiders. The pupils of these schools should
be made to feel at home from the first and also to feel that they are a
part of the community in whom the other part of the community are
deeply interested.
8. ]Srovember has been designated as Moonlight School Month in
ISTorth Carolina, because that seemed to be the most convenient month
for the majority of the counties of the State. If, however, some other
month is more convenient for your county, and the roads are in good
condition, select that month. Be sure, however, to select a month when
the weather is likely to be pleasant and the roads in good condition. •
During ISTovember or such other month as may be selected, concentrate
public interest and effort upon this one work of teaching the adults of
your county to read and write. Rally to the work your newspapers, all
organizations that have pledged their aid and all other agencies that
can be enlisted for service. Have the papers full of it every week. See
that they are furnished with the facts and the news about the schools.
Publish before the schools open, the number, but not the names, of adult
illiterates by school districts. Publish each week the number, but not
the names, of those enrolled in each school. As soon as possible, for the
encouragement of others, publish from week to week the number, and by
their pemiission, the names of those that have learned to read and
write and cipher. Most of this news can be supplied weekly through
the ncAvs letter from each school and should also be reported to the
county superintendent by the teacher. The superintendent and the
teachers should keep in close touch with the paper and see that the
weekly material is promptly supplied.
9. Superintendents are urged to call a joint meeting of the County
Teachers' Association and the County Committee on Community Service,
consisting of the county superintendent, the county fann demonstration
agent, the home demonstration agents, the president or secretary of the
county Farmers' Union, editors of the county newspapers, the mayor
of the county seat, one representative each of the Junior Order and of
the Women's Clubs of the county, two weeks before the beginning of
Moonlight School Month in the county, to ascertain the facts about the
adult illiteracy of the county by districts as reported by superintendent
and teachers, and to complete the organization and plans for pushing the
8
campai^ and the work for its elimination. A suggested program for
this meeting will be found in the bulletin, Community Service and
North Carolina Day, issued by the State Department of Education.
10. The program for Community Service and I^orth Carolina Day
this year centers around the moonlight school and the elimination of
illiteracy in every school district as the one most important community
service to be concentrated upon this year. It is suggested that this day
be observed in each county, on the Friday before the opening of the
moonlight schools, and that on that day at each schoolhouse all the de-
tails for opening and successfully conducting the school be completed. -
11. Because of their onerous duties in the day schools and their inade-
quate salaries, I did not feel that I ought to ask or that the community
ought to expect of the public school teachers, more than one month's
extra service at night without compensation. It is hoped and expected,
however, that before the close of the month, sufficient interest will be
aroused and sufficient success attained in many of the moonlight schools
to warrant extending the term, and that citizens and interested organiza-
tions and orders in the community will arrange for such extension and
for payment of the teacher or some other person to continue the school
and also to provide, where feasible, instruction for other adults, besides
illiterates, desiring additional instruction.
Very truly yours, J. Y. Joyner,
State Superintendent of Public Instruction.
Raleigh, N. C, October, 1915.
LESSONS IN READING AND WRITING
Note — Exercises in writing will, of course, have to be furnished by the
teacher in addition to the few lines of script in these lessons. These lines of
script should be copied on the blackboard by the teacher, then written with
pencils by the pupils on their tablets, the teacher making but little, if any,
comment on "awkwardness."
The first lesson in writing should consist, perhaps, in each one writing
his own name and address, if he can; if he cannot, then certainly that should
be the first thing to be learned.
Some have found it best, at first, to have the pupils write each sentence
of the reading lessons. It does not seem advisable, in the light of our
meager experience, to spend much time, if any, drilling in preliminary
"movements". A few minutes at the blackboard drawing circles and other
figures with full-arm movements is, perhaps, as much of this sort of exercise
as will be found helpful. It may be found best to let the grown-up make
his first efforts in writing on the blackboard. All this is left to the judgment
of the teacher.
I read
want can
to you
I want to read.
Can you teach me to read?
Will you teach me to read?
Will you read to me?
I will read to you.
teach
me
will
-r-
II
write
E want to write.
Can you teach me to write?
Will you teach me to write?
Will you write to me ?
I will write to vou.
.A^
10
III
and my name
I can read and write.
I can read my name.
Will you write my name?
I can write my name.
I can read and write my name.
/
IV
like do paper
book let Bible
Do you like to read?
I like to read and write.
I can read my book.
Let me read to you.
Let me read the paper.
I can read my Bible.
live brother letter
on town he
farm
I live on the fainu.
Do you live on the farm?
I like to live on the fann.
My brother lives in town.
I will write a letter to my brother.
He will read my letter.
11
VI
we plow deep
raise soil plant
crops
We raise crops on the farm.
We plow the soil deep.
We plant good seed.
We raise good crops.
Plow the soil deep.
Plant good seed.
You can raise good crops.
f ^C^-<A.^ ^.^tJn...cy ,xL'-(^--cJy cO-^J-T^ O^.^i-^'C^/.At^^cl^^c^ c^^
Til
our
home
is
mother
flowers
keeps
neat
fruit
clean
i^
Our home is on the farm.
It is a good home.
We like our home.
We have fruit and flowers.
Mother keeps our home neat and clean.
yni
school have help
must teacher house
We want a good school.
We must have a good teacher.
A^ood school will help me and my brother.
We like our school.
We like our teacher.
We keep our schoolhouse neat and clean.
12
IX
roads
cost
community
bad
churcli
less
than
"We want good roads.
Good roads will help our coramunitv.
We want a good road to school.
We want a good road to church.
We want a good road to town.
Our community must have good roads and a good
school.
Good roads cost our community less than had roads.
-^^^^^-v--t{y A^j--U..-'t:^LLy CUh-^CO ^^.4^-<Ly,:tJia..^rLy..yO^^
well
long
he
happy
bodies
eat
food
cleanliness
next
godliness
Keep well and you will live long.
Keep well and you will be happy.
Keep clean and you will keep well.
To keep well:
we must keep our bodies clean,
we must keep our homes clean,
we must keep our community clean,
we must eat clean food.
"Cleanliness is next to godliness."
13
XI
citizen its thee
also flag liberty
State of sing
country
I must be a good citizen,
A good citizen loves his community.
He also loves his State.
A good citizen loves his country and respects its
flag.
"My Country, 'tis of thee,
Sweet land of liberty,
Of thee I sing."
xn
Blessed are the poor in spirit : for theirs is the kingdom of heaven.
Blessed are they that mourn : for they shall be comforted.
Blessed are the meek : for they shall inherit the earth.
Blessed are they vrhich do hunger and thirst after righteousness : for
they shall h£ filled.
Blessed ave the merciful : for they shall obtain mercy.
Blessed are the pure in heart : for they shall see God.
Blessed are the peacemakers : for they shall be called the children of
God.— 3/a«. Y.
TEACHING SOME COMMON SOUNDS, EAR TRAINING
EXEECISE I
]!*^OTE. Let the teacher spell by sound the following words, pausing
at the end of each word for its pronunciation by the class.
no
low
see
bee
lay
go
row
Lee
bay
may
Joe
bow
we
day
nay
so
mow
ye
gay
pay
hoe
me
fee
jay
say
toe
he
tea
hay
ray
XoTE. Let the teacher now have the class spell the above words by
sound. The teacher should pronounce each word slowly and then have
the class give in concert and singly the several sounds of the word and
finally pronounce the word distinctly after it has been spelled. The fol-
lowing thirteen exercises should be treated in the same manner as the
above exercise. About fifteen minutes should be devoted to each one
of these exercises, using one each night.
