,

c

1

,

'01

;

DE:PAR OF I ORBUREAU OF. EDUCATION

' I

_ .* BULLETIN, 1,9211 No. 43 .

f

Ado

MOTIVATION OF ARITH.%

a

PRO1

O

C. M. g' ENOF EDUCATION] BOSTON WE

+ .1

r

- .... , W ' -.:1} i l' tif -ONI

.../ f 4 .

/ Ca0i.,, A- , lt.c; .FF.,. ii4G

t ., I:' 4 7 ! . . .

. t i 4110': , t

4 4, r . . ,à. t af ,,. ,

"1 :. .. .: .- . . . .. , rfh- -:. - ,_ _ l e - _

`a -a :--7'- .--W-- ''' 2;111nr''1-- ;... _.31

- "'. s l ' . .. ' . A,.._ -_. . _ _ ,..- r . ....,, ."-:..i:: ' 7...L,..,:f ..-: 4.. -na-11.-7 ' --*---,A,..-- u...1 1; . .. . ' i

,. 1.....: ,. : ` ' . ' i ,.o o ';'r..i ',1- r . e... , 0 .; -, 11 . . ..: i ..... f , .. .1 ... t.r.f,...., I,_... 31 4. ...I I ..4. ,, v.. . i .4,4 .., ..,. ,. ....,;. I W.' . V' 1 . , .11 / `11: ' 11 tc- Ili ici. ; .; ,h,f4.k.orre., !...ir - .. --;;;/".. . 4.11Th'7----a--

14 ; 14..4 . . ." V, .. , .. . . 4 4 i . I it. F 4, loft . i: .....1%: . ...p.r ..,..,,,..,,,..,..._.,- , p,,.i.,- .....-,..::....,.-:., -..',,itt:-. . a/.3 ¡ I.::',.....,:ibvf.poe;."rl'.4-("'..,. ,... I/ ...."' *et,11 t 'Ili If,' s: I ';* 'f;: .+4..)C11,',.*.Vi.t

14 'ef 1:-.k4).1¡;.:-Pr''.111-:',*(ink:IVIZI',r 1'. ', " - I '.....;.tir'#A4''''; it'll.: 4ii . ?..4 ii.)A-i '!, 4 t4"J. 4- -e. ,,Mt 44-,-,p',',. *,, ' t,.- 1;%

v'tk, . . 6.», ' 4.: -'.1. -ay 4 : ... .1,' ,v,.,4. i 4 i rA_.1:,,ii-v`iti,k:v .Z.:;.::1: *fl:Cb4*41.4D-41,-,L.A2.--:'..sr, . ,..

: - .). ,,, 7' ',.'-. ,A.t.,, :-Apv;,ti,.:', 11 Py67, ,,,,'''t 11 Ab, . 4. IfrVI ;:?' s : .;:. : -1.i..- ..:.%. ir 1.20 ' :If 11.1:111.4114jit:k -1" t;. .. SZO 4:` --t: z . 2-0 i" ,ICiett--

111

'19

e

OFFICE

p.

O

6

.0

. . 7-.....

e

0.

*e.

a

I

%.11% 4 1

1 404.4:-

12,11.ti. dv:. 47,1411r,

. e .1-

.1

fi-latr.

ab

B7

o

a

dAMMO,

-

If.,

a

.

id

P- ;

1

64- 4

I.-

4.

;

t.

I

a

It

't4° 4

a

CONtENTS

. Letter. of transmittalIntroductionActual life. situatioins

.

146

sod

I.

11.

,11

M. .11IM MEW MN» fM 11., 4MM, IM/0

tife &Nations used as a basis for school exercises________!Games ..*/

Omni, devices: Counting and reading numbersAdditionSubtrattion ani ...... amb a.

Multiplication ._

DbriMon .. m to a El am, sigmasa

Other devices................._..Motivation in courses of study ...NMIen 4144 MO MI 44111111#1 4 4N ........ mow. MO UND4.4.1.4; 4//4.0

f

411

II k

; .7'1

r.7 O

. 1'

-.*14 ¡ ;"1; ... r. , .,.

.-r . . ' .' '. 4 6

. ...1.411 A ,41.4. I{ -N se 1.1 1

,f;t 7i '

I

1471:

fa

4

a

tz .1%1 .

37,

41

.

.V t 0

: . ..' : I :

1,,,'.1..' ; a v. f

ept."---,.

pii., . ..L6...- ., .. ,t....., _,:::

WO :s_ ..., 4.,....,....' ....

... e

,44'.'',:i..

;'is?'!....,,.F.:.:- 1te,i.......,...

..,, ,.......,

-.....,,i, -. ..4.-61y.,,..,....,v. -:c.,

...,j.,

as*

-; 'ell. as. ma. ANIM 41M 411. MN/ 41=1. MM. 1...... .. ..... _________......

_I..

=a gm MID*a

Om

41s

..+

Aim Ana mow mi. ammo. moo11.

fl e GNP al Om

ME, e MS.

IONO Maas MI. e .A a iau.g.

...a ow

OM alb

ON%

1,

.

e

7

. -

e

1

.

.

.I-, . ,

a

s.

4

41

a

1

.N

LETTER OF TRANSMITTAL

OOP

J.EPARTMENT OF THE INTERIOR,- BUREAU OF EDUCATION,

TV a8hing January 18, 1926.SIR : One of the outstanding problems of the teacher is to motivatethe wárk of the schoolrpom---to provide situations of vital interestto the child.While working out such problems of teaching prictice it isilielpfulto collect the better solutions devised by successtul teaChers and to4.,use them as reservoirs of material significant foi all. This method .of pooling the exPeriences of teachers was -illfistrated in a bulletinrecently published by this bureau on Ganies and Other De;rices forimproving Ptipils' English, and was so enthusiastically received byteachers ihat I asked Mr, GP. M. Wilson, prófe§sor of education,Boston University, to make a similar study of motivation in arith-

.

.

fr-

metic.

Questionnaires weTe sent out requesting teachers to submittrations of motivation through (1) gamewsnd devices ançl (2) largerlife situations. Replies which were received from about 5,000 teach-ers througitout the cOuiltry,' have been cardully examined andanalyzed. The accompanying manuscript cóntains thesresults of this .

study. I recommend that it be published as a bulletin of the Bureauof Edudation.

J. Mazair,Comanistioner. .The SECRETARY OF THE INTERIOR'

O

uo.

e

o

.4

"1.4

'14,44;SLiit-n4:111titik;' . 1. ak.... DIMS.

9".

S.

lair, a,

t

\'

J'"'

41;

;; 4.-vkt

.

4

. '

.

1

I

.(1 1?-

illus-

.

.-

GO,

: '.1?i.

t. 4?"-

.Tql. 61/4

' t,

*I

4

ks

ft3

1

: .

ft

'9.4*

L.,

?,r

' ,

:14 'DiI "Ve.:44

J1

rt. 4 t:,,),14,.

1'

-..; .!1..`

. . ,f ..:;,;airst.'t.:',,pei;i.;s.,1 _ .

.

f.11.

,

.

JriTo.

MOTIVATION OF ARITHMETIC

By G. M. W11.80if

wimoburcinorr

Growth, of the qea of motivatiim.,---Rousseau is generally creditedwith starting the modern movement toward the school situation inwhich the child and his 'vital interegts. are .the real basis of eddcation.The force of tradition, however, is exceedingly strong, and afterseveral generations it is safe to say that most .of our school work isformal and subject-mattefbentered instead of child center4" .

Froebel and Pestalozzi in Europe (more recently Montessori,Decroly, and others) and McMurry, Parker, Dewey, and a host Qftheir students in America have been *able, however, to make' verygreat progress. Thet leaders for at least a generation have acceptedthe idea that the formal subject-matter viewpoinf is not.only inade-quate but in many respects deidening, that the child and- his interestspust become the real center of school work, and that the chief probllem confronting educational leaders is not tjiat of working otit abetter philosophy of education but rather that of selecting the better.practices and bringing these to the attention of all teachers in such

.

appialing form that they may become the tags of schoolroom pro..cedure eyerywhere.

The idea of 'making the- chiid the center ofschool work bas beenvariously expressed. Rousseau called it " natural education." De-Garmo and McMurry urged the idea folder the doctrine CA interest.Dewey harmonized interest and will, and urged self-chosen interestsand motives. Since 1916 the term " dotivation " has been in commonuse. The term " project " has also been applied. to. pupil adiiitywhen thoroughly motivated. in this bidleti4 the term "motivation "will be given preference, but reviers will -tiiiderstand that otherexpressions, such as " pupil *activity," or " project;" may have,.Approximately the same meaning., The terms " motiv;ition" interest " are somewhat broider than the term " project," as thelatter is used in a specialized sense and refers to itudertakiigg carried,9Itt on ân actual life sìe. However, the terni "Frroject " is 166.t.toed by many, at the present' tinj,e; and its coinzikinly used*mean the same' as vital interest

.

f';, 't ;3. i4.

fs.

00' :! ?

,

.

I 4 _ It I& ve

4

. .711,1

tAl111

j I

*owl.

,-11.,.4.,.

;

.1:

.. 1%.4,.,

1.,

.,.,

e A.,/,'

,

,....,-,..,.i,....,..,

..

.

, MA

,,i.. ./

.: .1'

. . .

. .....'}::!. . ,

., k rt

!..

-....''''1,-/.

. , 4

rl

-,..-,4..,- i

. .

.:41'1. i

J'Ask

4

ç and

yis inteilded-

WilmitivitIon.,

t

f r /0,

o

h

MOTIVATION OF ARITHMETIC,'"tt

Force of The young teachert unless specially trained,fails to conceive purpo°se. She irnitiVes the textbook procedure timid

upon her when she was a pupil. She js overawed. by courses ofstudy, State examinations, and standard requirements. She works I

heroically, often frantically, for end results. She forgets that thesimpler façts _would be better- mastered if subordinated .to' largerpurposes, and thitt indirection (especially in problem and appreci-ation subjects) is frequently the -better road to sweetness and light.The total result is that the schools are doing tojo what they dida generation ago, frequently *ithout- any oth" reason than 'theexample of the past. Teachers as a class are riot in close touch withlarge business tind §ocial movements, but continue to live in booksand behind the walfs of their schoolrooms. they act frequently-As,if their task were to hand down the accumulited knowledge of therace,xonceived in ternis of minimum essentials, regardless of present.usage or application. Thus school practices áre carried forward by_

the mere force of tradition, and the real issue, the child, is fo'rgotten.Professional training.The professiona* trained teathér, how-

;we'', not only knows her psychology for learning processes ifiyolvekbut she knows her sociology.,. She understands the larg* purposeii,of school work and the fact that learning takes pláce effectively'only when the child is th9rousghly in -the game. The professionalli,trained -teacher ihould not be himpered by fixed requiiements,either in courses, of study or set émaininations. She shciuld be coll.:,

sidered as tho diagnostician who understands the childrean, their in7;terests; the community, its interests; the learning processes, the40.,

requirements; and who, guided by all these, adapts her work to aà-...6,-

c9mplish ihe true aims of education. This means greater an4i.,'

greater freedom for the'classroom teacher. It also means more ansi,

more responsibility for the Oassroom teacher. In general, it isrecognition of .the professional viewpoint, 'bestowing ; upon ti*,trained teacher the Same conhdenci and responsibility that sitil,..bestowed upon the physician or tiurgeon.

The learning procenei: -The steps in effective learning, as showi.,1's by" actual experimental studies, have been generally agreed upon at,

Wait

essentially the following:

r".. .

t ,

1. Interest or' motive.--This means vital interest, or a prAoivathai grows outuof 'the child's own life purposes and daily caata;It does not mean an artificial scheme fo get the child té do sometthitt- the Witcher wauts done. °

Vital intere'st furnishes the' motive power-1-09 ias?1,inel'pleasead ma 4... the engine go; Without it, the work is.jmftafè e !lip* an \ so lacking in penpinenpy th$ e tiae

r doing it is not justifi4

oro.

leariti'nt "

4 IV'

"

4. .,71-411. 14,..R.4;45 7, 7-.,0 .1 , .

-

. *% ;.11/I.

r.- 243ritO.

,

.

,,

. .

7.. ..

.rr.t;:. :*.. .

, ....,..:-

.

tl.,4t:;:-.'- .., i

I .

.#. ; It. VI st 4

. .101, :vdF:4 4 " ,.. . ..Q

..f410t4..Ii!

4

.

,

*1- '''' '11-!,Q;:'

'ii8i 1..'-;'..:;b'-.4,'t,v, 4 1.74',-

.s'...,%:..!-L., ....,..E

'A :. ..

-,1

r , ,-

1 . . dn.' r]! ..i.:.: i'Z'rPf. .. '' -:'' t 1,71"4* id"Nir.... .., :t

. 14114-^4%tI-4" 43:"

t.:.. *1::.t.t.

..k.41::. lk.g,7_ '41_1

-Jo,

... ,, ,._,... .. , .. ,. ; ...- .....1, 10:1:-... if.

.''''''";-,....*:. .1" ,':".',,,r. o

"g- 4 r.---- 4,:-...--.:-...trq.

4¡,x-,12::_ai... A:f:. _t -",:s.L.,1.........,11,4

alb

'ND

1.

-

3411

if

reqRJa,.

2. Mental set.---This point is clokly related to point 1.. If thechild has a viial motive for doing a piece of work, he develop afavorabjt attitude or mental set, 'sa that when he approaches his

d task his fial spirit goes into it. There is no division. It j8 donewillingly, joyously, and more easily because, of the favorable Liartude or mental set.

8. Attention.Without attention, little or no learning takes plat*With divided attention, the results of the learning processes aregreatly reduced. Attention is the steering wheel that keeps the caron the road. It means regular progress forward. Attention is easyifs the motive is strong enough. Motive is the chief factor in secur-ing attention,

44 Understanding, amociation, and .apperception.---They humanmachine is different from a gasoline engine; it asks " why."wants t4) know the reason, it wants to see the relationship of eachnew thing to something known. It ..iOterprets in terms of previ-ous experience. Without such understanding or ii4ociation, learn-ing at belt is very ineffective and in,secure. 'The old notion, thatthe child can loam to-day and understand at some future time, hasbeen abandoned in the schools because psychology is against it.There are enough real and worth-while problems to challenge thor-oughly the efforts of the child, and spch problems are best for edu-Wive purposes.

