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Page 125
... yard , is fixed on as a unit . Suppose the given string contains 6 yards . We may use a second unit , say a foot , to measure the yard will be 11⁄2 feet , This foot may be ARTS . 137 , 138. ] MAGNITUDE — QUANTITY , 125 DECIMAL MEASURES.
... yard , is fixed on as a unit . Suppose the given string contains 6 yards . We may use a second unit , say a foot , to measure the yard will be 11⁄2 feet , This foot may be ARTS . 137 , 138. ] MAGNITUDE — QUANTITY , 125 DECIMAL MEASURES.
Page 126
... yard . If there are 3 feet in one yard , the and the string will measure 6 yards 1 feet . expressed in a smaller unit still , say an inch ; in a foot , the foot will be 6 inches , and the string will measure 6 yards 1 foot 6 inches ...
... yard . If there are 3 feet in one yard , the and the string will measure 6 yards 1 feet . expressed in a smaller unit still , say an inch ; in a foot , the foot will be 6 inches , and the string will measure 6 yards 1 foot 6 inches ...
Page 139
... yard ; and the length of the string must be expressed , not with the denom- inations together in one set of figures , but each denomination separately , — 6 yards , 1 foot , 6 inches . To express a compound ( Art . 139 ) quantity ...
... yard ; and the length of the string must be expressed , not with the denom- inations together in one set of figures , but each denomination separately , — 6 yards , 1 foot , 6 inches . To express a compound ( Art . 139 ) quantity ...
Page 148
... Yard fixed by Act of Parliament to be the distance between two marks on a bar of metal kept in the Exchequer Office . The U. S. Standard unit of Length is the same as that of England . 12 inches ( in . ) = 1 foot ( ft . ) . 3 ft . = 1 yard ...
... Yard fixed by Act of Parliament to be the distance between two marks on a bar of metal kept in the Exchequer Office . The U. S. Standard unit of Length is the same as that of England . 12 inches ( in . ) = 1 foot ( ft . ) . 3 ft . = 1 yard ...
Page 149
... yard ( sq . yd . ) = 1 square rod ( sq . rd . ) = 1 acre ( A. ) . 640 A. 1 A. = = 1 square mile ( sq . mi . ) . = 160 sq . rd . = 4840 sq . yd . = 43560 sq . ft . FOR LAND SURVEYING . = 1 square chain ( sq . ch . ) . 16 sq . rd . 10 sq ...
... yard ( sq . yd . ) = 1 square rod ( sq . rd . ) = 1 acre ( A. ) . 640 A. 1 A. = = 1 square mile ( sq . mi . ) . = 160 sq . rd . = 4840 sq . yd . = 43560 sq . ft . FOR LAND SURVEYING . = 1 square chain ( sq . ch . ) . 16 sq . rd . 10 sq ...
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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.