EXERCISE II
by
high
pie
few
new
sigh
he
rye
hew
pew
die
my
tie
Jew
view
guy
nigh
dew
EXEECISE m
mew
cat
pat
bat
hat
gap
dab
sat
rat
cap
lap
cab
mat
cat
sap
nap
gab
fat
vat
tap
map
cats
EXERCISE IV (Review)
hoe
my
ray
row
mew
see
toe
vat
few
Joe
die
hat
tie
cab
tea
dew
fat
pew
mat
lie
sat
new
say
EXERCISE V
by
sap
mad
had
hag
gag
pan
lad
mag
jag
sag
man
pad
tag
nag
tan
fan
sad
bag
rag
can
Dan
bad
fag
w^ag
ran
ISTan
15
EXERCISE VI
(Rerii
ew)
Joe
wag
bad
fag
Tea
Nat
Nan
new
my
cats
pad
we
can
rat
hats
Jew
ye
sat
man
pads
mow
tan
rap
EXERCISE
VII
high
rats
dam
jam
lot
lots
hot
Sam
tax
sot
jot
not
ram
Max
rot
dot
top
ham
wax
pot
cot
pop
hams
rams
pots
EXERCISE
VIII
dots
got
pod
bob
rob
fog
jobs
rod
sob
fob
jog
on
sod
cob
dog
pods
fogs
nod
mob
log
sobs
rods
God
job
hog
mob
nods
EXERCISE IX
(ReTi
ew)
ham
high
mad
ray
gag
rod
new
hat
vat
rob
rat
hat
map
tax
bad
sot
log
Nan
wax
we
man
nod
can
tan
pats
EXERCISE X
nut
tug
hug
gum
gun
hut
hub
jug
hum
run
cut
bug
tug
sum
bun
but
pug
dug
rum
fun
rut
nuts
rug
sun
suns
EXERCISE XI
let
wet
Ned
web
lit
met
net
bed
hit
sit
g:et
pet
fed
fit
wit
bet
yet
led
pit
beds
set
yes
wed
bit
hits
EXERCISE XII
tin
kin
Tim
bid
big
pin
win
Jim
lid
pig
fin
him
rib
did
fiff
sin
dim
bib
hid
jig
bin
rim
fib
kid
dig
16
EXERCISE XIII
gig
hip
hull
yell
fill
rig
dip
gull
well
mill
Up
sip
dell
sell
pill
tip
nip
fell
bell
rill
rip
dull
tell
Nell
sill
EXERCISE XIV (Reriew)
nigh
fan
tub
gag
we
tea
hit
gum
well
yes
nut
vat
yet
hull
Avax
dig
fun
Ned
yell
mob
sod
wit
run
sun
did
mow
tax
rid
bug
well
STORIES FOR READING
Note. — The following Fables have been read in "Webster's Blue Back
Speller" and enjoyed by so many generations, that they deserve to be
considered a part of the folk-lore of the United States. We feel sure
that our grown-up friends of the moonlight schools will enjoy reading
them for themselves, and Avill appreciate the kindness of the publishers
in permitting us to print them in this bulletin.
THE BOY THAT STOLE APPLES
(From Webster's Elementary Spelling Book, copyright 1880 and 1908 by G. and C. Merriam. Re-
printed by arrangement with the American Book Company, publishers.)
An old man found a rude boy upon one of his trees stealing apples, and
desired him to come down; but the young saucebox told him plainly
he would not. "Won't you?" said the old man, "then I will fetch you
down" ; so he pulled up some turf or grass and threw at him ; but this
only made the youngster laugh, to think the old man should pretend to
beat him down from the tree Avith grass only.
"Well, well," said the old man, "if neither words nor grass will do,
I must try what virtue there is in stones" ; so the old man pelted him
heartily with stones, which soon made the young chap hasten down from
the tree and beg the old man's pardon.
THE COUNTEY MAID A^D HER MILK PAIL
(From Webster's Elementary Spelling Book, copyright 1880 and 1908 by G. and C. Merriam. Re-
printed by arrangement with the American Book Company, publishers.)
A country maid was walking very deliberately with a pail of milk
upon her head, when she fell into the following train of reflections:
"The money for which I shall sell this milk will enable me to increase
my stock of eggs to three hundred. These eggs, allowing for what may
prove addle, and what may be destroyed by vermin, will produce at
least two hundred and fifty chickens. The chickens will be fit to carry
to market about Christmas, when poultry always bears a good price;
so that by May Day I can not fail of having money enough to purchase
a new gown. Green ! — let me consider — yes, green becomes my com-
plexion best, and green it shall be. In this dress I will go to the fair,
Avhere all the young fellows will strive to have me for a partner; but I
shall perhaps refuse every one of them, and, with an air of disdain,
toss from them." Transported with this triumphant thought, she could
not forbear acting with her head what thus passed in her imagination,
when down came the pail of milk, and with it all her imaginary hap-
piness.
THE TWO DOGS
(From Webster's Elementarj' Spelling Book, copyright ISSO and 1908 by G. and C. Merriam. Re-
printed by arrangement with the American Book Company, publishers.)
A good-natured Spaniel overtook a surly Mastiff, as he was traveling
upon the highroad. Tray, although an entire stranger to Tiger, very
18
civilly accosted him; and if it would be no interruption, lie said, he
should be glad to bear him company on his way. Tiger, who happened
not to be altogether in so growling a mood as usual, accepted the pro-
posal; and they very amicably pursued their journey together. In the
midst of their conversation, they arrived at the next village, where Tiger
began to display his malignant disposition, by an unprovoked attack
upon every dog he met. The villagers immediately sallied forth with
great indignation to rescue their respective favorites; and falling upon
our two friends, Avithout distinction or mercy, poor Tray was most cruelly
treated, for no other reason than his being found in bad company.
THE PARTIAL JUDGE
(From Webster's Elementary Spelling Book, copyright 1880 and 1908 by G. and C. Merriam. Re-
printed by arrangement with the American Book Company, publishers.)
A farmer came to a neighboring lawyer, expressing great concern for
an accident which he said had just happened. "One of your oxen," con-
tinued he, "has been gored by an unlucky bull of mine, and I should be
glad to know how I am to make you reparation." "Thou art a very
honest fellow," replied the lawyer, "and wilt not think it unreasonable
that I expect one of thy oxen in return." "It is no more than justice,"
quoth the farmer, "to be sure; but what did I say? — I mistake — it is
your bull that has killed one of my oxen." "Indeed !" says the lawyer,
"that alters the case: I must inquire into the affair; and if — " "And
if!" said the farmer; "the business I find would have been concluded
without an if, had you been as ready to do justice to others as to exact
it from them."
THE MICE AND THE CAT
(Courtesy B. F. Johnson Publishing Co., from Graded Clas.sics. Copyright.)
An old cat was fast killing all the mice in a house. The mice met
one night to see what they could do to make the cat leave the house.
Each mouse would get up and tell of some way. A little mouse said,
"I will tell you what to do ; hang a bell on the cat so we can know when
she is coming and get out of her way."
"Good, good!" said the mice, and some of them began to dance, and
some ran to get a bell.
"ISTow who will hang the bell on the cat ?" said an old mouse.
"N"ot I, not I," said all the mice at once.
THE LARK AND THE FARMER
(Courtesy B. F. Johnson Publishing Co., from Graded Classics. Copyright.)
A meadow-lark built her nest in a field of wheat. She had a happy
time raising her family, for no one came near her nest.
There were four little larks in her family, and they were now nearly
large enough to fly.
The wheat was ripe and the mother knew that men might come to the
field any day to reap ; so she said to her little ones, "I am going out to
get your breakfast. You must keep your ears and eyes wide open while
I am gone ; if you see or hear anything strange, you must tell me about
it when I come back."
19
''AH right, mother," said the young larks, "we shall do as you tell us."
The mother had been gone but a few minutes when the faiTaer who
owned the field and his son came out to look at the wheat.
"This grain is ready to cut," said the farmer to his son. "This even-
ing go to our neighbor, Mr. While, and ask him to cut it for us
tomorrow."
The little larks were much frightened. They could hardly wait for
their mother to get home.
"Oh, mother!" they called out as soon as they saw her; "do take us
away from this field. The fanner has sent for Mr. White to cut this
wheat tomorrow."
"If that is so," said the mother, "you need have no fear. If he waits
for his neighbor to do his work, his wheat will not be cut."