5. 'Repetition.Repetitioni. is .the effective factor, learning.Learning and doing are the same. In the case of tennis, the doingis more evident; but the same soreóf thing takes place even in *arumjng that 2 and'3 are 5. It is the doing with understanaing, atttion, ;and interest, all of these things .combined, which, maw ikueffective result-securing proCess. Repetition may be comparod tothe engine: The turning of the engine gets the car. forward.Even here, however, it must be kept in minethat the gasoline fur7ilishes the power; and in the learning process the gasoline is bligti-vation.

The principle of repetition is of dominant concern in drill, butit is applicabre in pròblem and appreciation work. In dxili thespecific responses are ripeiSed again aid again In piobleni sn4appreciation wórk the idea is repeated in diffpront forms, tixe pur-&se being not the building up of automatiaresponses but die grad*inculcation of, attitu4es and ideals. The principle of repetition isfrequently; applied in the wrcing way, particularly in subjects otherthan,

%.

s. Use and applicaiion.ljrhiA iS really a further pointiii retion. It is .extelidhit the proems of tepetition to new situ#ions,'

th(*i intoresta and the imeititiotie tlio

,Thr

r` `'.1f

.,

*AN;

4 . r v-r7F,,;f:rYT--ANT. el - g , I.

4* 1113. DjaC . 4% .P "'

; -..

»" '' 1

" I1'

...--.;:,':fJ

'1

,

.;

.

.

- It,

A

.:

'

It I

a NA '

4

t

. ... .. ...,

:,

:':.:nii.

. .

..,%.. ... e + .

.

. .. ,....

ar ii-

'..---.,:f

4.0

,

, . . ...,.. . .. ... 1,,

. ,.

I.,....,,..1_. , ..

. :

, ..

....,

...a... r

.,,,...... ...,..., .-,. r , -, 1

, I . , . ....Ai.

..

, 4 r V'.`. . .

. .

. ,. . 1.

i :;-'

.

.-

v.. . 4. .0 ;. *** i .

:.. ,..,F 4

.; ..trf

+OF::,. . .t

r4.* ' .

;

IP.

!L..-

Vr.,417.vt' Ar4t

.

4,-.4..

4.k,:;,7%:VAJ

N I l

L. ..17{;*-

rPIK .t. k.'e1" '

rirnt. e. q". kei i;*1 j9.44/42

7 ' t _ .j..,':N-(i.lott",

Aft .,:t'

4. JPJ

Of`

S

Jew-6E.

.

r

drill.

.

lima*s

4

r7

MOTIVATION OP ARITTIMETIO 4.

It is evident fibom the foregoing review of the steps of the learningprocess that the vitai intei-ests.or motives of chil 1 : i are na unim-portant details. The teacher v`iho says she d o :.: not haye time towait upon child needs, kor to give attention to them when they apelpear, is missing a fundamental consideration of the eddcati e process. i

,

Rather, she should, say, " I can not go forward without ciii

nsidering I

childien's interests, their purposes, and their life activities." Thisi is the true view. She can na go forward without it. She may

.carri (Ai a mechanical process, bid little or no trio education result&Purpose of this atttdy. The United States Bureau of Education

in the spring cif 1924 requested teachers to submit instances or.illus-trati9ns of moOvated work in arithmetic. The 5,000 or more replies

received are doubtless a typical cros§ section of what is happerfingthe Cauntry over. Replies have come from all parts of the country,especially, as v;as to be _expected, from ihe more progressive teacher&The .cross section therefore is doubtless above the median of cont.

mon . practice and fairly representative of the best practice. The

sam'ples have been studied and thoroughly analyzed. The puk-pose

has been to see gow fully work in arithmetic is nuiiivated and by

what means -and, conversely, to what extent the. work in arithmetiois on the basis of requireme,nts or mere inientiveit, even though dimIst recent term " project " be applied toit. .

, Results.Careful study of the returns shows that thousands of

teachers'are making a very definite ettott, td tealize the princiyle of

interest or motriation in their work, but that in spite of these

efforts much of the woisk remains tormal. Actual life situations are

not very* eommon in -school work, The totil nimber listed in thisstudy is small. The motifrated situations based closely upon life

situations aie more eommon, but the most coniwon means of all. 'for hplding attention is the game, or game device,.. Some games

are used in ail grades but more in the lower grades. ,

It is apparent, however, that the bulk of . the work even in thelovier and intermediate grades is in the form of exercises largely

unmotivated. The following expressioils from t-eachers a're typical

and indicate cléarly that many teachers do. not yet appreciate the

place of vital maivgition in the educative process: 4

r

o" Supplementing the work or the book,"

e -Arousing interest among pupils."444 A means of securing attention."

.011

"4 It teaches Alien% the practical significance of their arithmetic." 4 1

I " While this is not a Part of the regular work in arithmetic, it may he Oril

41

0

for ivork and thus furnish the incentive Or greater effort.",. . -expressions incticata that many teachers regard the brink

inta gitivAions as, 'on on the mular work. T1L"' rti

r

s.

r .

tr.

9

1

.Ir t -9 -

. ;

1

..,

- _1" 1 : . 1 i 7 '-;-,:,=..,,,- -".- - .ii, r 7.-. -1-Var=k,-","-ep- j.--:,--::-- --'-'

s . "eV.%

.

f .

.

.

.1

. ,

.40

4. . , . , Ì ,;, : .

L.t

44 14

.r:',.r%. a I2 .4% ; 4 . r

]

.

v'ett. k -

L41 .1:

930/4=---..9. 1- 144

- L'4146:41:6.t$

s.

INTRODUCTION

ers are uibged to think over the question: -" Should life bi) brought into illustrate arithmetic, or shOuld arithmetic be subordinatectand be-come a means for the interpretittion of lifer In theory the answeris easy; but in practice we have not yet realized our idea school.,work on a real life basis. There is much work ahead:

Definitiona.---In classifying the illustrations supplirid by teacher-s,the following five divisions were recognized.:

1. The aetual iie situation, or actual experience; such, for ex-ample, asiNthe accounts of a boy who manages a paper mute.

2. The idealized situation, copied closely after a Life situatiob, uthe school " store." .

3. The game, such u " The Wisp Man," "¡Ten Pins," and " OldWitch." The game as used 41 arithmetic .0 often a raere device forgetting drill, but it is 1:4ten so devised that the children,. are really.interested in the game,Ahe arithmetic being from their standpointmore or less incidental. In the discussion a ditiinctlion is made be-tween teal games aiad game devices.

4. The device.This means a scheme for getting drill, or reviewswhich is.smore or less self-carrying, more or less appealing to in-terest, though the- definite purpose is to accomplish a previouslytermihed result in tool material. Illustrations are: The clock, thestaircase, the ladder, stepping-stones, and the policeman. '

5.- The exercise.Exercises are merely plans for drill work. Someof those submitted are skillful, but-at best they carry little motivation.A large/ number of such drill plans were submitted. They are notinpluded in this bulletin. Textbooks are full of them. s' lit the plan-ning of exercises, teachers should avoid a situation that is too arti-ficial, too far-fetched. Such situations merely annoy ,the children.

Elimination4.Following McMurry, but 'going a step further, thefollowing may be accepted as a basis foi

1. Omit material unless it appeals to the children as worth while,unless its use is evident. It 'may serve a useful aim in generalwithout being useful to the particular group of childrèn.

2. Omit' material not within the comprehension of the children.3. Omit material AS appealing to the -interests of the children.4. Omit material not Connected in smile vital *ay with large

problems or activities of the children. Omit isolated details.Material meeting these requirements. laikt least_ some of the

fundamental features of motivation. An exercise may be in theform Of simple drill work, but wh;..-11:. the need is evident, and whenthe above cim4itions are pet,' iCcan be carried forward withoeu-terest even when unsupported by a game or life situation.

Gineral onclusion.It is impossible to avoid the general eon-elusio4 that aiithmetie, in spite of isolated attempts at =tint*

t6pi

't

lb

A

1".466.8"!6?°11-V.. V9 .1'7351

rS!b/0)6:

VV..

'Vd

1.

.1 i ,:r,`...'4-

. . '".I

1;.'' AarilNitt .l ;41

,

(14. ...

-*

(*.

.

at

o

a

41

. ;".

4 !I

:

.

.';' 4̂,

1..0";

!.s*

t,:t1

-;:ic._

.e. ; e ro

X

, tr;Pii_

.

rI

' k 64.1,%t-4

'.-T

.. .. 1 0 e 1,4f. ' 4i :. r ''' . '.... .: . .. , s". ..., ..J. .. .1.-4, ...i, '.4.1 t .;,1, ., -.Ay., ':41 ."- t',. 6.4"," ' 1 ' :.

, t.., k. ..*. 4,-,11; .41; '''tfir.a..J-Vit,'1?'4 s'..*'1 .4 %- 1 .7 ..? ,

, ,.

";1 . v.,;,t11.1 . tr.! ,, 41%1.; :*:14\ jrr' *1,' 1-

.34..11..'4 1.; '14.4, '4,4. IV' i . ....I **/ e $:1&.,-

... .- ) ( eb*. 4:4111. 4¡-.;(1 I. 4 ' 4' s"- . '4( .1..0,bA'.¡ ; - tit.% r

2*-; V.'. I: ..k % .. - 4. tr je 4 S. 1;..; tire. .1.. it. .ON.A ''*N4 riV"

. ,r " ... -rl .r. :"../ 1. ' j ,:

,L41. t. y.11. .4ki;1'.416 4,1411._' ..- ' -0' t Ii,ty:

-w141104' ; *'" 11.!'1 **`. :AV; irt j4;* ;VI 41.0A. ?Az,: .

grail

k a

;

elimingion :

.

.

!,;

It

1.

.Y14

Y#;:

j'et,.- .(It44,44 e - 4 ' .J v,

-11'..1&1 luiVIA. .4..11116' -`1.X.

6

.

f

MOTIVATION OP ARITHMETIC

still largely a formal subject. The individual problem or prom*is the unit of instruction. 'Arithmetic needs a thorough reorganiu-.

1 and proper suboodination to worth-while life need& In timeirchool must involve more real living and become richer in ex-

periences worth while in themselvps. The arithmetic shouldgrow out of these experiewes, suppIeme*ing,- interpreting, but not?dominating.

BIBLIOGRAPHY

The following is a very brief selected bibliography on interest,motive, and life situations in school work:

4

Dewey, John. School and society. Chicago, University of Chicago Press!.-------- Moral principles of ed9cation. Boston, Houghton MAW Co.

Interest and effort In education. Boston., Houghton MIAMI Co.------ Schools of to:morrow. . New York, E P Dutton Co.

wary, rrank. tiotv tá study. Bodo!), Houghton Mifflin Co.--- Standards in education. Yonkers-on-Budsou, N. L Worl4 Book OmWilson and Wilson. Maivation of school work. Boston, Houghsen Mifflin OatRuediger,- W. C. Vitalized teaching. Boston, Houghton Mifflin Co.Wray, Angelina W. Jean Mitchell's school. iiloomIngton, Ill., Public &loci

Publishing Co.couings,Auswortb. An experiment with a project curriculum. Nei! tort,

Macmillan bilkHanialderAmelie. The Dectioly clasp. Now Irork,31. P. Dutton & Coy --Salisbury, Edict I. An activity curriculum. liape.irrancisco, Harr Wagner

-:7 Pur,klishlug 0o.Burke,\Agnes1 and others. A conduct curriculum. New. York Charles Saito

1 beet; SOU& . ...

a' AP

I.

t.

I.

ttr, I

411

-

- .11% X.";,1 .1?+L.i:'?/ vq.#" fS' 44

d104 4

.646.46

4fa

of

,

k

P

11.

..k4.1.,

A

1..4;

4.."'

.4

.`

ts

Or

4.

I.6

7iij,.

1.

°"i) ,V.V..*'

111.... '4..4 :

4,0

.

!;

.

*.

I

NIP

a

fit

. . .*. '

. .. . .

. ,,,T... : . 1-,j1 .., 7.-A. .:' k.! 0. . ' : AIL. I,- . . ; . ' .,. .1- t I ,'t

t ittk::, 34:: ." II, .: ,...7,?, 4.; 4... .. . .. : 4. ; ., i.t. . ...0 ,/ s I. el/ tA; :it, .4., .... e ,.. 0 ;A

....%. .. 0

, 4 4 .'... 41. . . I , ..,..j. ' ',' .4:;4'.. Y A .,; le v oi f ,,:l... ,,,+,,l.; .(;),;, ), _,, ;,..1,....I.Atii

A '

;

;1 .

ft,

. -

01, tii Ih-r "it . A'. *7* .). *4,;*I .¡E. 4,it 714 .. .' ,

t.. 0 "*) 1 'A. i .A .

k ,7s iv. c

't 14- if...4. 4 2.11/.4 '11... 'tf

-Af -i't .

_- 1.4

r' ).ii

.

*14 .;i44:44!) f 4:1.1t4.1:141,.;.*:(1.4-11Pt)/1"i'i:.1Time ftl "s'Pt'-,... 14.

CPi"trikl-kl

t .

, 14:?101,C,`.44,

,

is

t

r-

--------

a

e

e

"as

11.

411

.-e1

ACTUAL LIFis SITUATIONS

Actual life situations reportid by teachers, tonther with the'grades in which t y -occur, re as fiAlows:

1. Measuring material for a marble bag (grsdA2. Weekly personal accounts (grade& il'and 8). rjp

3. Keeping th a . .unt for the school (grades 8 and 8):4. Window I for the school (grade 4).5. Planning a icnic lunch (grale 5B).'6. 'Filling-an Easter gasket (grade SA).7. Planning a school garden (grade; 4 and 5)..8. Buying the field-day ribbot and dividing it (grade 5A).cqi9. A school savings bank (gthade 5A). zs'

10. Purthasing &rubbery for .the school groimds, apportioning-costs, and collecting money (gride 5A). ,

D. Figuring and constructing a baaeball diamond (grades'and 8).

12. Manual-Os ivork (boyss upper grades)a Figuring and buyi"ng the luiliber.

Reading scale drawings.Estimiting a paint job.

13. Manual-arts work (girls, upper grides), J Figuring goods for a slip.

Using an individual -recipe for- 80 persons.s Changing "cake .recipe which will provide n Ratings

to one which will provide 18 .servings.14.1Figurifig the results of a si;ellingIest (gra'tte 7).

