Higher Arithmetic, Or, The Science and Application of Numbers: Combining the Analytic and Synthetic Modes of Instruction : Designed for Advanced Classes in Schools and Academies |
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Page vii
... whole class may advance together . 5. The number in a class , if practicable , should not be less than six , nor over twelve or fifteen . If the number is less , the recitation is apt to be defi- cient in animation ; if greater , the ...
... whole class may advance together . 5. The number in a class , if practicable , should not be less than six , nor over twelve or fifteen . If the number is less , the recitation is apt to be defi- cient in animation ; if greater , the ...
Page 17
... whole of a quantity is greater than a part . 11. The whole of a quantity is equal to the sum of all its parts . SIGNS . 22. Addition is represented by the sign ( + ) , which is called . plus . It consists of two lines , one horizontal ...
... whole of a quantity is greater than a part . 11. The whole of a quantity is equal to the sum of all its parts . SIGNS . 22. Addition is represented by the sign ( + ) , which is called . plus . It consists of two lines , one horizontal ...
Page 19
... numbers . When they do not refer to any particular object , as when we say four and five are nine , they are called abstract numbers . 2. Whole numbers are often called integers . 3. Numbers have various properties and relations , and ...
... numbers . When they do not refer to any particular object , as when we say four and five are nine , they are called abstract numbers . 2. Whole numbers are often called integers . 3. Numbers have various properties and relations , and ...
Page 30
... whole , be more convenient , than that of the present system . If the ratio were less , it would require more places of figures to express large numbers ; if the ratio were larger , it would not indeed require so many figures , but the ...
... whole , be more convenient , than that of the present system . If the ratio were less , it would require more places of figures to express large numbers ; if the ratio were larger , it would not indeed require so many figures , but the ...
Page 34
... numbers ; then add this sum and the bot- tom line together , and if the second result is the same as the first , the work is supposed to be right . Note . - 1 . This method of proof depends on the axiom , that the whole of a quantity is ...
... numbers ; then add this sum and the bot- tom line together , and if the second result is the same as the first , the work is supposed to be right . Note . - 1 . This method of proof depends on the axiom , that the whole of a quantity is ...
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Common terms and phrases
acres amount annexed answer required Arithmetic avoirdupois bank discount barrels bbls bought bushels called canceling ciphers CIRCULATING DECIMALS common fraction composite number compound numbers contained cost cube decimal figures decimal places denotes difference Divide the given dividend division dollars dolls Dry Measure equal expressed farthings Federal Money gallons gals given fractions given number greatest common divisor Hence hhds hundred hundredths improper fraction insured interest of $1 least common denominator least common multiple mills mixed number months multiplicand Multiply number of days numerator and denominator Operation partial product payable pence period pound premium present worth prime factors prime number principal quotient rate per cent ratio reduce the given remainder rods root shillings simple fraction sold square subtract tenths thousandths Troy Troy weight units usury weight whole number wine measure yards
Popular passages
Page 371 - The square described on the hypothenuse of a rightangled triangle is equal to the sum of the squares described on the other two sides.
Page 113 - To reduce an improper fraction to a whole, or mixed number. Divide the numerator by the denominator, and the quotient will be the whole, or mixed number required.
Page 113 - To reduce a mixed number to an improper fraction. Multiply the whole number by the denominator of the fraction, and to the product add the given numerator.
Page 99 - The greatest common divisor of two or more numbers, is the greatest number which will divide them without a remainder. Thus 6 is the greatest common divisor of 12, 18, 24, and 30.
Page 261 - The rule for casting interest, when partial payments have been made, is to apply the payment, in the first place, to the discharge of the interest then due. " If the payment exceeds the interest, the surplus goes towards discharging the principal, and the subsequent interest is to be computed on the balance of principal remaining due.
Page 263 - Compute the interest to the time of the first payment ; if that be one year or more from the time the interest commenced, add it to the principal, and deduct the payment from the sum total. If there be after payments made, compute the interest on the balance due to the next payment, and then deduct the payment as above; and in like manner from one payment to another, till all the payments are absorbed; provided the time between one payment and another be one year or more.
Page 66 - The number to be divided is called the dividend. The number by which we divide is called the divisor.
Page 270 - Finally, subtract the given principal from the last amount, and the remainder will be the compound interest.
Page 394 - These are usually accounted six in number, viz. the Lever, the Wheel and Axle, the Pulley, the Inclined Plane, the Wedge, and the Screw.
Page 368 - Multiply the divisor, thus increased, by the last figure of the root; subtract the product from the dividend, and to the remainder bring down the next period for a new dividend.