Late the next afternoon while the mother lark was away, the farmer
and his son came to the field again.
"Did you ask Mr. White to reap the grain ?" said the farmer.
"Yes," replied his son, "and he promised to come."
"But he has not come," said the farmer, "and it is so late that I know
he will not come today. The wheat will spoil if it is not cut. If our
neighbors will not help us, we shall have to call upon our relatives. Go
out this afternoon and ask your Uncle John and his sons to cut the
wheat for us tomorrow."
As soon as the mother came home, the little birds said, "The wheat
will surely be cut tomorrow, for the farmer has sent for his relatives to
cut it. Please take us away tonight, mother."
"Don't worry," said the mother; "there is no danger so long as the
farmer waits for his relatives to do the work. We will stay right here
tonight."
About noon the next day, the farmer and his son came to the field
again. "This grain is still standing," said the father. "I told you to
get your Uncle John and his sons to cut it today. Why has nothing
been done?"
"I called upon them and asked them to cut the wheat. They said
that they would be here this morning. I do not know why they did
not come.
"This grain must not stand aiiother day," said the farmer. "It is
shelling out now. You and I will come out here early tomorrow and
cut it ourselves."
When the mother lark heard that the farmer had made up his mind to
cut the wheat himself, she said to her little ones, "Get ready to fly away.
If the farmer is to do the work himself, it will be done at once."
ARITHMETIC
Purpose of the Outline
The purpose of tliis outline is two-fold; (1) To indicate the amonut
of work to be undertaken on each of the twelve nights set apart for this
work; and (2) To suggest in a very general way a method of doing the
work. As those to be taught are more or less mature in mind, and
understand fairly well the meaning of tens, hundreds, and thousands, it
will be unnecessary to use the same amount of detail in developing these
number ideas through the use of objects that would be necessary in
teaching children number ideas in the lower grades. Therefore the
first and the most natural step will be taken in teaching the class to
write the figures for the number ideas they are already familiar with.
LESSON I
(1) By a few definite questions find what the class already knows
about writing numbers, and begin where their knowledge of writing
numbers ends. Do not waste the time of class in having them spend
unnecessary time in writing numbers they already know how to write
accurately.
If your tests show that class can write to 10 with accuracy and
rapidity, then call out and have class write either on their tablet or on
the blackboard different numbers from 1 to 100. Five or six minutes
will be long enough to make this test. If class can write any number
from 1 to 100 with accuracy and rapidity, then call out and have class
Avrite either on their tablet or blackboard different numbers from 100
to 1,000. Continue in this way till you reach the limit of their knowl-
edge of writing numbers. As soon as you reach the limit of their
understanding in writing numbers, then begin, and lay the foundation
carefully for further work. If, however, your first tests show that the
pupils do not know how to write accurately the numbers from zero to 9,
then your starting point will be to teach the class to write numbers
from zero to 9.
(2) Writmg Numhers from Zero to 9. Teacher : I am going to write
the figure 1 on the board, and ask you to notice how I write it. "Now
all copy this on your tablet (or have them write it on the blackboard).
Continue in this way to 9. As you proceed, examine the work of your
pupils to see that they are writing the figures accurately and neatly.
(3) Writing the Number 10. Teacher holds up 1 bundle of ten
splints in her left hand. How many splints in my left hand ? Ten
ones or 1 ten. How many splints in my right hand? How many ones
or units in my right hand? How shall we write 1 ten and no ones or
units? Write on the board the figure that stands for the number of
tens in my left hand, write to the right of this figure the figure that
stands for no ones or units. I am going to write the number 10 and ask
you to notice how I write it. What stands for the number ones or
units ? What stands for the 1 ten ? Write on your tablet 1 ten, and no
units, or the number 10.
21
(4) Writing by lO's to 90. If the class clearly understands how to
write 1 ten and no units, they may now be able to write accurately and
rapidly 2 tens and no units, or 20 ; three tens and no units or 30 — to nine
tens and no units or 90, and may be able to do this without the use of
splints. Give them a chance to write these numbers for themselves.
(5) Writing Numhers from 1 to 99. Teacher holds up 1 ten bundle
of splints in her left hand and 8 splints in her right hand. How many
ones or units in my right hand? What number is 1 ten and 8 ones?
How shall we write 1 ten and 8 ones, or 18? What figure shall I put
down to shoAv the number of tens in my left hand ? What figure shall I
put down to the right of it to show the number of ones or units in my
right hand? In this number 18 what figure stands for the 8 units in
my right hand? What figure stands for the 1 ten in my left hand?
Write on your tablet 1 ten and 8 ones.
Have member of class hold up 1 ten and 9 ones, or 19. Have class
write 19.
If the class clearly understands how to write 1 ten and 8 ones, 1 ten
and 9 ones, they may now be able to write accurately and rapidly 2 tens
and 8 ones, 2 tens and 9 ones, 3 tens and 8 ones, 3 tens and 9 ones — to 9
tens and 9 ones or 99.
(6) Writing the Number 100. Teacher holds up in her left hand
ten bundles of splints with ten splints in each bundle with a rubber band
around the 10 tens. How many ten bundles in this large bundle ? Ten.
How many tens left over? How many ones left over? What number
do we call 10 tens? How shall we write 10 tens or 100? What figure
shall we write to show the number of hundreds in my left hand? 1.
What shall we write to the right of it to show I had no tens in my right
hand ? Zero. Yf hat shall I write down to the right of this to show
that I had no ones or units in my right hand? I am going to write the
number 100 and ask .you to notice how it is written. What figure stands
for the number of hundreds ITiad in my left hand ? What shows I had
no tens? What shows I had no ones or units? Have class write the
number 100 on their tablet. Hoav many figures do we have to use in
Avriting 100? How many did we use in writing 10?
(7) Writing Numbers by 100' s to 900. If class clearly understands
how to write 1 hundred no tens and no units, they may now be able to
Avrite accurately and rapidly 2 hundreds, no tens and no units, 3 hundreds,
no tens and no units — to 900.
(8) Notation and Ntimeration of Numbers to 900. How many fig-
ures do we have to use in writing hundreds? In writing the number
200 what figure shows how many hundreds we have? What figure
shows we have no tens? What figure shows we have no ones? How
can you always be sure you have written just the number I have asked
you to write ? In reading or numerating numbers where do we begin ? At
the right and read toward the left. In the number 200 here, what place
does the first zero occupy? Units place. What place does the second,
the third figure or the 2 occupy? Hundreds place. ISTow read this
number beginning at the right and reading toward the left. Xo units,
no tens and 2 hundreds. Look at the number 400 here, what place does
the first zero oceu])y? The second? The 4? iSTow read this number
22
beginning at the right. JNTo units, no tens, and 4 hundreds. Have chiss
continue in this way reading or numerating 500, 600, 700, 800 and 900.
(9) Writing Numbers From 100 to 999. Call out and have class
write on their tablet or blackboard several different numbers from 100
to 999 to make sure they can write any number between 100 and 999
with accuracy and rapidity. Have class write 1 hundred, no tens, and
1 unit, or 101 ; 2 hundreds, no tens and 1 unit, or 201 ; 3 hundreds, no
tens, and 1 unit, or 301 ; 401 ; 501 ; etc. Have class write rapidly 2
hundreds, 1 ten and 1 unit, or 311, 411, 511, etc.; 2 hundreds, 2 tens,
and 2 units, or 222, 322, 422, 522, etc. ; 298, 398, 498, 598, 698, 798,
898, 998, Associate the writing of these numbers with a few practical
problems. For example, if your bale of cotton weighs 511 pounds, how
would you show this in figures?
Drill class on numerating or reading numbers they write. This habit
will enable pupils to discover for themselves whether they have written
the number you called.