1'15. Vurtherin¡ a school-benefit movie night (grades.6 and 7).16. Buyihg our hot-luncl iquipment.h. A *hot-lunch benefit sale.18. Guemifig height and trerifying (grade 4):

419. Noting attepdance (grade .Brief deti!criptions of the 19 life situations folio* herewith..

Aleaouring niatierial for 01044 b.ag .1)At the openingof the diarbie- . I n the children brought mirbles loose in theirpockets, Of wit they Were constantly falling on the floor/Pinally. we made the rule/ that eta marble which hill should beturned over to the teachef. Ais we did not like. Then we decided.

'that the,. fest way to cairytmarblbs was in a bag; so the followingduiiqg the freOheiice period)'Itie-made Diable bags,

tr.tita..;

. .( `;-,,

wr

1):

!hire

e.

.

°

74.*

:

r .7

.

,

,a

. \ ,.I,

!It

0..e . it)

.1

".;:,--.!..L'.';'!'"';,'..i

-1

,,,

:

.1

/-1%ti...

. . i - . " .f. .7 41.1

I. 4. 1-'./11; 41. I If

*i;f4t4 '1.

7: ( 47

,1.:4. Vt.I, ,:t

.7.

;

. .

,;4'

. tr% 4- ' ' t'.4 "' Or 1:( .f." "-.1. I f 4 4: ,..h.) 4 .' ':3 ./1 't `flit.. :V.44 . el'

t;,f.j..:41,*1110417,_

10.!.

*111111 ?..:4"1111".-

.t,'

rtli V, .74-

,%(» d?: 414,11s. PO.; ..% /..../Pt

';5 I);"#110.'1,1%.

_trxk

.

gii.rztlayrieg4

Itts. 41 , ri r

;a...'41!" Xi. I., k

Ira Jit *04;.., 7 / *14.

;00- '?..-4,4

e

; 4:op

.1.

. :

. I1P

1%.

»it

%-:Is?

MOTIVATION OF ARMMETIO4 .

The btigs were made of blue percale. Each had ineasured hieown material, which was 12 inches long and4 inches wide: Aninch hem was turned down at the top. The side seams were made.-

A 12:inch white tape, was run in the hem for draw string. Thenwe put :our marbles in the bags, counting them by twos and threes.The game of marbles was then introduced, and it was sby ones a the children tint we go out in the school yard and playmarbles. In oraer to do this nit ..first had to measure and vark.off the b9undaries.. We décided upon a 2-foot circle for the centershooting. TheAwo lag lines were 5 feet from the center. Then we

dividècl the 30 children into groups of 6 children. Each groupmarked its own boundaries and proceeded with the game.

Through this game the children acquired the use of the rulerind yardstick, mastering the inch, foot, and yard. They receivedpraptiCt in accurate measuring. They had drill in counting tp '50

by twps and to 36 by threes. Obedience to rules was giveii emphasis.. 2. Weekly personal accounts (grades 4 and 8).--4 weekly accountwai raids; mu* child in grade 48. A sample of the work follows:

1 9 2 4 BEMPTS go

May 5. On hand" 6. Allowance" 7. Waste paper" 8.° Tin foilst 9. Errands" Errandfr

Total receipts

VI SO10

.25102040

1. 35Total expenses 1. 05

'Balance

DateFeb. 1 Received iillowanCel_

" 2 Paid for handkercb4eis ....: . ................... ..... ... ... ..:..

di 8 raid for car fare .

$! 0 Paid for church 44-

". 5 'Paid for magazine. s%....... i

" 6 Received for. hòuaehold duties

O

ONO OM WO .80

It is not what you make,It is not what you spend,

It is what ybu save'Thai countii in the end.

May 5.id

SS

66

id

CandyTheaterCar fire

PlantChurchCar .fare

Cash account of Nunzia Corrao

" 7 Paid for notebook..Balancelab IMO. awls, 00 im ..... OPP WOO. de I. m ..... 41110

"11,4 ...10.."".`;'1' I i `;',1 ;,-/ ; - 44;;;"At"- 1" 9. s

. , , . . . . . .. .- .-. ..

wygc

ft" 5 0..ta;. ..

0'. *I.- -* :.

-

is

'f ,. 5

v- .".

1.

..

''.'t,''';' .1',,

'4'.i..-:".. .. i

i.,.;.:-.,.,. ,.

,,,..,..,......,..:-

:1'i» ' : .,

,.. ,.,

.,

-:: ..

.

i;:-..,.- .

,,,.- -,. :

;7:.,...71 . .

1

i!.... ,

11,

...p.

::..--...: - :i

$.:,.

-.-,,-.:

,,

.3, .,.. ..

.'-'i

..1' -

ti:'.: :-..`",-. :i '

, :..0 I

:ikai;* :

;;',..i:1 -..

k.:.:

i

I

s4t.

....

'4:,;;; .' .

(1 ''',...:'.

.1 ..-

LIe I-:, %. ..

:7.; .:. 0Ci rrl :

11.1SI 7'...

ert- ;....i -kt-4- "

'1 ...-

. i--..-

ril,'', '

P.S. i , .

R: ,. ;)-f

14

Plb; 1O

. 4 " t Ss..

......: : I. :

.1. '',....-..' .. .:g4

' 1 e ..

.. V

L.41....*: 'I ( i r'rTil.ti.,.-1 r

-rr, .,$.- .-.i.-:

. . ..$

. .

44A::iiVi:...$ L .4. dog am exib am 40E1 aim am 400 al. drEr Mo. wro all 4101 4404. MIN. SS rm. row .r. ....... am. awl en .16. . .. 6

09% .1. . .r . . . ot.t : . . . . . . .el

',.;4;'''.4.11.c..., .... .... .

................... .... .........

May.

im

.......

so

7

is,

......

a.

9.

u.

I4

1 9 2 4 =MN fIES

-,

$0.15Hospitals..

.o. ..... 605

%,,, 7 . , .25-.

4r 7: ..._......... .20...

1.0 1

11. .109

- 11 . .. .20-

a-

.

-

4

(Gras 8)

. e.

.

,44,, .114 A..- 5.1

sr laobli - '. .! , - . ./

01 : . . .sposirri ea as swam as as mama

. 5

;4.

131r-.

., . . . . .

11AV!, .ji.?. 3...tt.e.S

1"

. f

1711.;¡': ')/;, *. ;

e-ANYI .

-41,0

j4 .

, r *r

VI A.s W.'

41.t,Oi ; r "4 . I o rj. .4 ;?8,4 t';-f }IV I :1. .

iiilit:;t

1;44

t t.

..-. .

.

Received

Sit 25mo 0.1. ail GM

arlir Am 100 =MO NM,

0010

..:

MD SID 0110 SS OMÌ

IMP ow MU 11014

'?010001101101118016MrimminlMNIIIMIND

or

, L.. 15 _5.. L.r .; g . . ; .. . ,

, 01'1 ;i4 . . t. l'-/.1, ' 7417rP . . 15.- '

f :/4 k rr,r1-4,..;» 17=1.41 .1? ..;11`.. -;

.-1.4717-1 ; j. , ;*-

,

_ .1t r_. - , -,

. si t. :1i '...,, , . A

kr ) $ .11Pd--

. ..

'

fd.rs

I: 1)3

Ar

:I.. 4. fon

A

...... =,

tf

o

Now

,

VS,

4h,

J. .:;ti

"A 1'1411,

41111

1

Paida ewers*

Feb. 8 -Balance on hand44 8 Received allowance

aM,

"

...... em. M. 1mb GIS IM Serle 0MD

" 10 Paid for sharpening skates" 11 Paid for tioda and cavdy" 13 Paid for car fare" 14

Feb. 1415161820

" 21

66

6 6

u.

....4.00

Paid for concert°...... 4.aw.0. MIL..... ............. Lib

gib

Balance on handReceived allowancePaid for church and Sundáy schoAkRevelved for doing errandsPaid 'for rubbersPaid for book....

..... .. .......

?go =1

Aft

LIM OM SNIP 810. OM

a

Feb.21 Balance on" 22 Received allowance" 24 Paid for car fare" 26 Paid for

. 411/IM E. on, i(.7

" 28 Paid for gloves

)

.......... ar =Er ....... ......

Feb.28* Balance on ha.nd...,

Received Paid$9. 70.

1. 25 INP 6111111.611.1110

V

MID 010 IMAM Glib

1. 95ONLIIIMOMININI111001

. 801. 25

15ells 61

mm. aim NINO

$0. 2516 9

ZS5080

Moan' N

2. 20 2. 2»

951. 25

11 MAIO IMP

OM 4E0 OD

11=1010.0101111.11101

ow as am fa* ow

IMO fib

25.

:2075 -

1. 00

2. 20 2. 2011is UNNINIOSIONmINID

1. 00Narn.9--Thla accpunt was continued throughout March and April. Each pupil kept a

.similar account.

i.

í

-

*. Keeping the milk account for ihe.whool (grade8 3 and 8).:---Grade 3 : Milk is served to the chirdrin in our school- twice daily.This custom affords .in- excellent opportunity to teach the children towork with thé table of liquid mea. sure, at least the pints .ind quArts..

The milk is deliveroi in half-pint bottles.] Each child has theproblem of finding how -much milk (pints and quarts) lie drinks ina day;then in a week. If any child does not 'take milk, he is Usuallyinterested to know how mich one of his playmates drinks. .

Then comeslhe problem, which °will be the same for every childin the class).Aamely, given the number of half-pint bottles delivered,find how ¡many pints, thitn how many quarts of . milk a.r53 deliveredto the school *each day. The next problem isi to find the quaiitiused 4 the sehool in 4 week, Findiiig the allount -used .b)i th. class.

.

Is' an Intel:Bajag part of 's problem. , ..

, .. ,,..* study dollarti find cents

. t . , y. be tras04 ,p4./the ini*. j)rpbt ,..

Th.e mills.. i: filul. the 604. of the , milk. Per 4Y ,004 Pei w.y4loalii, for the:0 tor. the- ich661. ,., , I

, .

. . . , . .. . 1.11:40),.--I ;" ,I. °:. 1 '1 , 1.4 . *. k ... --: . ,.,L'.! ..», YF:

, IX -., /.. i ..-. ; , V

... 4 V. - ..1.-;;--,1 "-* .e, ;./: -4

.4t -*. 1 ' . i , ! 't,.` 1 '

'. :: ; :V; , $t f..1. .: ;..riA: .f:Yii: ..v:, .t. " ,fdri4: ..:.41,4.1 ,*. ;.. .

_.

:1!.. . 4...y.J.A.,1...,..1., f..1....4Alta, i.;:.1:4 '24 h .: .:l'-4),'.Vi.:..1 1 ft:tik: - , ,la, 1!../.. Igietiiq 1 .1' ....'. .. .1,:tqi-1

,

b.

s.

r!

G Da

.. ..

*as.

44-

..Balance

......0

mwo 11111111,

1111141116 1=.4111IM

10.Balance..... . im ;on. AM

-$

GM

99191.

GINIMINENNiommd1=19

ehand......

........

notebook ........,..........._______ ..., '--, '.' itt''.

. ..Sff

(I '4:1-44

.1

:a V:;

.,

f.*

.

. 16 .es,

. .sib oro.

uommomm91,

MO

.

WT. 411b Oft aim MID

.4.. Bj lance_

a.. NM NM MI

- ..

"O11111.111Mf

I

000111 I

ri1/4.1

.: ,

I . it.......1:1.,,

:..,-:ex. .:,.... ,,-,0

...."-.: ,

,

..,

.

1, 4::,-

.

*..-.:A..-.y.

- ACTUAL L1E11 SITVATtOMB

_ _

Bala

411.0 4111.

o..11M 11111

M. 1111D

a

:

.

.

1. 95

rmwommen el&

ow

, 1

.1.=

. 6o

. so

. 95

r. ,.

.=1.

,

A. .

.

,:.

f. to

'Tyr.gr7.77:777..= ---a.-

V

,

.

Yet'

.

MOTIVATION or ARITIMETIO

This utilizaiion of the school milk serviCe. not only cieates thedesired interest ii arithmetic but also provides a mtans of inofivation for a health project in the hygiene class.

Grade 8 : Milk is furnished to our school children, principallythose underweight. held *arithmetic is used by the eighth-gradipupils, as they .get the morning orders from the different wont,add the numbers to be included in order ph6ned to the dairy, reckon.The amount of .money to be collided from each room, distribute the'milk to the rooms, count and wrap the money, make out depositslip§, depoEiit the money at i bank, reckon the amount due the dairyeach week, and write the check ready for the gignaiure.

4. -Window boxes for the school (grade 4).-T-Tbe children decidedto have window.boxes for our room. The suggestion followed thatall window boxes in the building should be uniform. It becamenecessary to involve other rooms in the enterprise. Our room un-dertook to lead 'off; we made the boxes for .,our windowi, made adrawing showing sletails of a box, determined on the materials, andascertained the cost. We then gave-to the other rooms all necessarydetails, so that they might at once place their order for materialsiproportion the cost, mid collect the motley.'

.5. Planniq a picnic luneh (grade 68). trade 5B class, va,siding of 42 pupils, dpcided to have a pienic. The cost of the lunch,not to exieed 20 cents per pupil, had' to be figured.

The -lunch decided upon was : Hot dog sandwiches, lemonade, icecream, cake, and bananas. The girls of the clag3 figured the numbeiof buns and fraRkfurts needed for sandwiches and the number oflemons and amount of sugar needed for lemonade. The boys figuredas to the 'ice cream, cake, and bananas.

Results showed : .

,

dozen roll§,7 dozen IL ankfurts,8 dozen lemons,

poundfi sugar,7 quarts cream,8 cakes,81/2 dozen bananas, at gO cents. ,

Final problems to .be Olved were obvious; (1) What. is thecost! (2) What is tbò perfiupil t ,

6. Filling. a" Easter btisket (gride 6A ) ,Our dike sent ,nbight:6) a little Aild in the open-air school. The children, a4ect

at 10 cents.at 15 cents.at 86 cents.at 10 cents:at '50 cents.at .50 cents.

-

what was, to be sent,*is doii .464i

.1 r

flecl for the

LÑ1 iiut-ho'yeiniidii. osc4 'ono..0v ., . 4

'1: ' ! f ''' ' , .; r . -." ., '

tO: '. ' , . :

WAS/00611SO.a8-- *at vats' Ins

. ?. . ,

andprice 01 ;

41.

14

. 'fr. s

..;'.-z........'. .:...... ,

:. ...,!..-,...;.:

0.1..,,".".:

:''...i.,......

