Arithmetic for Schools |
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Page 5
... Difference . Any two numbers can be added ; it is , however , impossible to subtract one number from a smaller number . 34. The larger of the two numbers is called the Minuend . The smaller of the two numbers is called the Sub- trahend ...
... Difference . Any two numbers can be added ; it is , however , impossible to subtract one number from a smaller number . 34. The larger of the two numbers is called the Minuend . The smaller of the two numbers is called the Sub- trahend ...
Page 6
... difference letreen the numbers in each of the following pairs : 3. 5 and 12. 7 and 14 9 and 18. 3 and 11.6 and 14 . 8 and 15 . 4. 3 and 8.5 and 11. 6 ani 13. S and 14.7 and 15 , 9 and 16 . 5. Begin with 50 and go en diminishing by fours ...
... difference letreen the numbers in each of the following pairs : 3. 5 and 12. 7 and 14 9 and 18. 3 and 11.6 and 14 . 8 and 15 . 4. 3 and 8.5 and 11. 6 ani 13. S and 14.7 and 15 , 9 and 16 . 5. Begin with 50 and go en diminishing by fours ...
Page 7
... difference between any two numbers can be found . Ex . 1. Subtract 524.63 from 759.85 . The smaller number should be placed just under the greater , so that one decimal point is vertically over the other . ( See Art . 29. ) 759.85 ...
... difference between any two numbers can be found . Ex . 1. Subtract 524.63 from 759.85 . The smaller number should be placed just under the greater , so that one decimal point is vertically over the other . ( See Art . 29. ) 759.85 ...
Page 13
... difference of these two sums ; thus , 28 15 26 17 12 14 66 46 20 . - 42. To detect mistakes in subtraction , add the remain- der to the subtrahend , and the sum should equal the minuend ; or subtract the remainder from the minuend , and ...
... difference of these two sums ; thus , 28 15 26 17 12 14 66 46 20 . - 42. To detect mistakes in subtraction , add the remain- der to the subtrahend , and the sum should equal the minuend ; or subtract the remainder from the minuend , and ...
Page 15
... difference between 1925 and 1789 to the difference between 3421 and 1679 . 29. In an orchard there are 1572 fruit trees ; of these 352 are apple trees , 275 are pear trees , and 187 are plum trees . How many other trees are there ? 30 ...
... difference between 1925 and 1789 to the difference between 3421 and 1679 . 29. In an orchard there are 1572 fruit trees ; of these 352 are apple trees , 275 are pear trees , and 187 are plum trees . How many other trees are there ? 30 ...
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Common terms and phrases
bonds bought breadth carpet cents common factor common fraction Cost price cube root cubic decimal places decimal point demand note denotes digits discount Divide dividend divisible dollars draft equal Express figures Find the H.C.F. Find the sum Find the value following examples four gain geometrical progression given number Hence hundred hundredths improper fraction inches income interest invested length lowest terms marked price maturity measure method milreis Minuend multiplicand Multiply naughts number is called numerator and denominator obtained Oral Exercises paid payment pound prime factors prime numbers profit quantity quotient ratio rectangular Reduce remainder Roman numerals selling price shares Sieve of Eratosthenes Simplify sold square root Subtract tenths thousand trial divisor units weight whole number Write Written Exercises yards
Popular passages
Page 102 - January 31, February 28, March 31, April 30, May 31, June 30, July 31, August 31, September 30, October 31, November 30, December 31.
Page 73 - Multiplication is the process of taking one number as many times as there are units in another number.
Page 275 - Cloth. 60 cents. REVISED BY FRANK L. SEVENOAK, AM, MD, Assistant Principal, and Professor of Mathematics and Natural Sciences, in the Stevens School, Hoboken, NJ The Algebras by Messrs. Hall and Knight have been introduced in many Colleges and Schools, from among which may be mentioned : Brown University. Stanford University. Northwestern University. Dalhousie University. Vassar College. Illinois College. U. S. Naval Academy, Annapolis. State Normal School, Ypsilanti, Mich.
Page 279 - I have been induced to present the work to the public, partly by receiving from a number of Educationists inquiries as to what work on Solid Geometry I would recommend as a sequel to my Plane Geometry, and partly from the high estimate that I have formed of the value of the study of synthetic solid geometry as a means of mental discipline. ... " In this work the subject is carried somewhat farther than is customary in those works in which the subject of solid geometry is appended to that of plane...
Page 281 - Medical and Surgical Journal, Sept. 3, 1874. We can say with the strictest truth that it is the best work of the kind with which we are acquainted. It embodies in a condensed form all recent contributions to practical medicine, and is therefore useful to every busy practitioner throughout our country, besides being?
Page 225 - United States Rule. — Find the amount of the principal to a time when a payment, or the sum of two or more payments, equals or exceeds the interest due, and from the amount subtract such payment or payments.
Page 278 - OF EUCLID'S ELEMENTS. Including Alternative Proofs, together with additional Theorems and Exercises, classified and arranged. By HS HALL, MA, and FH STEVENS, MA, Masters of the Military and Engineering Side, Clifton College.
Page 172 - Four quantities are in proportion when the ratio of the first to the second is equal to the ratio of the third to the fourth.
Page 276 - Elementary Trigonometry" etc. Edited mad Arranged for American Schools By CHARLOTTE ANGAS SCOTT, D.SC., Head of Math, Dept., Bryn Ma-wr College, Pa. 1 6mo. Cloth. 75 cents. " Evidently the work of a thoroughly good teacher. The elementary truth, that arithmetic is common sense, is the principle which pervades the whole book; and no process, however simple, is deemed unworthy of clear explanation. Where it seems advantageous, a rule is given after the explanation. . . . Mr. Lock's admirable ' Trigonometry...
Page 277 - To the many of my fellow-teachers in America who have questioned me in regard to the Non-Euclidean Geometry, I would now wish to say publicly that Dr. Smith's conception of that profound advance in pure science is entirely sound. . . . Dr. Smith has given us a book of which our country can be proud. I think it the duty of every teacher of geometry to examine it carefully."— From Prof.