(10) \Vriti7ig 1,000. Suppose last spring you used one thousand
pounds of guano to the acre on your tobacco land, how would you show
in figures the amount used on each acre? Give them a chance to write
this number for themselves. Have them numerate what they have
written to see if they have written 1,000. If they seem unable to write
1,000, then it may be well to use splints. Teacher holds up bundle of
splints, made of ten bundles with one hundred in each bundle, and follow
the method suggested in teaching class to write 100. After teaching
class to write 1,000, and after having had them write 1,000 on their
tablet or blackboard, then have them count the number of fig-ures neces-
sary in writing 1,000. Have them compare the number used in writing
1,000 with the number used in writing 100, and in writing 10. Let them
see that in going from 10 to 100 they made the bundle ten times larger,
that in going from 100 to 1,000 they made the bundle ten times larger.
Let them see how the increase in the size of the bundle or the number
was shown by adding on another zero or cipher.
Have class numerate or read one thousand beginning at the right and
reading toward the left.
Sngg'cstions
(1) Your class may not do quite so much or they may do more than
has been outlined for the first lesson, depending upon the knowledge and
ability of the class, and the length of your lesson period. If your
class can do more than has been outlined for the first lesson, then con-
tinue on in the work outlined for the second lesson. If your class cannot
do the work outlined in Lesson I in one lesson period, then begin the
second night w^here you left off the first night in Lesson I. But follow
the outline of work as suggested, beginning at the point in the outline
where your tests of your pupils' knowledge of writing numbers show
that you must begin.
(2) At whatever point in this outline of work the needs of your class
indicate that you should begin, there lay the foundation for further
work carefully and thoroughly.
(3) Be sure your class understands clearly each step you take.
(4) Throw your soul into the work. Make it interesting for the
class. Create an atmosphere of enthusiasm. Arouse a friendly and a
23
spirited competition among the members of the class in accuracy, rapid-
ity and neatness of work.
(5) Do not allow the slow and backward pupil to become sensitive or
discouraged. Have an encouraging word for him. Inspire him with
confidence in himself.
(6) With the writing of different numbers associate practical prob-
lems that are common in their daily life and work on the farm and in
the home, in the mill or in the store.
(7) Have a note book in which you jot down from time to time these
practical problems that 3^ou wish your class to work.
(8) At the close of each lesson assign definite work for the members
to do before they return on the following night.
LESSON II
(1) Review and drill on the points that seemed difficult for class to
understand on the previous night.
(2) Just where you shall begin your review on this second night, and
the length of time necessary for the review, will be determined by your
own judgment as to the needs of your class.
(3) But be sure to review the important steps taken on the previous
night.
New Work
(1) Writing Numbers hy 1,000 to 9,000. Write '2,000, 3,000, 4,000,
etc., to 9,000.
Drill class on numerating or reading numbers from right to left.
(2) Writing Numbers from 1,000 to 9,999. How shall we write 1
thousand, no hundreds, no tens and 1 unit, or one thousand and one?
Lead them to write this number for themselves and without the use of
splints if they can. After writing the number, have class numerate to
make sure they have written it accurately. After they clearly under-
stand how to write 1,001, then proceed: write on your tablet 3,001,
4,001, 5,001, 6,001, 7,001, 8,001, 9,001. Write on your tablet 2 thou-
sands, no hundreds, 1 ten and 1 unit, or two thousand and eleven, 3,011
4,011, 5,011, 6,011, 7,011, 8,011, 9,011. Write on your tablet 2 thou-
sands, 1 hundred, 1 ten and 1 unit or two thousand, one hundred and
eleven, 3,111, 4,111, 5,111, 6,111. Write on your tablet 2 thousands, 2
hundreds, 2 tens and 2 units or two thousand, 2 hundred and twenty-two,
3,222, 4,222, 5,222, 6,222, 7,222, 8,222, 9,222, etc.
Have class write population of the following cities as given in the cen-
sus of 1910: Elizabeth City, 8,142; Favetteville, 7,045; Gastonia, 5,759;
Kinston, 6,995; Mount Airy, 3,844; :N'ew Bern, 9,961; Salisbury, 7,153;
Statesville, 4,599; Tarboro, 4,129; Washington (K C), 6,211.'
(3) Writing 10,000. How shall we write 10,000? Give the class a
chance to write it for themselves. Have them numerate or read what
they have written (beginning at the right) to make sure they have
written accurately the number you called. Lead them to renew the
steps taken in going from 10 to 100; from 100 to 1,000. Let them see
they have been going by steps of tens each time, and each step taken was
indicated by an additional zero or cipher.
24
(4) Writing Numbers hij 10,000's to 100,000. Follow the method
suggested for writing numbers by 1,000's to 9,000.
Have class read or numerate each number written that they may
know for themselves whether they have written accurately the number
called.
(5) Writing Numbers from 10,000 to 99,000. Follow the method
suggested for writing numbers from 1,000 to 9,999.
Suggestions
(1) If your class cannot do in two nights all the work outlined in
Lessons I and II, be sure they clearly understand the work gone over.
(2) Avoid the mistake of going so slow that the interest of the class
lags and the members drop out.
(3) Avoid the mistake of going so rapidly that the class cannot fol-
low you, and become discouraged and drop out.
(4) Associate the numbers written with practical problems common
in their daily work.
(5) Accuracy, rapidity and neatness of work should constantly be
striven for.
(6) Develop self activity, self reliance in your pupils. Do not do for
them what you can lead them to do for themselves.
(7) After taking your class through the work outlined in Lessons
1 and II they should have no difficulty in writing accurately and numer-
ating correctly numbers to 100,000 or 1,000,000.
(8) Even if it should require three nights to do well the work
outlined in Lessons I and II, Ave believe you would be justified in taking
that much time to lay the foundation thoroughly before addition and
subtraction are begun.
LESSOJf ni
(1) Rapid review" of the most important steps taken in Lessons I
and II.
(2) Fix thoroughly in the minds of your pupils the points most diffi-
cult for them to understand on the previous night.
Addition "Without "Careying"
(A) Adding Units and Tens.
(1) Have a number of practical problems Avritten down in your note
book before you come to class, that illustrate the principle you Avish to
teach that night. Let these be problems that are common in the daily
life and work of your pupils. For example, if one member of your
class buys a primer for his little boy for 25 cents and a reader for his
little girl for 32 cents, then haA^e the class soh^e the problem to find the
cost of both. Do not work this problem for the class. Give the mem-
bers a chance to work it for themseh^es. If they do not know how to
proceed, a question or tAvo from you will probably set them to Avork
along the right line. Let the class work this j)roblem on their tablets
or on the blackboard and without the use of splints if they can. But
if the use of splints will make it clearer, then use the splints.
Have one member to state the problem. Let them see that units are
A\a'itten under units, that tens are Avritten under tens. HaA^e one member
25
to state the first step to be taken. In adding quantities where do we
begin? Have another member of class to state the second step to be
taken. Have another member to read the answer, calling the number of
tens, and the number of ones or units. Give enough practical problems
in adding units and tens to insure accuracy and rapidity in adding
units and tens.
(2) Eapid drill on adding units and tens: 23 67 45 7-i.
54 32 24 25
(B) Adding Units, Tens and Hundreds.
(1) A farmer pays $175 for a mule and $220 for a horse. How much
does he pay for both ? Have class Avork this problem, following method
suggested in working the previous problem.
(2) On one ten-acre field a farmer raises 575 bushels of corn, and on
another ten-acre field he raises 424 bushels. How many bushels of com
does he raise on both ten-acre fields ?
(3) B-aTpid drill on adding units, tens and hundreds: Add:
375 898 658 948
224 101 241 151
(C) Adding Units, Tens, Hundreds and Thousands.
(1) A farmer pays $2,753 for one tract of land, and $1,325 for an
adjoining farm. How much docs he pay for both farms?
(2) A man pays $1,250 for a town lot and builds a house on it for
$2,125. HoAv much money does he pay for both? Have class work
these problems on their tablets or blackboard, following the method sug-
gested in adding units and tens.
(3) Rapid drill on adding units, tens, hundreds and thousands: Add:
9842 3458 S265
1516 5441 1734
LESSOR IT
(1) Eapid review of writing and reading numbers to 1,000.