-:. ...

gii...:::,,-.,. _

.-- -.... v4.i 7

.f.;:t :.

,-, -..(

.....::.4,,;.;,...:

-.i:- .

it;;::.4.:._.... .-

,-,te,!:'... , --t...-

1 q .01 '

I

."..;',... pv... ,,i,.. .-.Lyv ...1,.... .1 , ./cm, ,! .

;74, ..(...., ,,... ..,. ..L...... 1. .Ike .

1 t .

-.i ''...."', ; , ;K1 I t. ;

.fi'4./. . .. ,e

1, t z

',':;7',,.. .,

;,*"., ..._

--11, :4 jer4 .*: -:',.1,4 Ii

{% a+. .. -

!-tki?, .

:

I

-.)

.

-1

,.

.

.

7

. I* .N

.4f

. .f

'

:111

tAl;14' id

.

r

:0 kA ...A .

.: ' I

..

, , , t ; t, A .3' -J-'.8 rt.e.

. ; ,

)

rY.

1 .0.?P1 ^I. -'.

4,0 .

. , .

-.4 ,

4'4,;.;5;;;

.:4/:?1 p.

s4,

. .:

4

- "

I QIA "1 . bk ;Al.. it .0 71.?....1 4`1". :"..1 A" .

IV . .61

d ' ' P.' .4sI .4i. f: e, *- , *:

or.. 7- A,/ tir v.. C., A. .ttrare ;

.t; , j.i." . 4,,. I ft

,

kr-11,7,

I

V."".

izgLikArq tair"141:141..' 3 1.j''"' t 141

At.11-1»

rqtrrtr.:

2

cost \ '-

E

) Vie

0'1)6

amount to tvif

ji

hise

the gotiOde to us, with "%.

6'"

. '99. --..."77." '76

. Amu, maThe children were much interested. They gained the ktiowl

of- the actual .prices -of rem things as well as the desire to de kindacts for others less fortunate than they. Practical probleins*usingthe .¡rices mentionea were then given for oral and written. work.

Planaing a school garden. (grades 4 and situation outof,whichlt grew : Spring of the year

.

,and.. children restless indoors;some children.did not kniiw a hoe from a rake; some did not knowhow to plant. So we decided on a garden in the school yard. .

b. Course of study used: Spelling, language, art, natura study,geography, and arithmetic.

The school gárden was easily made the basis for real work inarithmetic, as shown by the following list of questions:

(1) Our °garden is to be 12 feet long aild 12 ftet wide what will be itsahape? How do we know that?

(2) How many square feet in the plot?(3) How many inches long will the plot be?(4) If we divide the plot in two parts, how long °will. each part be; how

wide?(5) Divide the plot in two again. What size will, each small plot be?.(6) John had 50 cents and spent 15 cents for beet seeds. How much cbange

did he rkeive?(7) We spent 90 cents for seeds. How 'much change did we get from $1?

(tame kind of problems for flower seeds.)Full amount, or total, spent for seeds and its deduction from amount in

treasury formed basis for other questions.Subtracting O inches from length and width of each plot in order to make

a *walk gavg another set of questions..As arithmetic Imo*:

(a) Find length and width of the garden.(b) Estimate the area.(0) Estimate the amount of money spent for spading, seeds, and form

Witter.(d) Keep record of time the hired man yikat in the garden and estimate

. its value at 10 cents an hour. Was his time worth more?(e) If it took him five ¡obis to spade the garden:about how inal47 Mare

feet did he spacje in mie hour?(r) A record was 'kept of sales of the vegetables. and flowers raised.

Similar problems also interested the pupils.(g) Booklets wort; made for problems on telie selvol garde& .1

g: -Buying the fleld-4y ribbon and dividing it (grade $4.).--;'-Fieldday is a most imports* event in 04r 86004' e4fiem-day colors. As, an oppliestion. .in linear l'neas*, cbifigure out how much ribbon will be needed fór the entire clamemninittee is appOnted velvc*e duty it is to get color samples, pricestrim various stores, etc.' Their report, is ,made.e the total amciunt cif

. rcr"e pi

. 41

. , f-1

`.9

'1

"..

.

t

-I

ISit!,

f'14:71Uf;',

f

.. I .

...';gr.. 4

. I , I; A if»,.

4046y.al- -

/t f.1

. 9

I ".31,4;0- 90 .;'

"r!,44r 1,;, \,x ;#""

A9:pet .4

V.

f': ;A 4

,

:11

I

,. .,..:,tarr,-v-.1

... ,..,...1,.....I. % 1.4,,,mok

'I' 1 4\:........44-', 41

. o : . ..'. ,.1.:%**-- ',i,'

_ .. , , .

, % ( .4 f , ,%F-4 .

. . . _

. : t.,-1.,,,à. 5),!---a.

..,.......q..-:.....''.'1*

.. 4.."*Z 4,I

N....),. . ..

2 ...7.-:. . .. .

' .:;::4,,-:::::.,i,-;p?

/ o.-

.. ... .. ..-,1,.. .f__

..... . ..._

. . :,' 4 4.4si

;: a :11,

,,..,

. . . N '''' (Ra

' 11,

::-...,*,.;..

,....

. . ,

;4

..

;fir/:.t..,,I.if-j4

-

iiv .,...

-

/ . ,_ . _ .

. :.----'4.

... ..1.'.,....i.1

.;

. tv

. '.

'

.j'14. . ;4,:p/ a

L'Aig

. ... .4%

..

1'

r9-

4 :. .

,

. .

... ..: 1 z .,:,KA

-I, t, 4:,te,41, . ,'4, . I . P ; i ; 0

classi -, ( (A

-3 . -;....,,.$111.,,sp

! ' , 1.-'ft,',.4. ., a , itknY

-.1: t

.. .. v.!...:-:!for, .

.., ,. .. .1 is

ir r%/.4,1,17:4,41

V 4?:: 1,.

::01.1.-,..,

%s

9

.I. s,':-;.. ... .)..:t r'...V. -"'..t.% .,

. , ,.../..

., .... .,

4. -, ..)", 7

'

dE D E le n .. I, I .

:: _

. . e a *.t.T.... II-11:,' 41.. . .".1. ir -f ." .r. i .14`

- 1

i N 41 p,thei.P - i: . c , o . OD 1

. al %

.., LA : .

i

'4 ' ,k4,.., . ' . . 0 ' ' t . . . . .4f-it .4 ;41.,t,MirP IC r.-.+.. 0.4.,, :.- *i ''./

4 .',,, 4,. t .. r, .. ' .. .r ,k.4,;¡,.., t -4414 ik,....4-.. .4 ,.:.:-,.. -,......:.I v A ;.1*.4,4/4" . .. - I : .., .7:14 e./...1.),- :.....k. 4', . ...1.. /iii21 , . . .4 .' , ..., .. , , .. . ...

0:;... i_.,. ."' *** : %.' *' i. .' a/ '.., ,'" ) r _,'If vir 11- 51, te4.4.,' ,6484.1. .'e - '?. 110...41.' ,t :i . !.: ; I ''' f -,mii ,!...... -... .TS..). C'tp.-; ... ,.. ..,..-..%1A',/ '..-it'... A '., ; j:I.,:e 0;,. -.), .__,,,i Jr

.

....;, p .1, ,-.4, .::. t . s.,,...,.: : --t< ; o.,,; ,,, :. iòA.4,4, I "V 1.f il I .-+ !lift). ',.... sl ***:,'t ;i- I' r '''1'41..

4 4 i . . ) , ! e.t 4. .1Oi$ ' '4 ;'-i, i .)ijz: . 'P'' : .. .; '41'9.- ! ir.;,

---1---42";.-N&:". .4 -'. .,k%i t.'1V-.'1':',4'- .0 !" '.r!

? .tfe

174 '14.2il' 14'

.

04-.

111.

"f 3

. .

1). ,4'. ( fIty, t": A;sr. 41 .

4 eI..

**.t ;fig'

4,41.: tyft'

41(11t:.1 . !,1-rr Aier

L

. ... . ,.. . ,

!, .A421.4.;1,1'M

; . .. 1' 3 1 .1:.1 4

IV! tiAf .4 "4 I r;:. .-f. t 4. ; .214 -M!;1!:.;1

tk' 34ii-it - Ito $i5/le"9* Tft 41? --Y% erg- i" 1-01; i: 414

tej .110-

the'

ge ois

,

4,.

; ), r ...3

..e,4*

'13; !t A .17)1' riAr

..1E

4 -44 viV4. o

. ..

,,

-144,441,4'7)44.11t(ti,t

1

MOTIVATION OF AErnnano

bon. As another application in linear measure, ,the ribbon ismeasured and cut into strips 'by children appointed by the class.

The result is keen interest on the part of the children, as well aa clearer conception of an inch, a foot, and a yard.

9. A &tool savings bank -(grade 54) kWe have a banking systemin -our schools. I taught the Pupils'of my grade, especiallk thedepositors, how to make out their deposit slips, how to make outa cheek, and how to indorse a check.

10. Purchasing shrabery for the school grounds, apportioning. costs, and collecting money (grade 6A) .During the past month

pl

oûr school spent $40 for shrubbery to beautify our school grounds.The money was obtainid by volunteer contributions from phildirenand by selling papers.- Etch aom is the proud possessor of eightof the hedge plants and one forsythia bush. I usi3d the trqnsactionfor a life problem in arithmetic, basing my questions on the actualpurchase. It took three lessons, 15 minutes each, and I coveredthe fundamentalsthe addition and subtraction of dollars andcents and a little work in' fractions. Given the entire 'cost of tileshrubbery, I put such questions ai the following:

What was the cost of the shrubbery belonging to our class?Find what amount each room should pay were it apportioned equally.After selling the papers and receiiring -------, how much would remain to kt

collected by contribution?We collected- in onr class; were We over the quota, and if so how

much?If we were over the quota, how many plants could we buy with that

amount for another room which did not reach its quota?

A great many mores questions were used. The clisildren wereallowed to formulate some.

U.. Figuring qnd constructing a baseball diamond (grade I and8) .The proble* is to make a baseball diamond of regulation sizeThe boys had a disagreement over the layout of their basebalIdiamond. The question was referred to the teacher. Tho followingplan of work was carried out:

First. Ask class the 'distance from home plate to first base. Alter ,classknows the distance from base to base, ask the degrees of .angles made stthe bases: Draw figure on board. Now what kind of figure is this? Somewill say sepiare gild others .diamond shape. Since It Is ellamoild shape .60

piate,.then have pupils Plot out the gild on' pettier, Making right ant*.at the bases and the distances between bases 90 feet

&pond. Ask class .ths distance pitcher's. boa, is froM bime »IaØ aktiiter

aid Is given; ,have class. find distance of diapna,1 from home p1ata.0sepeoild base. This must be solved by Biome

.,..

root or careful mIriiin'Arst.to MI4 bits* would be thit "Same.

Third. 1Iaite2 vitas .prigting tor. 'the proper distance the lines) overte coming froin first and.. third bases ..and this will poke up the

V

1;t ' --:-:':---77$7177-`F."`i7777.'"'."7-- ?' ;77,-, 6- 4 t".' 5p.." . T. .. . t

,:t -4.

¡it :Az ,

.

11 0,4

10)

'safr

'

t ,.

r

b.

. .

,. .

'

if211,

. .I

,

.

.

.

'I

;r

. II

V4V-. ;. .

. - r'home

;

.1 46

0. . , ....

:

:the, . ._,. ,

to;C.li . . .-, I.

,1 ",!"4 : ; ' t:: ;.'t, ., .. .

, .

. Il

,, .

t . . ,:411

f. .I'r:' !.1

es+,,o

W-,4;p,, c

,A0-4166Jmni .7.

12

a

t

line

batter's'and .

,o..).1:WI' 1%). ,4,. ; :Li,

),.. rn .7 WA it,. stiz $.11 %iv j(1.,

ACTUAL LIFE SITUATIONS

12. Mamma arts, work of boyae-i-The following' problems 8,16ii basedon work in the manuaharts shop:

a. Figure the following' lumber bills:1 piece of oak-1 1* a by 30 inches.2 pieces,- pine-1/2 by. 6 by 24 inches.3 pieces, oak% by 10 by 15 inches.1 piece of pine-2 by 4 by 60 inches.

Oak to sell at 20 cents a square foot, pine at 14 centA.Any lumber less than 1/2 inch to be figured as 1/2 inch, and lumber

between % inch and 1 inth to be figured as 1 inch.Narn.Suggested 'for the 7A or the 8B grade.b. A drawihg of a bird house is to be made on the scale of 1/4

inch to 1 inch. Two boards are nailed together ai right angles tofrom the roof. Full measurements of these boards are 1/2 by .5 by9 inches and 1/2 by 41/2 by 9 inches. The two, boards which arenailed at right angles to form the floor of the house are .31/2 by61/2 inches. -The overhang of the roof is 11/2 inches on the endsand 1 inch on the sides. What will be the actual measurements ofyour drawing?

NoTs.Suggested for the 8A or the 8B grade.C. A bo¡r has enamel for which he paid $2.40 á quart. He wants

to know the cost of enameling a lamp stand with two coats. There*are about 150 square inches -of painting surface on the lamp. A%-pint can of the enamel will covei about 2,000 square inches.

NOMSuggested for' The 8A or the 8B grade.13. Manuairiart8 work of girl8. The following problems are based

on home economics work.G. How many yardsof cambric will Mary need for a slip, and how muchwill it.cost if the cambric is 22 cents a yard? The front and the back are thesame length; the full width of material is needed. Measurement from top ofshoulder to bottom of slip Is 45 inehes. A finished hem of 4% inches tsdesired; allow 14 inch for the first turning.b. Recipe for cocoa (one cup)

% cup milk.1/4 cup water.

teaspoons cocoa.2 teaspoons 'sugar.

Figure the quantity required for 30 cups. Figure the milk by quarts andthe cocoa and sugar by tablespoot§. The following tablé may be useful:

4,cups=1 quart.3 teaspoor=1 tablespoon.

16 tablespoons=1 cup:*NOTILM1 measurements are level.. ,o. Plain cake (12 servings)

.14 cup butter.1 eup sugar.% Cup PAIL1% eupstfiour.

.:ist414g; . Write recipe. for 10 serviugs.18°

r

2% teaspoons baking powder.2 eggs.1 teaspoon vanilla.

1%Li'd ¡Alba?'l'.414--,,

-14

,4. 47.