(2) Rapid review of writing and reading numbers from 1,000 to
10,000.
(3) Rapid review of writing and reading numbers from 10,000 to
100,000.
(4) Rapid review of adding units and tens; units, tens and hundreds;
units, tens, hundreds and thousands.
New "Work
Additiox With "Carkyixg."
(A) Adding Units and Tens.
(1) A man pays $59 for a two-horse wagon and $19 for a set of
harness. How much does he pay for both? Give the class a chance
to Avork this for themselves, and without the use of splints. If they
haA'e dlfficultv in doing this, then have each member of class work out
26
this problem with splints, after which have them work it on their tab-
lets, or blackboard.
Teacher : How many dollars did the farmer pay for his wagon? $59.
How many tens in $59. 5 tens. How many ones? 9 ones. Hold up
5 tens and 9 ones of splints. Put your 5 tens of splints to your left on
the desk. Put down your 9 splints or ones to your right.
How much did the harness cost? $19. How many tens in $19?
How many ones or units over? What did we wish to find out? The
cost of wagon and harness. How are you going to find out ? Adding the
cost of wagon and harness. Now that we have put down the cost of
wagon represented in 5 tens and 9 ones of splints, hold up the number
of splints representing the cost of the harness. Where shall we put this
1 ten and 9 splints? Now that we have 1 ten and 9 ones under 5 tens
and 9 ones, what shall we say first? Where do we begin adding quanti-
ties? 9 ones and 9 ones, are how many ones? IS ones. What shall
we put down under "ones"? How many bundles with ten in a bundle
can we get out of 18 ones? 1 ten. How many ones left over? What
shall we do with these 8 "ones" ? Put them down in ones place. What
shall we do with the 1 ten? Carry it to tens place. What do you say
next ? 1 ten and 5 tens make 6 tens, and the 1 ten we brought over from
the one's place makes 7 tens. Read your answer. How many tens?
How many ones? If then the farmer paid $59 for his wagon and $19
for his harness, how much did both cost? Have class now work this
problem on their tablets or on the blackboard without the use of splints.
(2) If a parent huys an arithmetic for 36 cents, and a grammar for
problem on their tablets or on the blackboard without the use of splints,
if they can. If they cannot, then use splints as suggested in the problem
above.
(3) Rapid drill in adding units and teiis: Add: 65 58 48 68 78.
29 29 49 28 19
(B) Adding Units, Tens and Hundreds.
(1) A farmer pays $175 apiece for a pair of mules. What does the
pair cost him? Have class work this by themselves on their tablets
without the use of splints if they can. But if it is too difficult, then
have them work the problem with splints first, following the method
suggested in finding the cost of the wagon and the harness. Then have
class work problem on their tablets or on the blackboard.
(2) Rapid drill on adding units, tens and hundreds: Add:
165 178 189 587 685 729 489
148 135 275 326 227 181 496
(C) Adding Units, Tens, Hundreds and- Thousands.
(1) If a farmer raises 1,675 pounds of tobacco on one piece of land,
and 2,898 pounds on another piece, how many pounds of tobacco does he
raise on both pieces of land? Let class work this for themselves on
their tablets without the use of splints if they can. But if it is too
difficult, then have them work it first with splints, and afterwards with
figures on the board or on their tablets.
27
(2) Rapid drill on adding units, tens, hundreds and thousands: Add:
2685 4898 8769 9899
7896 7659 6538 1999
LESSOR y
(1) Rapid review of writing and reading numbers from 1,000 to
10,000; from 10,000 to 100,000.
(2) Rapid drill on adding units and tens; units, tens and hundreds ;
units, tens, hundreds and thousands, without "carrying."
(3) Rapid drill on adding units and tens; units, tens and hundreds;
units, tens, hundreds and thousands, with "carrying."
(4) Let this review be spirited. It should not require more than
twenty minutes to make the review called for above, if you have care-
fully fixed in the minds of the pupils each step taken.
(5) Insist upon accuracy, rapidity, and neatness of work in this
review.
New Work
Subtraction Without "Bokkowing."
(A) Subtracting Units and Tens.
(1) If one of you had $78 in the bank and took out $52, how much
money would you have left in the bank ? Have class work this problem
for themselves on their tablets without the use of splints, if they can.
But if they do not understand how to work it without splints, then have
them work it first using the splints, and then have each one work it out
on his tablet, using figures.
Teacher: How many dollars have you in the bank? $78. How-
many ten dollar bills in $78? 7. How many one dollars over? 8.
How many dollars did he take out? $52. How many ten dollar bills
in $52? 5. How many one dollars over? 2. Hold up the number
of tens and ones of splints, representing the amount John had in the
bank. How many one dollars did John take out of his 8 dollars? 2.
Do this. How many ones of dollars have you left ? 6. How many tens
of dollars has John in bank ? 7 tens. How many tens did he take out ?
5 tens. Do this. How many tens of dollars has John in bank now?
How many tens and ones of dollars has he now left in bank? 2 tens
and 6 ones. How many dollars in 2 tens and 6 ones? 2Q dollars. K^ow
work this problem with figures on your tablets.
How many dollars did John have in bank? $78. "Write this. How
many dollars did he take out? $52. Where do you write this $52?
How are you going to find out how many dollars he had left after taking
out $52 ? By subtraction. Where do you begin when you add quanti-
ties? Where are you going to begin in subtracting quantities? Wliat
do you say first? 2 ones from 8 ones leave 6 ones. What do you say
next? 5 tens from 7 tens leave 2 tens. Read your answer. $26.
(2) Rapid drill on subtracting units and tens from units and tens:
Subtract: 98 96 89 65 75 49
52 43 55 32 25 27
28
(B) Subtracting Units, Tens and Hundreds from Units, Tens and
Hundreds.
(1) A man having $878 in the bank buys a town lot for $522. How-
much money does he have left in the bank ?
Have class work this on their tablets for themselves without the use of
splints if they can. But if this seems too difficult, then use splints first,
following the method suggested above in subtracting units and tens from
units and tens.
(2) Rapid drill on subtracting units, tens and hundreds from units,
tens and hundreds: Subtract: 989 878 999.
375 667 899
(C) Subtracting Units, Tens, Hundreds and Thousands from Units,
Tens, Hundreds and Thousands.
(1) If Tom pays $7,888 for one piece of land, and $5,222 for another
piece of land, how much more money does he pay for the first piece of
land than he pays for the second piece?
If you have carefully fixed in the minds of your pupils each step gone
over before taking up the next step, then your class should have no
difficulty in working the above problem without the use of splints. Give
them a trial without splints, but if the use of splints is necessary to a
clear understanding of the process, don't hesitate to use splints.
(2) Rapid drill on subtracting units, tens, hundreds and thousands
from units, tens, hundreds and thousands: Subtract:
6785 7876 8987 9899
4473 6754 6765 8789
LESSOX VI
(1) Short and rapid review of writing and reading numbers from
10,000 to 100,000, to 1,000,000.
(2) Short and rapid drill in adding units and tens; units, tens and
hundreds; units, tens, hundreds^and thousands, without "carrying."
(3) Short and rapid drill in adding units and tens; units, tens and
hundreds; units, tens, hundreds and thousands, with "carrying."
(4) Short and rapid drill in subtracting units and tens; units, tens,
and hundreds; units, tens, hundreds and thousands, Avithout "borrowing."
(5) In this review insist upon accuracy, rapidity and neatness in
work.
(6) Do not let this review drag. Make it spirited and interesting.
(7) If each step taken has been thoroughly grasped by your class,
then it should not require more than twenty or twenty-five minutes to
make the review called for above.
New ^York
Subtraction With "Borrowing"
(A) Subtracting Units and. Tens from Units and Tens.
(1) If one of you have $78 in the bank and buy a two-horse wagon for
$59, how much money will you have left in bank?