':V

sr 4. :4',fr.

;

-1-1.

.4., .k;

/

.

,.

.

Ph

1

; ".

V

. *.4.11

;

I . . . -i.; .r.i...:a..f.:A.%e » 1/41

I.

....:.o.V...e:F1-4.,,,

.. .

-I

T ',. :. -. , i - !e : :. ..:..., :. : .1 .I...., ::*t.e::::..Ì.::...:1. l, :r....,V:

, .

.4

.. t ...,...,..., r 1, ",. .. .!.... 4:: : liki : ...i

1 ...

A I : - e, '. I..- . . -

424..,b4. .

.., -, i.. .4.: ,... ,,4 , . .,..,.:.;. %.- .,:,,,.,-..,..,.. -...i.........,-..-:::1:.:, ....,.....,,,..: 4 .1,,,.,. 3s, ,-...1.:

.

.

-;.: -*i t);'. - -

14 MOTIVATION OF ARITHMETIC

14. Figuring re808 of a 8pelling test (grade 7) . Harrison&hool recently had a test in spelling in which 45 pupils were testedon 25 words. The problems given are based on actual work doneby the pupils in making up a report ón results of the test.

Results of the test were as follows:

I 25 words correct-3 pupils.24 66 66 9 66

16 words correct-2 pupils.15 44 66

u 12 44 44 2 666

22 is V 4 66 11 44 u 1 66

20 " 66 1 " .

10---- " " I 66

6.

19 66 64 1 46 9 S6 " 1 46

18 46 66 ...8 66 8 44 66 1 "..17 44 64 .4 u 2 66 u 1 u

a. Find the average per cent of the class.b. Find the median of the class.C. Find the average of the upper half of the class.d. Find the average of the lower half of the class.

15. Furthering a 8d:4d-benefit movie night (grade8 f and 7).Our school had an entertainment and picture show April 21. Thepupils sold tickets and the proceeds were used for the benefit of theschool. The following problems were given to the class during theweek that preceded the entertainment :

There are 300 pupils on the first floor of the school, 325 pupils op thesecond floor, an o : ; pupils on the third floor.

a. If levery ild on the third flocir sold two adults-' tickets at 30 ceilts eaChand two chi ren's tickets at 20 cents each, what would the amount be?

y entii on the second floor sold one ticket of each kind, what wouldthe total amount be?

C. If every child on ihe first floor would sell just one child's ticket, whatwould the .total amount be?

4. What would be. the total amount realized' from all these sales?e. If the school had to pay $250 for each of the two nights, and other ex-

peflies .amounted to $75, what would tile school realize from the total sales?NoTs.---Thls should have been followed up by using actual data and result's after the

show waft. over.

16. Buying our hot-lunch equipment (rural school) .Last year thehot-lunch question tame into prominence in our county. Whetheror not ha lusches were served became the test of a successful school.

The community in which I taught .was not wealthy, and we hadta earn our own money; so we put on a masquerade box supper atHallowe'en. The children decided on the selling price for eacharticle, and for several days we had quick, inappy drills in milking

44,

change.. Wo made $35 at this supper. We deposited the money in the'bank, and then in thé arithmetic Class figured our expenses and ourproAt. We had lessons in check writing and .paid our bills by

..-

. .s6

s'

. .

*1

I,

,

roel--,k

23

b. e

66 ---3

.

^*a.

11

,.

.....::.e..4.t.- :,- . ,

, . . .

41.,...,`..:',..4 ..-,...17,.,..,. ..

check.. .. .

. . ... . ..

.....,,....i.1,, .... :-::.- ..... ,,.. . .,-ti..1t0.:1 7 T .J:11 .i.Y!!.... .......' v; .1 ),' ' .: 1. - : , .

o

'.14., ....;.,N-" `i \ '.1 3 ;* ). .1 '.' ' i 1 t 1 . .

,:4!°tL,?» .Q. '40:". 4 4 "1L 11,141ekl...':" . " ... '4--

...-,:(41. as...7z..7-!,!,-41,Pgity..7:t... .i...,,,, . ...?##0, 7:4,1,. 2, .., , : .. .;,. . .4). . , . . , ; 6

......A71.5Lrr l'i ... '.. i ". P. ." : t 7. . '... .1....1 " S "".. i .. . Ih h &

If li f14 4 ..<, ... sI ..*,.". 4'...' '.. : .: . I

,/,,14.»;CO' A. t'i'l'A-1 -.1.0 t ....,i'!1''../`-"fr:ritel'':.1;4 l''''':. ,t''..!"1- ;. .%':.::-.t.:1-....:A. ::,!ti: ... ",.A, .. .. '.' 1. t ':-,' ... %. .. ! .01. ' .1"'V. ArkAA .4..,.i; 3 ,i(21::Gr `11.2-4:," ..kik.. 4:.;'''''4. .; A4,21.Z.'..._,.....'it:'1,.:....le.Z 7..11 _1 i, !

. . ...

.... - ,- .., .., . 1 *414 ... .-21-11-.4-i- r" e ...g.,. -,,...1.4...u......-

4

.

66 di

I.4

.

AOTWAL LIFE SITUATIONS IsThen we decided oil what we wished to seen for the hot lunch !and

learned the best brands and the prices of 'various articles. -.Thepupils toME checks and bought the groceries and curtains for a cup-board.

We had lessons in measuring ingredients, in cooking, and in theprices of articles. The' reasons for such prices ana the study ofadulterated food and of food values made interesting subject matternot only in ayithmetic but in grammar and physiology as well.

We did this work on Fridays in the arithmetic class and called itthe bb home koblem corner." It caused so much interest in the com-'itynum that soon the parents were subniitting problems to. us.

The housewives sent iroblems in curtain making, Iinoleinni- wallpaper, and rug buying. They sent us also orders whicl; we filledill on order.blanks, totaling the cost.

The farmers sent problems in fencing, painting, finding t-he num-ber of bushels in a crib, And other practical material.

Thus our hot-lunch project led to many an interesting and valu-able lesson for the children.

17. A hot-lunch benefit Wk.-rite domestic-science equipment inour school was not adequate for our demands. The trustee did notfeel that he could furnish any molt equipment; so the school decided404ee what it could do.

We left the situation hi the hands of the pupils of the eighthgrade. They planned to have a bake sale. As our school is in the*country, we thought it best to hold the sale somewhere else. Auommittee of boys was appointed to rent a placel in tówn for thepurpose. They had a meeting and decided upon a fair mntal pricebefore trying to find a place.

The class voted upon the most tempting articles to serve to citypeople, and each family represented in the school was askiad todonate one or more of these artioles. The class then determined theapproximate total cost and fixed upon a fair per cent of profit.After this, they found what the sale price ön each.article per pound,per quart, etc-., should be. They then appointed advertising andselling committees.

After the sale, which was successful, the pupils figured the netprkeeds, and the actual profits. All problems which called fdrarithmetical solution were discussed and solved in the regular arith-metic i.ecitation.

The proCeeds of the sale were much mòre than the cost of theequipment needed in th'e domestic science department, so d schoolbank account was established, and a .schocil secretary and treasurer

I appointed.-

t ". :, I.

8

.

. .

.

.

;

4i

.1

.

, ..-:'.'4.4

' ...

.

. .:.:,,

;...:...

,

i..:,..i.-:'...

I. f

t'-%PI,

., I I

ht-o,. .:'t .. -t . 4.A. : -4..? 1 : "Jo ' ,,N ...I 4. '41' . 1' . ; . . - .N.8 7 ASik¡

P`

.1

4 -.. .

_LLigLikasik ! .* .

,

.

0

MOTIVATIÓN OF ABITEMETIÒ

The eighth-grade pupils were allowed to suggest and discuss theneed of any materials by the school, and the secretary was authorizedtoi do the actual buying. This led to lessons in making out checksand receipts.

Eventually the school eAtablished a school-supply Aore, which isoperated entirely by the eighth grade and which is a great help.to both teachers ancfpupils.

18. Guessing weight and verifying (grade 4) .Have one pupilstand in front of the room. Let members .45f the class estimate- hisheight. After getting exact measurement:, compare the estimatesand see which is nearest..

This can be repeated any number of iimes. The idea of estimatingheight can be applied to doors, windows, desks, lights, etc.

19; Noting attendance (grade The numbkr showing our totalenrollment is always kept on the blackboprd. Çhildren know thatthat number should be peesent. The number of absentees is deter-mined. A member of the class writes the two numbers on the black-board and substracts them aloud. The daily attendance is thenwritten on the blackboard. If borrowing is involved, no child is

. called upon until that has been taught.

$

of. - .

, A

, . ..

'-"--

14;4 ti ;:1'; .. j Ar.¡A:.R :Ar`

5.

11.

vs

.)

--. 1',1,t

, '1_

I

I.;O

16-5:4411.

;10 I

.

:

.

. .

.

.

.

s.,..3"isk,ro-

V.

4

.AY.,

.

't "; .,

.,, ,;

V; '

**.

11,2.1%._.. I !I k .

.. I

t Iff,P*4 i Y' "`

0.* v...' ''1. .

4

.4

a

`

.. .

1 .to . .

AretV-.4

. .

1.^

,

e.

... t .: '4

f . / iri 1

r . 7-04' 4. .

I 4.

, " $ .t.i.1-`".. ,.....,..1, ..,,...-

4

V.

I.

:716.:r\.h

10.

le

s. ;I°

OP

;gm.

LIFE STIVATIONS USED AS A BASI§ FOR SCHOOLEXERCISES

4.4

4

-AI u

1. 0010' 11,11160.-

1"-\,*Though the actual life situation has superior value for educative'purposes, it is evident from the ieports sent .in by teachers thatactual situations are not used .to any copsiderable extent. " Play-like " situations based upon actual life situations and' connecteddirectly with pupils' present interests are more common. The illus.,trations which follow Illive been chosen as least artificial and mostworthy of imitation. It is evident that the idea of a school sOrehas been widely accepted. Sp4;cial sales- al advertised through thenewsp.apers are used freely. The furnishing on paper of a room, ora home, the making of a family budget, the imitation bank, and thebuilding of a homethese are ideas which ct.tn readily be traced isillustrations of motivatiofi in the subject. 6f arithmetic during thepast few years. They are spreading effectiVely from whool to school,and they are uhdoubtedly modifying school -practices in the rightdirection. In this connection teachers need to be encouraged, first,tò use more actual life situations, and; second, to bring more reality.into " play-like ". situations. Teachers should make sure that a" play. store " uses the prices which are current, and that a " playbank " uses the practices .which are currefit. In fact, these schoolimitations should be accoinpanied by. a*study of the actual siivationsin the community. In this way the children are bmught nearer toreality.

eatr`

SeiTeral illustrations of the same thing, such as the "iilay store,"are given to shOw the many variations in practice that are possiblewith a usable idea.

1. A play cafeteria (grae the class plans a trip to alocal cafeteria. The trip 4' niade and careful observation is encour-.aged. On the return much discussion follows and a cafeteria forthe second grade is planned. It is decided that food prices shallbe lower.at this cafeteria than ist the-one visited.

Posters are made representing meats, vegetables, salads, bread;desserts, and milk. Prices are Mounted on small frames.which standon the table.

The waiters stand behind the various foods as they are arrangedon a long table. A child,. takes a tray and starts. along the table."I'll take roast 'beef," he 'gigs; " three cents," the, waiter co* out;*en " Ili take potatoes "; -"Ativo oents7 says the next waiter; eta.the end óf the line *its.* alivh9. aa cashier. ,Ile bandat,

. 10 t,

. ;1o. .. Ata

.;.1

400.1r 4".

:=.01d; . -.-

,

'7

,

0

.

.

2).---First,

-.

. ... ..

. , .....

.. ,,.

. .e 0, .:,. .. . : f. ., ... .);} V

r",,,,--.,,t-v..'

.. .1 ..:

. $ -

, $

. ...

,i-s.

..,:;,,,,,, ;

,'44 ,; -,...-.. -....

L. ,.' ! . \ :, 14.1.4 ..., 1'. .3.t .......,14.lf:.;,1

.1..* ;'.....44i 1 ,'.....y., 4....1,4,-,ari -, St7,,.., - , ,.4.

.... . . ,....... 1?,...e...e,-...;,1.: rj.s.. (...t. -1. A '44" ' i -.. , ... 4...1.. ,:. ,. .t.. :011. , ..4.:;`

,,) .2-

. e 4' -2* '1 `".. ".....1. i v i

21 q ; '- .4.1. n. .:;.:-A-'....:i... ..;'*...!, r's=. :1;p1'1.34 o' .,,,..k ',41,...,11,,v.,,:44., .,-- . r-

... , L

:

,,21 .4- -.:s-- .. , i,:4' 1/4-0,,,,_ 4t46,IV.: ..- tIrk;A:';`-.{,--.1-,,tkr"4"'

, 3. . .' .....'4 4 IfeS, VfJt*., .!.;. N 1.P.L:41!--' .A.r..l'i.%.:2(!klr%".Itiidl.

it. -'11', ..... .-,

. I , .. ,. ., ,......,. .,,......,...:..,..,..., IV it.. 1., t. yt. ._..., , ,i2TIA14;,tr,, ,/...:-.ii,l) -;,-.1,),Ii.,,,.-.7.; -..3,,t...-.-4..,,,I : ' , . - :7;,_,._.7'.:2,',d4.1t4..t,44,14.,..1t4 ihrel- at ,..1.1).&...00. n; aule,w... 1,14,,,:;,..`ak,,;:m:.k44:ivtk`z.-- - ", Atliiipfc.4

S4'

Il

Ill

I. 1;1

No.

0

.

(

"-

ILa. .

ke.

o

wig MOtIVATION OF Aril-

slip to the child vit1i the tray. On the slip is the amount the mealcosts. The child with the tray then, turns to ihe class. ," What is mybill, Mary V," Tom ?," " Anna Mayl," ete. Finally, " How manymade it nine cents/ " Nine cents is right. I shall pay it with a.nickel and four cents;" or, "I shall pay a dime Lind the cashier willgive me a cent." He then pays out of the toy-money box.

NoTalt would be better to defer this until third grade, and then use actual KIM2. Keeping store (grade 4).Empty boxes are collected and pic-

tures of articles are cut out for our stock of goods. Boxes withshelves are obtained to place the stbck in. Price lists from the near',by grocery are put up about the room. Paper rnongy is used, andeach child is given a certain amount. One child acts as clerk, and

-others are allowed to come as customers. The bill muiit be c-aku-lated correctly before the goods can be taken:

3. The school grocery (grade 2A ).----The pupils go to the grocerysu store and buy three articles, such as bread, 9 cents; milk,. 5 ceitts;

and rice, 8 cent& Count up the coyst of all. Prices must be thecorrect current prices.

4. Grocery store (grade 3A).---Pictures of grocery packages arecut from advertisements in magazines (colored ads. preferred) andpasted on oak tag. PriX lists for daily " sp.ecials " are obtainedfrom local- stors and posted in the room.

One child'is clerk. One is man,Kr. Members of class ask priceiand give orders. Clerk finds cost. Class also do so at the sanit timeand verify. Manafer makes the change. Points emphasized aredozen, half dozen, and prices of three, two, or four articles. Withlemons at 30 cents per dozen, find the cost of twó, etc.

5. A dry-goode 'store (grade '4 ).As a means of connecting theknowledge of the.6 children with the everyday worlil In which theylive, I used the following class exe'rcisein the sixth-grade arithmetic.The exercise involves common fractions and is based on the use ofmon.y. The business of a dry-goo& store is conducted; severalptipils act as clerks, oihers afl customers. A piebe of cardboard 20by 30 inches is procured, and carefully cut samplis of cotton;wooren,linen, silk, velvet, and ribbpn ari- pasted on it in' rows. By homequestiiining and the reading of advertisements the current prices peryard and the names of the diffirent materials are proctwed and writeten beneath eich sample. Girls find how much malerial is used fittheir dresseti, -aprons, coats, etc., and the boys leaian the number ofyards of cloth in their suits and .blouses. 'Each pupil then finds theexact /number of yards of material needed for at least three articles ofclothing and proceeds to pqrchase the mite from the clerk rn charge.The clerk in turn has to find the total ;lumber of yards Purchthe of the billy and to .make Osage if nécessary.

I

,--e

_.

j.

1,1

-ftt

*,,f4-:.N4 °

"

.'EP

L

..

.

-

.

4.4

L. .

, 41

..,

4i,N.

.k. Ia, a r'Ar441.71 t - .1 I

TVW'41 %,:11411t 144a SIAZ...161 :4 "4- ;:71L17-

t ..al

I

1,

t.

j 0+44 '; -;,

°- LIFE SITUATIONS BASIS FOR SCHOOL ExERIBES

6. The grocery itore (rode 5).---We use two large tables in ourroom, one the gr'oceri% and the other for the dry goods.- Thechildren bring empty cereal boxes, fruit cans, receptacles for sugar,flour, butter, and spices, and such articles as are sold in 'a grocerystore. When it is not convenient to have the articles we upe piccures One f the stores gave us some advirtising material con-sisting of small sacks of salt, flour, soap, and loaves pf bread. Thechildrian are asked to find out thq customary price of each articleand then print the price on pieces of cardboard.

7. A dry-goods stosw (grade 6).----For dry goods we lise samplesof silk; wool, lace, etf,!., with prices attached. The table is markedoff in inches,:, feet, and yards; and when customers buy "cloth"Aring'is §ubslituted.to give the chi.ldren practice in actual meuur-ing. The children make out thelist ot supplies they need; then go

to the store and select thèm. The storekeeper makes out his bill,which is- i.erified by the -customer. We use mo!wy made.fróm card-bo,ard. Some pay by check. -The storelweper keeps books and .atthe end of each day-makes a statement of the amount of money takenin and of _the am9unt expended -duriiik the day. Each child isstorekeeper foe a diy.

8. Our school store (grades V and Ti.)---There is one period iûour fifth and sixth grade work which the children. welcomi With

. This is- the time when we open our school store. In thefift.h grade this usually happens when they have finished-their workin fractions and easy decimals and 'begin wórk ,in bills.. In thesixth grade it come.4 at the end of work in simple ac.coudts, whenbills, receipts, checks, mid vouchers are studied. .

When not in use the store.is kept in one end of the cloak room,.folded up out of the .way. Just before it is to be ,used it is.rolledotit and set up. Each box is dusted and ca.refully priCe-marted bythe children. We try to have these prices the 'same as the localprices.

The boxes and cans are all 'empty ones which the 'children- havebrought from home, ot carton boxes sent out as advertisements bysome. company. The children iriange .the store, putting groceriesin one place, drugs in another, thread boxes in another, etc.

When the morning finally comes child in the clam is given$5 in school currency. The store is open during dim period for atlefts one week. Because thé clerkship is an envied poOtion, we useit as a reward to those who have had the moig perfect lessons beforethe store opens. It is friendly rivalry and adds enthusiasm to thework. .

The children take turns buying arid tach one buys four 'articles.:We have two clOrks, so tiyo children.. may buy At once. The rest t4

, 4*time their nigular work WC have the kind of pads...-

0.1

:771q.

g----- ..-----.--.-,-7,-- :--- -7-rig, -,--- : "..-7 .ni-,,.M.G. -4. .. %, 1t,i!

e t.

..-

q

,.

.

delighi.

et-

1 I.

.48

. t

1. . a.A.4%

. .

.

'?" k!. 417 ' .1} i '..011.:, I. :Jr....4 . 6. . : -,:.tdirgz.k t .' +- " 1*+.1./jirgi

A. lit `Jlti.

. I' ;'41.A "

g 41P'1,\710 34 4.

.1

I OW

41' 4 ,

I.

r :g).1i

19

20 MOTIyATION OP ARITHMETIC

Mores, 10 each clerk makes out three bills at once. One he gives tohis purchaser, one he keeps for .himselkaild one be puts into a box

. for the teacher. Each purchaser takes his purchases and his billhome (to his desk).

These bills must be carefully made out, as a mistake countsagainst the clerk. Each pupil. Icioks over his slip carefully whenhe reache his seat, and if there it4" any mistake in bill or returnedchange lie must find it before the next child finishes buying and --go

back to the store and have it 'corrected, else the mistake countsagainst him at the end'of the week, when his clìange must equal$5 minus the amount of his bills for the week. The teacher verifiesthis amount by adding the bills which hive been put in her box forJink and subtracting the total from tile original $5. (Next yearI think I shall have the pupils at. their desks follow 'each trinsactionso tks to catch any mistake as soon as made.)

The articles which were bough( remain on the desks until recess,then the children place them on the counter _of the store as theypass out, and the elerks for the day remain behind, putting every-thing in its proper place ready for the next day's business.

In -the sixth grade the children are rimuired to write a iveceipttot.' $5 given tii) each.. They are also allowed to wiite. out chécks inpayment lor any amount under $5, the teacher being their banker.Sometimes the clerks ask for payment the second time; then thechildren ask the banker for their. vouchers, which they present topmve that the bill has been paid.NomThIs school "store" Is well planned.

9. Storekeeper (grades 2 &lid 3).One of the devices I use withgood.' results is " Playing storekeeper." A pupil, supplied with *abox of toy nioney, takes the part pf storekeeper; each of the otherpuPils is given a $oin, 16, 25,. or 50. cents, and °inning to the store-in turn aiks for the irticles he. wants and gives his coin to the stori-keeper, who counts out the Change. The pupil on receiving thechange counts it and decides whether it is correct or not. Thisgame has proved quite a help in rapid addition and subtraction.

10. Keeping a store (grade $).---The desire to' play store arose)

frinn the fact that mapy children are. sent to the store by theirmothers, ind they confess not knowing. whether they receive correctchange or not.:

Empty boxes, cans, bottles, etc., are brought frorg home ;the chit»,dren are requested to bring only articles of rhiçh they know thecorrect prices. Cardboard money is made and a handful of 4,:

. distributed to each chil4. The store is then% arrange&miatly upon shelves sind in a special place; for instance, t1*,

a* in one section, vices iirsnotherr.and bev!rages in anoihe.7;1/1:i4 4

f

V(4:,..,. L

rA

F . .

.I:

4 '

' t,

,

`1.

'L,

e

r

.

,

J'Arr

4

.

",.

41

(,

... '1.,/,'...,-'''''''. ..

. ..

. .

,. .. ...i,

;.1'.i-., _.;-:.i 1

;......,..:. 7ti

0' I:

.L.1%.::, ,.'3.....':-::.':

iii!:, i,. .i..every%jri,,.!-','.'..,',:

. . . . .. .. . . ..-.. :,1:.I.,.,,..

ri;-(1'.. ! . .,.

ea

.

I.

:4;1, . :,

44

"131TUAIION8 -VASIS Poi tekOot. imcas 21

We then choose elers: and the- children go with their money topurchase their supplies. in the early stages of the game they areallowed to buy only two articles; later more are allowed. Aftermurning to their seits each child is required to tell what he pur-chased, the Mice, what he paid .the clerkNnd the change received.He states whether he received the. coirect change or not, and theclaks checks to see if he is right.

11. The model store (gmde The most helpful game used intile third grade is the "Model stve." . A teacher may get a modelstore for her room or school by obtaining empty cartons'from dif-ferent manufacturers. This model store can be used very ificely inconnevtion with the arithmetic lessons. The child learns to add,Fubt ra c , multiply, divide, and make change.

_After the cartons arrive, a counter and two ot three shelves maybe put up in one corner of the room. The -*ions are arranged onthese shelves. Money 'for the children to use may- be_ made of .paste-.board. The children trace around the penny, nickel, dime, andquarter. These are used for the first few lessons. Liter- on theymay make the half dollar and dollar,. Each child has his ownmoney.

In playing the game a grocer and -delivery boy ire 4osen.The aisles may be called streets, as First, Secondi-Third, Fourth,and Fifth Street. If the room has single seats each one is numberedas a home; if double seats, each chil4 is numbered. If you happento be teaching the table of .eights, have- pupils buy eight of bacharticle for that ciay. The child lakes to the store what-ever amountof money he wishes and buys whatever he wants. As each childmakes his purchases he turns to the class and names 'each articlepurchased, tells its price, the amouth of his bill, the money he givesthe grocer, arid the amount of change he receives: If a child wisheshis groceries delivered, he tells the grocer his name, what aisle andseat to send them to, as Helen Smith, 4 Sixth Street. During thelast. two or three weeks of school the children are able to make outsimple grocery bills.. Prices should check with local prices. ,

12. Haying store (grade 1).Have pictures on cards and j3lafe ina store. One f!hi Id is mother. Mother sends, the children to ihe storet5 buy for her. For instance, tbe mother says "Go to the store andbuy six öranges.0 Child must find card with 'fix oranges and brinkit, to mother. Game may be varied by having different ansi,ounts and

.more than on'e .price for an article. For example, there may be riceat 8 cents a pound and a'better grade at 10 cents a pound. Thechild must execute the order u given:.Nora,-.--C4vritehtte with. lodustrial arts work. Let children model oranges .and apples

clay and then color them Boxes of " rice " will be better than pictures of riftIbiperleneeind. recognition of numben la the alm in this grade rather than numbarlira

CP'

a.

or

, .14

/

: ,.4:.r ,

,

.1

.

1

4).

i

So4.4

1.!

,:.".1

..

.... ...:...1;.:;',.''.¡:,

: 4 e ..tSW'!

' .. 96',

.. ... ,

--...::;',-. ,."...i?.

, ..,:.1 .4 , , .4

- - . ... 6 .1 ...t.,:t 111I .0

: »i.-. -..-...f,..,

.., : . . ..

..

.

.

,

. ;.

,.. *

.4%.14

01`

,.

, . . ........ . ' n1'1144' 4'4;. , A itt*;

1 111180

...

t ,P. '2,1 .

r . ..

'1%'.:;"

'''''''* I *.(;-v.: 'I'

i*c144.j

1171/1

.

.;! .1

" "IV

.4

,

nag..

A

MOTIVATION OF ARITHMETIOJobe -

tI(11 ^1

18. Playing store (grade $.)---The following game is used to teachaddition, subtraction, and multiplication of United States money.The children bring in pictures of things that are bought in a grocery Istore (cut from magazines) . The pictures are pasted on cards andthe children find the correct price of each article to put under the J,

picture. Appoint one pupil as storekeeper, one as cashier, otlier.s ascustomer&

Place the picturés around the room. A customer comes in andsays " Good morning " to the storekeeper. She then selects thethings she wants to buy. As she picks up the pictures of the thingsshe wishes the storekeeper calls out the prices and the cashier putsthem down. At the same time all phildren put the price on a pieceof paptr (all pupils work at their seats) .

When Customer has finished buying she asks for her bilk Theitorekeeper calls on soYpe child at his seat to tell what the customer

The cashier then decides whether the amount is correct. Thecustomer gives the storekeeper the money. She does not really givehim make-believe money, but she says " Here is $2. How muchchange do I get? " The storeke4per then subtracts and tells herwhat change she gets. Tlayipg store in this way gives everyone achance to workcashier, customer, storekeeper, and the childrenat their seats. 1016

14. Paying by check (grade 8) .One member of the class keeps astore. The other girls purchase such articles as the store contains.Payments are made in cash, checic, or notes-payable in one, two, orthree months. Each member of the class m'akes a check book to beused as needed. When the checks have been cancelled at the bank,they are returned to the girls who made them. Each*one comparesthe returned cheeks with her stubs. When a note reaches maturity,the girl who gave it makes the payment and destroys it after it iscompared with the stub. This gives each a practical knowledge ofthe use of checks a;K1 note&

15. Price reduction Bale (grade 6).A display sign, as illustrated,was hung over the front of the store.of a jeweler who was going out

SELLING OUTEVERY THING

REDUCED20%

of business. The ring with the label was in the show winäow..Find out if the reduction in the price of the ring from $15 to $12is correct.

.t

,

.

,.

.

. .

.

..4

iO

I fe,!

1'. '

40

.5

.

.,

.... .

.._,...,.,

a..*

:4117. . .

.

. .

A...,, -0

..%I.,-.!. ...;,;,,...

:..

,1,:.!'.... .

r.,.. -J, ..,

Ale!, -i

-

Pi ,.

j41.Ael e

Allf1; i

. .

%, ...611:V.,.L..

., ..

_a

it

t r-" a" 1r;

.`r ' ; 3

,.

", %.

: . :` ;., t. , , . . f

44. ziv,..?;:bil-p-.';;.:.;54.31#yrv:;:-::-,ilf,::.?.:,',:-.;¡;;.-174.4s...,-.-.,. ,

v vo s. .ityfe"' A* 4 'V .; ; " :

. 2," ;.

. .