29
Give the class a chance to Avork this out for themselves on their
tablets without the use of splints, if they can. But if the process of
"borrowing" now brought in for the first time, seems difficult for them
to grasp, have class work it first with splints, and then have them work
it on their tablets using figures.
Teacher: How much money did you have in bank? $78. How
many tens and ones in $78? 7 tens and 8 ones. Hold up the number
of tens and ones of splints representing the amount of money you had in
bank. How many dollars did you take out of the bank to pay for the
wagon? $59. What do you want to know? The amount you have left.
How shall we find out? Subtract $59 from $78. In your 7 tens and
8 ones of splints that represent the amount of money you had in bank,
how many ones have you? 8 ones. In the $59 you paid for the
wagon how many ones have you? 9 ones. Can you take out 9 ones
when you have but 8 ones ? What are you going to do. Borrow one of
your tens from your 7 tens, remove the rubber band, break this ten
bundle into ones, and put these ten ones over in ones place with your
8 ones. Hoav many ones will you then have in ones place? 18 ones.
Do this. Can you take 9 ones from 18 ones? Do this. How many
ones will that leave you in ones place? 9 ones. When you borrowed the
one ten from your 7 tens to put in ones place, how many tens did you
then have in tens place? 6 tens. What do you say next? 5 tens from 6
tens leave how many tens? 1 ten. How many tens and ones have you
left? 1 ten and 9 ones, or 19. How many dollars have you left, after
paying out $59 for a wagon? $19.
Xow work this on your tablets. How any dollars did you have in
bank? $78. Write this. How many dollars did you pay for the
wagon? $59. Where shall we write the $59? We can write our prob-
lem thus: $78. What do Ave want to know? How much money you
—$59
had left. How shall we find out. Subtract $59, what you paid
for the wagon, from $78, the amount you had in the bank. Where do we
begin in subtraction? With units. What shall we say first? 9 ones
from 8 ones ; but we found we cannot take 9 ones from 8 ones, so what
did we do with our splints in order to subtract 9 ones from 8 ones ? Bor-
rowed 1 ten bundle from our 7 tens, broke it up into ones, and put these
ten ones over into ones place with out 8 ones. How many ones have we
now in ones place? 18 ones. ISTow what do you say? 9 ones from
18 ones leave 9 ones. What do you do? Put down the 9 ones left in
ones place. We may represent Avhat we do thus:
6 10
$T 8
— $5 9
$1 9
How many tens did you ha^-e left Avhen you borrowed 1 ten from your
7 tens? 6 tens. What do you say next? 5 tens from 6 tens leaves 1
ten. What do you do now? Put down the 1 ten left, in tens place. Read
your answer. How many tens left? 1 ten. How many ones left? 9
30
ones. How many dollars left out of your $78 when you buy a wagon
for $59? $19.
(2) Rapid drill in subtracting units and tens: Subtract:
58 61 75 77 84 92 93 97 98
29 28 28 49 36 75 66 58 49
(B) Subtracting Units, Tens and Hundreds from Units, Tens and
Hundreds.
(1) Brown has $788 but buys a town lot for $599. How much money
does he have left in bank ? Have class work this on their tablets without
the use of splints if they can. If they cannot, have them work it first
with the use of splints, following the method suggested in working the
problem above.
(2) Rapid drill in subtracting units, tens and hundreds: Subtract:
688 728 812 922 925 917 952 900
499 599 675 784 786 798 798 899
(C) Subtracting Units, Tens, Hundreds and Thousands from Units,
Tens, Hundreds and Thousands.
(1) A farmer having $7,888, buys a fai-m for $5,999. How much
mone.y has he left for equipment ?
The class should be able to Avork this problem without the use of splints,
if you have carefully followed this outline. Give them a chance to work
this for themselves without splints. But if the use of splints is necessary
to a clear vinderstanding of the process, don't hesitate to use splints.
(2) If the population of Elizabeth City in 1910 was 8,142, and the
population of Fayetteville was 7,045, how many more people lived in
Elizabeth City than in Fayetteville?
If the population of Kinston in 1910 was 6,995 and the population of
Washington (JST. C), was 6,211, how many more people lived in Kinston
than in Washington?
In 1910 the population of Asheville was 18,762, and the population
of Raleigh w^as 19,218. How many more people lived in Raleigh than
in Asheville?
(3) Rapid drill in subtracting units, tens, hundreds and thousands:
Subtract: 5888 6888 8888 9225 9754 9275 9000
3999 4999 5999 4896 6896 7899 8999
LESSON VII
(1) Short and rapid revicM' of writing and reading numbers from
1,000 to 10,000 ; from 10,000 to 100,000, to 1,000,000.
(2) Short and rapid drill in adding short columns of figures, of units
and tens; of units, tens and hundreds; of units, tens, hundreds and
thousands.
(3) Short and rapid drill in subtracting units and tens; units, tens
and hundreds ; units, tens, hundreds and thousands, without "borrowing."
31
(4) Short and rapid drill in subtracting units and tens; units, tens
and hundreds ; units, tens, hundreds and thousands, with "borrowing."
(5) Make this review spirited. Create an atmosphere of enthusiasm
and friendly competition in accuracy, rapidity and neatness of work.
(6) Twenty or twenty-five minutes should be sufficient to do well
the review work called for above. If you have followed the outline of
work closely it may not require more than fifteen or twenty minutes
to make the review.
(7) But be sure the work in writing and reading numbers in addition
and subtraction is thoroughly grasped by the class before taking up the
subject of multiplication.
New Work
Multiplication
(1) Call attention to processes already studied. Do not leave the
class to feel that in multiplication they are taking up a subject entirely
unrelated to the work in arithmetic they have already been doing.
Teacher: What have we been doing with quantities during the past
few lessons? Adding and subtracting quantities. Tonight we are
going to take up another subject in arithmetic. What is it ? Multipli-
cation.
(2) As a preparation for this new work it may be well to spend a few
minutes in having class count by lO's to 100; by 5's to 100 ; by 2's to 100.
(3) Oral problems. If com is selling for $5 a barrel, how much will
3 barrels bring? 5 barrels? 6 barrels? 7 barrels? etc. If one 500-
pound bale of cotton brings $50, how much money will 5 500-pound
bales bring? If you buy 5 acres of land at $60 an acre, how much
money will you have to pay ?
(A) Multiplying Quantities by One Figure.
(1) If a farmer buys a pair of mules at $14-4 apiece, how much does
he pay for the pair?
How shall we find out how much he paid for both mules? Multiply
$144 by 2. How would you show what we want to do, with figures?
We can write it thus :
$144 X 2, or $144
X2
In multiplying $144 by 2, where shall we begin? With what did we
begin in addition and subtraction? With units. With what shall we
begin in multiplication? Units. What shall we say first? 4 ones
multiplied by 2, or 2 times 4 ones are 8 ones. Where shall we write the
8 ones? In ones place. What do we say next? 4 tens multiplied by
2, or 2 times 4 tens are 8 tens. Where do we write the 8 tens? In
tens place. What do we say next? 2 times one hundred are 2 hun-
dred. Where do we write the 2 hundred? In hundreds place. Eead
your answer. Two hundred, eight tens, and eight ones, or $288. What
was our problem? How did you find what the mules brought ? What
did you say first? second? third?
32
(2) Short and rapid drill in mnltiplying quantities by one figure.
Multiply: 124 134 143 111 122 133 121 122 111 125 135
X2 X2 X2 X3 X3 X3 X4 X4 X5 X2 X2
145 136 125 127 128 119
X2 X2 X3 X3 X4 X5
(3) Assign for the following night the first ten lines of the multiplica-
tion table.
LESSON VIII
(1) Short and rapid drill in adding short columns of figures of units
and tens; of units, tens and hundreds; of units, tens, hundreds and
thousands.
(2) Short and rapid drill in subtracting units and tens; units, tens
and hundreds; units, tens, hundreds and thousands.
(3) Short and rapid drill on the first ten lines of the multiplication
table.
(4) Short and rapid drill in multiplying quantities by any figure
from 1 to 9.