Pr. 4 . . ; ". .

"

VatalaNalaiNaNab

'LIFE SITUATIONS BASX§ FOR SCHOOL/ .EXERCISES

Make similar jibels for other articles, showing the original priceand the reduced price. . s

16. Christma,s toys (grade 4).--The Christmas idea is used. Pic-tures of toys are brought by the children. These are cut from maga-zine and newspaper advertisements, and a variety are posted onlarge sheets of cardboard with the prices attached. Various things'may be done; the child may be given 50 cents or $1 to spend. Hemay decide what toys he would like to receive and find their cost.He may decide what toys he wants to give and the cost of these. In .

carrying out this idea, frequently it is better to view the individual'swork without public recitation, béc.ause children frequently differ asto their means of giving. ,

17. The cost of the dress (special B grade).The arithmetic workis correlated with the work in sewing. Each girl determines whatmaterials are needed for a dress and the amounts of each.,. She doesthis through study of style and cplors appropriate in consideration"of tier hair, eyes, complexion, height, arid viglit. At this pointthe arithmetic class takes over the work and has the children.getprices from advertisements or direct from stores and find the totalcost of materials, including trimmings, buttons, and thread. Thework has a personal appeal and is of interest fo every membdr ofthe group.

18. Furnishing a dining room (Grade V7).In our drawing classwe have been studying how to furnish a dining room artistically.To get some idea of the expense, and to make the arithmetic moreinteresting and valuable, we decided to asce am the cost of thefurnishings. From the stores ink this vicinity the pupils found theprices of the furniture and other .articles.

The amount to be spent is limited to from $100 to $150. Theinaking of bills, paymeAt of - bills, and commercial- discounts, areemphasized. If cash payment is made checks are used, but if notpromissory notes are ,given. This gives practice not only in makingout checks and promissory notes but also in solving interest prob-lems by .finding the' amount ef the notes at maturity. Innumerableptoblems may be devised.

Bills: Example 1. Curtains are made win; 11/44nch headings and 2%-inchhems. Allowing two widths for each window, what will be the *cost perwindow of cloth at 50 cent; qper yard, curtains pa be 2 yards long?

Example 2. Make out bill' showing total cost' of all furnishings.Commercial discount: Example 3. On a bill of $185, discounts of 10 per centty

and 5 per cent are allowdd. Wh4 is the net price?.

19. Furnishing a dining rOom (grade CA).Finci the cost ofpaperingand furnishing a dining room 12 feet wide, 15 feet long,'and 9 feet high; the room is to have two windows, each 81/2 by 6 feet,and two built-in closets, each 41/2 by 41/2 feet. .

, ,, ,

4 I i 111

41

, J, I

1

,e 0I .. 40 if.

r14

l,.1,,

. .,

. o ,t't

.

-N;

j'sf)A

.

:

. .....,.4:b

-.'"

:;..',;

,

23

0

.

s ,.,,

;

.t'

Window .draperies are to be made from material 40 or 42 iricheilwide, afro, cost not to exceed 75 cents per yard.;* wall paper is tòcost from. 35 cents to 50 cAnts per single* bolt, and allowance of 40cents per single bolt is to be made for 'hanging the paper.

Furnishings are to consist of window shades, rug (9.by 12 feet),serving table, dining table, buffet, five side or plain chairs, one arniechair, pictures, and mantel ornaménts, which are to be bought atcurrent prices. Dishes are to be bought from open stock at currentprices, the number of Pieces to be decid-ed by the class.

13y contracting with one firm for the entire furnishings a discountof 5 per cent will be allowed où draperies, wall paper, pictures, andmantel ornaments, and 10 per cent on furniture and rug. No- dis-count will be allowed on window 'shades, dishes, or cost of paperhanging.

20. The family food 8upply (grade 4) .Problem : Learning- hcirto.bny in order to have a better quality of food or the same qualityat less cost.A. General discussion to create interest.

(a) .Food used in the. home.(b) Errands dohe by pupils. ,

(c) Where. and how food is obtained (correlate withgeography).

B. Individual work concerning food used in own home:(a) A list of kinds and amounts used for a specified time..

Quality, piices, and amounts to be bought at one time.(1) Visiting or telephoning to different stores in

near-by cities. .

(2) Consulting newspapers to find advertisemntsof special bargains.

(3) Advantages of trading at a. " cash-and-carry"store or buying, a large quantity in a city.

(4) Price lists: Sugar, cents per pound; soap,cents per cake; 6 cakes, cents, etc.

Gag (grade 8).--An. interesting eighthIrade topic is gat,i

How is it manufactured? How is' the meter read? How ~are gasbills computed? When we study Ibis topic we visit the gas plantin oui city, where the superintendent explains to us in detail andshows us the complete proeess of mandactufing gas for our,"?tse,Aside from. itq value tor working aiithmetic, this 'experience; fursnishes material for a talk at our assembly exercises by one of thepupils and for, an article for our sc400l magazine.

Slips left at the homes byt

1(:,s- Dieter readers aid uo lì learn*how ,to read gas meters.. By using a series of these, which .hqt

left at a- home each mOntilk AluOng Ike year, we learn how,, I

,.,\

ed"

s'

' -*. 1.47174

s.r.

ete,

,.0

`,

., .

.

..

(b),r

.

.1

a

. -r-.

21.

.1 1 : .

";': .1r &

,

t 1.1-AL, N:

'f-)!,;".4;i1 , .

y 4ow, OA" i .0 '

beenrtr:.!"%k:0-?:.4 t.

441 4' ))1/

_t4--

.. .c . ,

4.7.er'' fie As`A ,I)i,sr, Pr... 44, .t I;,t i- 4, - . :.re ,

"*.A f tr4 . ,sinki.1114014. rt., .0. .7.. .' **" 4 I - ; ' 114FIVA 4,2411\ .l11Te Ifk r itr C VI 1,1 , tie p, . I 1 ,0,

b..

*InMOTIVATION or. no

4

SS

compute gas ,N

.

o,pt,1"04

. .

4

LIFE BÁóìs 7013011001. liXtECISES

22. Checks and receipts (grade 6).---Arhen taking up, the work r

of writing checks and receipts it is interesting to have die pupstart a bar* and pay rent by check. Several pupils are appointedto positions in the bank, and seyeral are appOinted landlords. The\\rest of the class make out checks to the different landlotda.They, in turn, give receipts in exchange for the cheats. Theti thelandlords take the checks to the bank, where they-are examined tosee if they are made out correctly, andmoney is given in ex0angefor them. In this way the pupils become familiar with writingchecks and with receipts.

Banking and interest (grade- 7).Before the subject of inter-est is introduced have the children become as familiar as possiblewith banks. Much materia1-43uch as old check books, samples ofnotes, and deposit .slips---can be obtained from parents for use inthe. schoolroom. Arrange the front of the room as neatly. like abank as possible and have certai4 eihildren take the parts pf bankofficials, the remaindir of. the class acting as t4e public. Start workwith deposit-slips, checks, and indorsempnts. Children should visita bank either individually, with parents, or in small groups. Then'drop the bank for séveral days and woik out interest. This sameidea has beati.used successfully with notes and the working of. bankdiscount.

24. Banking (grade 8B).The class is formed into groups, eachgroup choosing a banker. Each pupil has made a bank book and*also a ruled sheet similar to those used at the bank. The sheets aregiven to the bank and used as each child, makes his dep'osit. Blankchecks having been, obtained from the bank,- each pupil is given a0equal ntimber of checks,- generally three- or four. All depositorsstart with eitial balances. The checlui ar wr-kten car4;fully andgiveh to the persons:to whom they are made out. After .all checksare presented each depositor goes to the bank and deposits mQnq,having it recorded in his bank book and on the sheet that has beenpreviously made. The checks then go through.the clearing Muse;one pupil from each group acting as messenger.. Balances are "wideat the bank för each depositor, canceled. checks and statements cor-responding. Each depositor compares his pheck stubs with theindividtial statemCnt giveli him by the bank.

26. The stock market (grades 7 .and' 8)--bEath nieniber of .the.class selects certain .stock an'd calculates gain or boil' on 50 shar0if the stock is bought on. Monday and spld ion Saturday of the nine.week. Use daily newspaper stock qu9tations..

26.1n8wrintee and, i total..

(grade 811)..-If the pupil'a fathe ownshOuse ;in which he:lives, weAssauThs the father has.:asked,hipi.riocharge of it for a yost,..1S, 404.: II 1 I in e.,ththat e She

''5"'Omer for .one Year.,0 ,vdoOlnii#00pu

., {

$R.- , 1 V .. ' 1, ,' h ' '.

. . . , .... qt.*, 1 ..t ' . .',. 9 .....

''.. a,i . r: .,. - 1 ... , 19,1 ...È A, . GI :( ef ..... ,k f II .1,,..4r, 2 -.1 7 1),-,-41% -. - --.-et, tie.,^, ... . .... 40

4

,., j_ ; . '7 V!,q, ,.$ '..).: "VintSi - '''' 14 flift.E14'. f.'ll' 1111 4 $21114.0.4111117:41'I e11. .4'*.V.-1V.:r .1'. g.-44,..1.. No* :I rie : .... o ' 1 - .. ''. ':.%1 ''. . A :A .. '

- 4F !.'-'-'r .. '1%....fir':-., ....%.,._,,,, -71r'.--,-'''' -----"----"Tes-vi; iTT":7 ---;;.".:N-7 ..Ti,.71:;3 71-1-`44-:":1-47,fi.): r r 74711:1W4, , y;i ...,.:4,,,P p d.V...1. , jtIE

., .-_. p e .., U. .1..144 41,

W:177!' :XI:" s.C. ' ,';'" ... ,,e.: e -;,' ,....k.i. ,. . 44., W. % s.. .. ., .4 tIsp.ti.t-0., .... , -; ., :, 4 ^ . t ,-.7$'1 1.

11-..,.. . ...:-S. .4.. .. ' : Jr." l' :;',4?!.ig-.

4.i, '

. . .. ..

(CA....41,r* 'Z' . .. I

.. .. !. .

.

t, .., ",':'

" .' ': ,. ed:I. g','.4 .%

T. ' '' :::it.:11, , . .

.

. ..,7:,J.',.,

; -4.

i.

.. .

21.

:

h.'

,.

'1'1.

. .

. ;:.-

ItTp.71:

14'

,. ; .... .

s

0i

,i

. . 3.r A

` 111:71 %.4-:;,

. Ir. e

n I t

.. 1 ...S.

ff.?,, , . ,

.."#'

Pe\ eir.

takea p 1 ; ",r ".L

. , I .-i4k .; , ,

r-.First _

: .74 *" .4,84L.p,s 1

' kk:414a;',44' 7,10' V?

thtk

.1

.10" " ". - . Li.% 13A,' I; It. 3 IeWil"...%*04

".10." ',,J- ,14, v.. . '%4 fit 1 , 1!,

f' .'i .; y

#.1t' et ':'%1 .0 t;.

4.7

1.4t i'I )- 'J.! r - e1,,

, -4. ,

.

I..;.;,*..Ì.,4

.yeral.:....:::J.

..,,

.,.

.

.

et

.

::....

. '..,:..,

....-.,:,.

.

of '':'..,, .. : . , .:M4 , :.

4,

h j.:j: +1: : :114 1 I . -! 44-:r...:?lit-*:

'26 MOTIVATION O MUTIIMITIO q

visit a local insurance agent and find out upon what the insuired. value depends, the rate, etc., also to get one blank policy formWe spend a period studying this form and each pupil makes outsimilar blank form. These are coirected and turned in to the chair-man of the committee, who acts as the agent ; and as each pupil hashis house insured and pays his premium he receives a policy.

In studying taxa ion we appoint a committee to visit the collecter.The chairman o the committee reports. We then appoint ifiveassessors who e out thé tax list. Each pupil,.acting upon thisinformation, makes out his own tax bill. They now go to thepupilwho has been appojnted tax collector and pay their taxes.

frL Taxe8 (grade 88).--Tax bills are being distributed in our city;The interest of the pupils is aroused by an informal-discussion of theneed for taxes. Clippings from neivspapers are used showing how.the city is spending money on roads, schools, etc.

Pupils are asked to observe the enew-tax bills which their parentsreceive. Sei;reral pupils bring last year's tax ,bills, to the class. Weobserve from thesè that there are two classes of property for tax-ationreal estate and personal. Real. 'estate is assessed 14 mencalla " assessors," who ar6 elected to estimate thtvalue of the prop-erty to be taxed. The total tax to be raised is aicertained. We learnthat from the total valuation and the tax to be raised the tax ratefor the following year is detérmined. In this city it is $3.08 per$100. We obsrve that one-half of the total tax is due on a givendate, together with the poll tax. The balance is due-- six' monthslater.

On some bills we observe that interest has -bqen added becausethose taxed failed to pay promptly. This leads to review of interest.

Pdpils assess property and find the tax to be paid for tho year.Other problems relating to taxes are given.

28. Tatra (grade M).----As. we have noir discovered the purposefor w.hicktaxes are paid, we discuss the question of equal taxation,and in the course of- the discussion the terms " valfiation," " assessedvaluation," and "-rate. of taxation " are introduced. ,

I then &l for two voluriteers to go to the tax collector's officefor several blank tax bills and. to ask the collect* for infòrmationas to method of assessing, percentage of property value assessed,ette. Next I call for volunteers from among thcise whose parehts areproperty owners to bring, if possible, the tax bills for the past twoyears. Perhaps a half dozen or more bring in tax bills. Thus wehave material to work *out a gocid many problems of iital interest tothe childie.n,, The topic of discount and interest is brought into

on heie. With *the information from the tax collecto6.office the pupils make up original problem&

14.46*r ":

40.. s'" -41

r.

.

`

A AP 4 .

";

4 'JIM .

' .: !" r ' :

't:- .1

01 .`

' it. i` ..,,,; '. i.. .,..:,

. I

.' w't

:-.

%

tilt"

t

Ix. .

41:,1

,.t%

0

. r"

:

a

I

.

,

,

s)4s. 1.r- '1*:\r'

.

4N.'14`f 1.0. ; ". .:fr : . 1 -7 ,-e;'. .. .. t :* I u .r. , '" ; I t Ar!

A 7 -st)IrriY I ,". ti.

.