(5) Fifteen or twenty minutes should be sufficient to make the review
called for above.
New Work
(A) Written Worh — Multiplying hy 10.
(1) If one barrel of corn is worth $5, how much will 10 barrels bring?
If a barrel of flour cost $7, what will 10 barrels cost ?
Work these on your tablet. Look over the first problem you have
written out. Read your answer. What figure after the $5 changed
it to $50? Zero. Read your answer in the second problem. What
figure after the $7 changed it to $70 ? In multiplying 5, and 7, by 10,
what figure did you add to your $5, to your $7? What figure do you
always add to the number you multiply, or the multiplicand, in multiply-
ing it by 10.
(2) Short and rapid drill in multiplying quantities by 10. Multiply:
7 X 10 : 8 X 10 ; 9 X 10 ; 17 X 10 ; 18 X 10 ; 19 X 10 ; 117 X 10 ; 118 X
10; 119 X 10; 127 X 10; 128 X 10; 136 X 10.
(B) Multiply Quantities hy 100.
(1) What Avill a farm of 175 acres cost at $100 an acre?
If your class thoroughly understands how to multiply any quantity
by 10 it will not be difficult for them to see that in multiplying a
quantity by 100, you simply add two ciphers to the multiplicand.
(2) Short and rapid drill in multiplying quantities by 100. Multiply:
185 X 100; 195 X 100; 275 X 100; 375 X 100; 875 X 100; 975 X 100.
(C) Multiplying Quantities hy 1,000.
(1) Rapid drill in multiplying quantities by 1,000. Multiply:
2,785 X 1.000; 3,895 X 1,000; 5,898 X 1,000; 9,875 X 1,000.
33
If your pupils clearly understand how to multiply quantities by any
figure to 9, and how to multiply quantities by 10, 100 or 1,000, it
should not be difficult for them to understand how to multiply quantities
by units and tens.
(D) Multiplying Quantities hy Units and Tens.
(1) If a farmer buys a farm of 69 acres at $33 an acre, how much
does the farm cost him? How can you show this on your tablet or
blackboard? Instead of writing $33X69, we write it thus: $33
X60
What is our first multiplier? What do we say first? How many tens
in 27 units? How many ones over? Where do we write the ones?
What shall we do with our 2 tens ? What do we say next? What larger
unit in 29 tens? How many hundreds? How many tens over? Where
do you write the tens? Where the hundreds? Read the number of
hundreds, tens, and ones you get in multiplying $33 by 9. How many
ones or units in 2 hundred, 9 tens and 7 ones? $33
X69
(1) 9 times $33 = $297.
What is our next multiplier? What do you say first? Where do you
write it? What do you say next? Where do you write it? When we
multiply $33 by 6 tens, how many tens do we have? We can write our
second step thus : $33
X69
(1)9 times $33 = 297 ones.
(2) 6 tens times $33 = 198 tens.
How can we change our 198 tens to units? How many units in 1 ten?
How many in 198 tens? What change do we make in the multiplicand
in multiplying it by 10? What do we get when we do that? We can
now write out all that we have done thus : $33
X69
(1)9 times $33 = $297 or ones.
(2) 6 tens times $33 = $1,980 or ones.
(3) 69 times $33 = $2,277 or ones.
How much money then does a farm of 69 acres, at $33 an acre, cost ?
(2) Short and rapid drill in multiplying quantities by units and
tens. Multiply: 25 X 12 ; 26 X 22; 46 X 44; 58 X 55 ; 66 X 66; 70
X 59 ; 89 X 89 ; 99 X 99.
For a helpful suggestion in multiplying a quantity by 10, or multiple
of ten, and by units and tens, see Milne's Progressive Arithmetic, Book I,
pages 132-137 ; 172-174.
(E) Multiplying Quantities hy Units, Tens and Hundreds.
If class clearly understands how to multiply quantities by units, by
units and tens, they are ready to take up the multiplication of quantities
by units, tens and hundreds.
34
(1) A farm of 125 acres sold for $115 an acre. How much did the
farm bring?
(2) Drill on multiplying quantities by units, tens and hundreds.
Multiply: 125 X 112; 145 X 113; 165 x'll4; 185 X US; 195 X 116;
125 X 212; 145 X 213; 365 X 214; 895 X 334.
LESSON IX
(1) Review multiplying quantities by one figure. Such as:
(a) A man grows 2 bales of cotton on 1 acre. How many bales
could be grown on 4 such acres? 4 multiplied by 2 equals how many?
4 times 2=? 4X2 = 8. 2X4 = 8.
(&) Teach the inverse problem: If 8 bales of cotton can be grown
on 4 acres, how many bales will 1 acre produce ? How do we work this ?
Is this problem to be worked by a new process ? Have we had anything
like it before in our class ? We will see.
Note.— -If the class can work this orally give several other simple
problems like it calling for quick answers. Begin each problem with
the multiplication idea, then give the inverse, but do not call the process
division now unless some members of the class do. In that case make
some appropriate comment on the ability of class members to grasp new
principles in arithmetic.
(c) Drill: 2 times 4 = ? 4 times 2 = ? In 8 there are how many
2's? In 8 there are how many 4's? 3X4=? 4X3=? 12 -^ 3
= ? 12 -f- 4 = ? How many 3's in 12 ? How many 4's in 12 ? 4X4
= ? 4X5=? In 20 there are how many 5's. How many 4's?
20-^5=? 20-^4=?
Note. — Press this rapid combination multiplication-division drill un-
til the class begins to grasp the division idea — to see that it is the
inverse of multiplication.
(2) SJiort Division. Dividing quantities by one figure, with all even
numbers and no remainders : A farmer sold 2 young horses for $424.
What was the value of each? Does this problem mean that the farmer
received one-half of $424 for each of his young horses? How shall we
write this problem to work it on tablet or blackboard? Sometimes such
problems are written this way : $424 ^- 2 ; but we can work it better
by writing it thus :
Here we have 4 hundreds, 2 tens and 4 ones to be
2 ) $424 divided by 2. Where shall we begin? What is the
$212 2 called? 'Divisor. What is the 424 called. Dividend.
2 is contained in 4 hundreds, 2 hundred times. Write
2 under the 4 hundreds. 2 is contained in 2 tens 1 ten times. Write 1
under the 2 tens. 2 is contained in 4 ones 2 ones times. Write 2 under
the 4 ones. What then is your answer? $212. How much did the
farmer receive for each of his young horses? Explain how you worked
this problem.
Drill: 846^2; 688 -f- 4; 6846^2. Apply these figures to local
values and work each problem, requiring the class to explain each step.
35
LESSOJf X
(1) Eeview "carrying" in addition. Use a few familiar examples to
illustrate the principle.
(2) Review "borrowing" in subtraction. Subtract 2345 from 3236;
678 from 965; 8956 — 7987. Write these on the board and have class
work on their tablets.
(3) Eeview multiplying units, tens and hundreds — and units, tens,
hundreds and thousands — by units and tens. 345X24; 728X^6;
3422 X 27.
(4) Review first lesson in short division — all even numbers and no
remainders. 2X4=? 4X2=? y2oi4:= ( 4^2=? 2)4=?
New Work
(5) Short Division. Dividing quantities by one figure, using both
even and odd numbers, and dividends that will show remainders.
A farmer sowed 275 bushels of oats and sowed 2 bushels per acre.
How many acres did he sow? Shall we multiply or divide to find the
number of acres? Work this on tablets and on the blackboard. Plave
we had a form for working problems in division ? What is it ?
Divide: 2 is contained in 2 hundreds 1 hun-
2 ) 275 dred times. Write 1 in the hundreds place under
137^ acres the 2 hundreds. 2 is not contained in 7 tens an
even number of times. What do we do? 2 is
contained in 7 tens 3 tens times and 1 ten over. Write 3 in the tens
place under the 7 tens. Now we have 1 ten over and the 5 ones to be
added and divided by 2. How many ones in 1 ten and 5 ones? 15.
2 is contained in 15 ones 7 times with 1 over. Write the 7 in the ones
place under the 5 ones. What can we do with the 1 one left over?
What is it, anyway? 1 bushel of oats. How many bushels were sowed
on 1 acre? 2. Then what part of an acre will 1 bushel sow? ]A an
acre. Write the ^ at the right of the 7 ones.
How many acres did the farmer sow in oats? 137^'2- -^sk some
member of the class to explain this problem from the blackboard. Call
for volunteers.
Last 3'ear 8 tomato club girls put up 5768 cans of tomatoes. If each
girl put up the same number of cans, how many did each can ? Work
this on tablets and blackboard. Explain carefully the first step : that
8 is not contained in the first figure, 5, but that you must use the first
two figures in the dividend, 57. Then proceed Avith the problem as in
the preceding one.
jS'ote. — You will probably find that many in the class can solve these
problems "in their head" as they say, and will hesitate to work them
out on paper. In that event suggest that it is well to work them on
paper so each one will learn the Avritten process, and by practice will be
able later to work more difiicult problems and many such which are too
long and complicated to be "worked in their heads."
If there is time enough give several similar problems based on com-
munity interests and activities.
36
(6) Sho7't Division. Dividing quantities by 10 or a multiple of 10.
If 10 horses eat 550 lbs. of hay a week, how many lbs. will 1 horse eat?
W ) 550
55
This example has 1 ten as a divisor and 55 tens as a dividend. Then
cut off, or cancel, the last figure, which is zero in each case, and divide.
55 -^- 1 = 55. The quotient is 55 lbs. of hay each week for each horse.
Divide: 20 ) 860; 30 ) 930; 50 ) 1050. Drill on like examples.
LESSON XI
(1) Brief review, again, of "carrying" in addition and ''borrowing"
in subtraction.
(2) Give a brief drill on short division with even numbers, odd num-
bers, remainders in fractional forms, and the like.
(3) Drill on dividing quantities by 10 and multiples of 10.
In all our division so far we have used only one figure as a divisor.
Do we ever need to use more than one figure as divisor? We do. We
must use a longer form in longer problems. Then we call the new form
what? Lo7}g Division.
(4) Dividing hy Units and Tens.
If 21 members of a Farmers' Union sold their potatoes together for
$2,583, how much was the equal share of each ?
Can you Avork this on your tablets? To work this problem let us
write it thus :
<h-<o3 First. Divide: We see that the 25 in the dividend
21 "1 ifi258S contains 21, the divisor, 1 time with a remainder.
^ — — — Second. Write quotient figure 1 above 5 in the
— dividend.
48 Third. Multiply 21 in the divisor by 1 in the quo-
4^ tient and write the product under 25 in the dividend.
63 Fourth. Subtract the 21 from 25. We find the re-
63 mainder to be 4.
Fifth. Bring down the next figure in the dividend,
8. What is 48 ? A new dividend. Proceed with this as you did in the
case of the 25. 21 is contained in 48 twice with a remainder. Write
the 2 in the quotient over 8. Multiply 21 by 2, and write the product
under 48. Subtract, and bring down the next figure in the quotient, 3.
Is 63 a new dividend? How now shall we proceed? Members of the
class will probably suggest that 21 is contained in 63, 3 times, and tell
you to write 3 in the quotient above 3 in the dividend, then to multiply
21 by 3 and write the product under 63. Are there any other steps to
take ? Is the problem solved ? If so, what is the ansAver ? How much
money did each man receive for his potatoes?
Give several other problems of local interest. Let them include frac-
tions in the quotients.
37
(5) Dividing hy Units, Tens and Hundreds.
If a man raises 97,356 pounds of lint cotton on 244 acres of land, what
is the average yield on each acre?
Work this on hlackboard and on tablets. If the class understands the
preceding problems, this can be Avorked Avith a little help from the
teacher.
XoTE. — Be sure to impress upon the class the f-ve formal steps in
dividing in long division. Call attention to the fact that long division
includes drill in subtraction and multiplication.
LESSON XII
JNToTE. — Lesson XII is divided into three distinct sections. You may
be able to use only one section — the one which, in your judgment, is
best ada])ted to your class at this time, or you may have time to use
two sections, or all three, as your judgment dictates.
(1) Discuss and review rapidly Avith the class the four fundamental
operations AA'hich have been studied in the preceding lessons. If you
think it best you might do well to spend all the time for this lesson on
this section. In that event prepare in advance a number of simple
problems involving the four processes, and drill, drill, drill on these
so the class can tell quickly by the statement of the problem or the sign
given Avhat process is to be used. Incidentally you could have the
problems you use include some fractions and money calculations.
(2) Introduce a fcAv fractional forms — those most likely to be used
in the homes of the community.
(a) Discuss fractions, define, and give illustrations of their useful-
ness in everyday life. Teach how to write fractions: %, %, ^4>
y^) Vdi %> /4o> 6tc. If necessary teach these by using objects, or draw-
ings on the blackboard.
(b) A lady in town ordered 1 bushel of tomatoes from a gardener,
agreeing to pay $1.40 for them. The gardener could deliver only % of
a bushel. What were they Avorth ?
How many pecks in a bushel? What part of a bushel is a peck? How
many fourths then in a bushel?
If % or a whole bushel cost $1.40,
% of a bushel, or 1 peck, would cost ^ of $1.40 = $ .35.
If Yi bushel cost $.35,
Then % bushel Avould cost $.35 X 3 = $1.05.
How much, then, did the gardener receive ?
(c) If a farm contains 275 acres, and % of it is in cultivation, hoAV
many acres are in cultivation ?
State the problem clearly. What do you Avant to know? Is Y^ more
or less than the Avhole farm ? Hoav many fifths in the whole farm ?
In any whole object? Illustrate by drawing on the blackboard, or Avith
a string. Hoav shall Ave Avork this? There is 1 fann. In any whole
thing there are five-fifths — %.
If % = the whole farm of 275 acres,
Vs ^= /5 of 275 acres = 55 acres,
Yr, = 55 acres.
Then % = 55 X ^ = 220 acres.
118174
38
(d) Drill on fractions, such as:
If y, my land is 25 acres, how miicli land have I? If % = 40, what
will %"be? 1/4 = 10, find %, etc.
(3) Give a few problems in United States money, showing how to
add, subtract, multiply and divide dollars and cents.
(a) Suppose four men gave you money as follows: $250.16, $440.32,
$850.06, $325.91. How much would you then have? How shall we
work this? Just as we did in addition, being careful to put dollars under
dollars and cents under cents. The little dot or period between the
dollars and cents is called the decimal point and is used to show the
division betAveen whole things and parts — such as dollars and parts of
dollars.
(h) A farmer sold 452.25 bushels of peas at $2.25 a bushel. How
much did he receive for them.
ISToTE. — For the method to be employed in multiplying quantities by
units, tens and hundreds see Lesson VIII. However, in the problem
above it will, of course, be necessary to explain that the class in working
the problem must point off in the product to the right of the decimal
point as many figures as there are to the right of the decimal point in
both the multiplicand and the multiplier.
(c) If a land dealer sold 9.5 acres of land for $459.35, how much did
he receive for 1 acre?
]^OTE. — The method for solving this problem will be found in Lesson
XI. Teach how to deal with the decimal point. The class must point
off in the quotient to the right of the decimal point as many figures as
the figures to the right of the decimal point in the dividend exceed, or
are more than, those to the right of the decimal point in the divisor.
(d) Drill. If you can do so, give a number of simple problems based
upon community interests. Drill especially on money problems in-
volving multiplication and division.
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This book is DUE on the last date stamped below
JAN 2 4 133b
JAN 2 6 1952
Form L-9-10m-5,'28
eNlVERSITY of CALIFORNH
AT
LOS ANGELES
UBRARY
UCLA-Young Research Library
LB1561.N8 A5 1915
y
L 009 574 078 3
LB
1561
N8A5
1915
■OS ANGELES
NORMAL SCHOOL