4:J- .v -. 1..' 4., I ...lb . - -. " t41.z ws. ;74 - s

4.61 . Vr. . its ') )."4, :4 ..r. ) . i-- 1..1

.:'41..t.1,4. 1 t ' '17k V!, ' 7,4" 1:S '..y,.%/g" .A--st '4.44 rti4 s"I. .Kálbili_ ily .041 . '

1.

. ;. 21.1r-.4.. - 4 t!'

I

-

.

LIFE SITUATIONS Bisis Pot SCHOOL.

EXERCISES

1'1

4,"1

With my present class this work in taxes was clonte early in Febi, s..

ruary, and at that time the tax &Hector 61(1 my pupils that the nélvittix bills would blit sent out hi May. On May 6, during the arithme7

. .

tie lesson, the pupils told me that the .new tax bills were out and- thatthe rate had been reduced but that the valuation had been increased.This led tip a livA,,y disçussiofi as io the probable cause f this.reduc-tion.and increase ana to the :working clf some more original problems.

29. Building: a home (graI prop& t. giies aknowI :edge* of terms used in cijnstfuction find of eurrent s prices; it givesallo a gOod chance tò show ktowledge of fundtpnental ptoces*.

Find the cost of exciv.ating the cellar aiid of buildrng the cellarwall; find the cost of materials .us4.

Find the Cost of lumber, fkioing, joists, etc., used in building thehouse. .

Find the cost for labor of carpenters, 'linters, etc.The house furnishing may also be made a subjec.i of30. The Irving Rivi Estate and Devdopnient C6.- (gra4

Irving Real Estate'autftevelopment Co. is planned. and. worked*outby a seventh-grade chiss. The company is.orgaiiized for the puippseof developing a new subdivision.

. .

The first work, that of oreniziAg the .coxiipan¡,.is 'done .by thi)class as a whole. After a short studr 'is made of company orgaiii.zátion and stocks, a name is selected, the amount of capital stockdetermined, and dock -certificatel designed and ;made. The witstep is the selling of stock. Each inember of the class becomes astock holder. '

The class is then divided into four groups:_

(1.) Engineers for Lay-,

ing au't the subdivision ; (2). 'office men and salesmen for the coma.pany ; (3) members of an linptovenaent association; and (4) city,. .

.clerks.The first group, Om engineers, take. a piece of beaver board 4 by

efeet to represent vacant land ed subdivide it info lots and sireetato the scale of 25 feet to 1 inch. They numter the lots, *name thestreets., pave the streets and sidewalks with pain't and white sand,and' cut paper lqts the size of the lots on the' beaver board. Tfiepaper lots are given to the buyers at the time of sale: I

The second group, consisting of office men and salesmen, hits chargeof selling the lots and keeping the books of the company. A reco.rdis kept of the number and buyer ofeach lot, amount of money paiddown, interest, cost of laying out the subdivision, arid payments ofdividends which have been fixed by the group. O

%otter for seventh or eighth grade.

.

.11

. b ,.

..

.. i :

.# A 4:'

.

.

e 4A1:).---This

.

. ,.

'.

study..7).The,

.

,

41,

.

;

,f

%

OP A.

fit, 6$0'1.1- .' t' Ilya 4./Zifi:

'

,

L.

4 ..

It

44

28 MOTWATION OF ARITHMETIC)

Group threé; the improvement association, has charge (4 fixingthe following restrictions: Size of house, distance from street, cost,

. and type of house:. Each buyer in planning to build on his lot sub-mits plan and picture of house (obtained from magazine) to asso-Agtion for approval.

The fourth grouli, or local department, takes charge of titles,recording of deeds, waking out notes, and figuring taxes. Blankwtirianty deeds are obtained from a real-estate company.

Each child in the class buys a lot, and, when he obtains his paperlot draws upon it a plan of the house, garage, and garden. The

. buyer then finds the co§t of sodding the lawn, fencing the 16t, dig-ging the cellar, and paving the walks. ;After the plans are finishedthe paper lots are pasted, to the beaver board,' vihen the pasting, isompleted.theresis a lot fór each member of the class*.

Ihdivid-tial books are made by the children. In these are placeda. stock .certificate, a co0 of the building restrictions, a pieture ofihe house; a qopy of the paper lot- with the plans drawn upon it, thewarranty deed, checks, notes, and the individual problems.

This work motivates drairing to a scale; finding perimeter, area,volume,4órcentage, and interest; study of stocks; and the writingof eliec and notes. .

4. duto trip (grade O.Several children are aPpointed tofind the distancfi. from Bttltimore to Boston,- accomling to the Auto-niobilq Blue Book: After finding the distance, 418 miles, the fol-lowing examples are given the. class to -work out:

Find the distiire, or number of miles, to be traveled. from Balti-more tic Boston 'and return, if Boston is 418 miles from Baltimore.

average rafe of 20 miles per hour, how many hours willitaake to gO 836 miles?

If i takes. 414% hours to drive from Baltimore to Boston and.retuien, at tI4 rate of 7 hours' driving a .(lay, hovi many days willit take? .

If it takes 1 gallon of gasoline to go 8 miles h671 many gallonswill it take to go 836 miles? AC 29 cents ga uch willthe gasoline cost

. The folloiving provisions will be needed for thee trip, costia as'indicated : .

'8 cans. of bettins, at 15 cents per Call.5 cans of soup, at 10 cents.per can.2 cans of salmon, at 15 cents per can.

. 1 peck potatoes, at $1 per peck.¼ peck apples, at $1.20 per peck.k

v.

t Find the cost of these provision&

s.I

se

1 4,., s% .: .., .-.... I ... e -.4.0 -.,:- "

-t* s. T. F''' , '177'4;6*. 'It t.:-A' ;,.;iv 4,5; w'-'--¡Vr- :"-:-4 .---.. c ., A .1 . t:4 . , , .

.. .....¡T4,1 -,i...7-' V's '.'r. ; -t.-- ;.-7-7''---. ..,4:::q . . . : -- 1.. ^: . i

.__4,

114r 1: sI :Iraii4.1 ., :.- ..

..

t ,, .. I .. i .:1-.

ip.....,., ,-.,r,i. --: .

.. : : , , .,, .,., ;

-?4i _.....,,.' , ,.v.,;,..

Pm;N %''::*' ':...:'

. st,:f--...,....

..7:....,,..

, ,

:.,.

.,..... .>

...AI.

'. ,. .,

: ..

'".-- ...s-,. .

-.4..:,......- .:,...,vt :.,.

..- -:

: i

;:.'.:. -...',...,

.

.

''''¡:»':: ...

i').,...?t.- .:

',...

..i

,'..,;',`.sf..

ii: . 4..

r.:-. .! .... Ai..,, . .

ii:' -k: ..

.i-11-..J,....... .

!:,:-,....:.

L&1:1

:...:..l.. .Ai an-.

- ' .,,,.. ....,

.:...,

:j:;. ....

..1;;

.

. a.ti 7

pqr .11 ' ..

*F:r;i....; .. . .

.

.

..

44,4. : - ......-....,,_. .

',.-.'.

m%,.,

.

ry-',,t-,3.,,,-.,,%... -..:'

)Y...::.::. :.:.:.' -.

,.

.. :

21.;,

.

'. . . b.

i.,j,:-..:+3,',..:.,*-. ,

-:

. ,

,,.. ' . ... 7 t., ,

I. .....

.

, ,.

.

. . .. .. % .

...

-, :

;,4t. 4 4'... ..1:." :- : '. ' . '.'

s

' '

f.7,

.

.

'. .:,, -.4 .?

I ; ;).1'., t .7!}.

1. ..r 1. u. ;4.* 4. 4 l,' t

!1,1"

t..

1 I

g.

SITUATIONS BUIS FOR sagoora Rxzaptaisti

,, .

29,

4

Allowing 'A) for incidental expenses, ouch as fresh fruit, 'vegem. tables, milk, and sight-seeing, how much will the trip cost?

32.. Taking care of pets (grade 5A-),--T-Ohildren bring in thedimensions óf dog kennels, pens for rabbits, and sheds for goats.The dimensions usually are either in fractions or mixed numhers.The cost per foot and per yard of building material used in the con-structi II.; is ascertained. and fecorded. 'The amounts of grain andother feed used per day are also recorded, together with their costper quart and per pint. The children then proceed to find the costof shelter and food for their pets.

33. Measuring height (grade 3).--Children measure. with a yard.;stick each other's height and reduce ihis tAti feet and inches. Have achart showitig each child's height. This may be used in variousways. Comparison of beiglys gites opportunity for subtraction,and finding average height gives drill on addition and divisfon.Guessing height before meastiring adds interest. This same ideapay be used with the children's weight chart.

34. Government expertly* (grade 8).In order to make real thetopics " What. the Gcivernment does for us " and " II6iv it is sup-ported," gmups of pupils visit the following departments of .our cityfor information as to actual expenses of the current year: Fire de-partment, police department, public library, electric-light company,secretary of board of education, street-paving department, commis-sioners, and hospital. The information thus secureçl is used in mak-ing a series of real problems which are used in our sixth irade.

Taxation is studied at the time the city budget is being made, andthe local :papers are eagerly scanned each night for material to beused in the arithmetic class.. We secure frim the assessors the as-sessed valuátion and the amount .of the budget and.actually work outthe city's tax rate. We find the tax on various properties, withincreases or decreases since the previous year. This makes a very

. vital problem.35. The school situation (grade 8).In studying percentage

very interesting and practical applicition *of ihe work may be made.by securing.from each teacher in the touilding, or from the principal,the number of " days present ". 4nd " days alma " for the boys andgirls of each room.. From these may be réckoned the percentage cif'attendance for each room itnd for the building. This give anopportunity foe a review of the principle once each month...

Further intergst *may be arousefl by recording these resAlts ingraphic form.

86. Collecting but faros (grade 2) .Select a child to.be the 'drive .

Designate two rows for a bus. 'The driver takes' the ,tesehoritt :4:\?

4 ,

1 ,a

S. 1...

s :

,

,;;jor 'Vttte

t'04.; I tA'...

E 1

-...e,r ' rf.-7,-;----:-1 .-7--e7-'-i----4-_, _

... .' .6 .... _ ,... .17:',. :i,''.. 7.- -..77.77.7.-:-,7.77::...F --,.77.s."*-473e.tt.;,,;-?Ivit). ... b - .. v. q.

I ., - . . . . . ...' It

%.. .

N. 0 y

TAPE.: .4

o ...'

a d.1.0 .'tile ji:

o 1

4 , . : , :Ali'i 1

... . ,- . .Y4k7

.. 41..7 , 1.. '

, .t:'. ';''';

..

'.. ......-,1.,:.,ti. ,_ ....,

i

:..)1.-*:.'it

: ..,

. -2-..:-.'-':4. , ;ii,.!

,

t

:!:1411

---%.

.. . ..,

,

: ;40

.-t.:I

.. .4.....:1

-,) T'il ,i :Ill/

,.-k...,

. . "./..-:.,i

......-.:...,

..r.")..

.rdi`

I.

.

: .;,;71

;

.

thititi..

,) 4I.

44.,

Se.

!, A

o. NOTIVATION OF' ABITIIMET/O -

Supply change to the children, giving them coins made from heavy!paper or cardboard. Interest the children by telling them we tiregoing for a buso ride to the

...

park. On this trip so-and-so ('namingchildren) may go. Vary the number. Then- when thé &jiver hascollected his fares allow him to tell you low much he has reCeived.After the children are able to do this give them coins of 10 cents,:25 cents, etc., and allow the driver to give them the change. As eachindividual approaches the driver ask him how much he is givingthe driver, allow the change to be made, and ask for the result.

37. Helping mothiér with shopping (grade 3).Children in the 'third grade like very mtich to go to the store for mother. They seethat they mu4 have an accurate knowledge of adding and subtract-ing in order to pay for the articles purchased and to bring home thiscorrect change.

38. Business usage as a basis of work in fracti<rns.The class was-divided iptos groups of two. Each group was given a definite place

46 of busin& to visit. They ascertained the fractions most commonlyused by the person in charge of the business. Each group tabulatedthe results found.

When the survey of the ,town was completed we found that theresults included the 'most 'commonly used fractions emOoyed bytailors, hardware men, shopmen, grocers, schoolmen, dressmakers,etc. This 'device stimulated the pupils to greater effort throughoutthe whole study of fractions.

39. The home-problem notebook (grades 6 and 8).,---The childrenare enCoilra to make note of the arithmetic problems with 7hich:they meet outside' the, school or in the home. Each day we place thefigures 1-4 in a column on the bo'ard in some inconspicuous place.The first child who comes in with what she considers a good prob.;lem places her initials beside figlire 1 and then goes to the side boardand copies her problem in the space assigned for the purpose. Thesecond child places her initial after figure 2, and when the firstchild has finished copying her probleii the second 'child copies hers..Thé third child and the fourth child put their problems on theboard in .a similar way. Thus we have four problems on the boardby 9 o'clock. If we desire, we may increase this numbear. In orderthat each child may- have an opportunity to -Contribute a problem,the same child may not put a problem on two days in successionfor several days unless one of the four places has not been taken by5 minutes of 9. During 'the arithmetic period 'the problems are dis-.cussed find solved. Sometimes the class decides a problem is imprac;tical. In that case- it is erased. The others are copied into thihomeproblem notebook some time during the day. At the end ot

____.. ___.___ ,---__,._.;.- --....-.F...,-.1... ,00-1.2.13......4...0,...,,fk ,:;::¡.: ,..;:. ' -- . : ...

-,-- !...!?. .---.7.7-7 .---i'-cr ; ,- --r -7). ..-. .

. ...

''.. . , .:-.- -,...-.zw.f ,.

.e.(' 01,

..1, Aif'..i. ..1..

t - so

'. 4.1.0, - , .

.,,- itil,'.44IN,...i - ..

... ;..

).1-

G

k,

%

.

.

'

..

*.

.:;!;::i

or:

,,

, r . -,At.ot

''S117111 .'.' i:;,*

.

- i' , Pt.:.

0 ....'r

L.

_ - .. ' kt;; t49

: . .. .

t i... I . ..- .1. . j .. . . .

.. :N, -....

r - .. . , ....c.,. ,A; ...i.l.f. . tr.V.%. ... ,: .. ...1.3; '4 ; .: *; 4 ''' l' s% 4 "... :; .' i , ....P'. 4'«. :.... 1;1-'4 V 11 ' laii ' ".% ''' '''. ''' 4: ' :1;k;

tyrt\101 ,a .1 ' .1

1 : ,t1. 1 1. .r., ;..' ,: . -.1. .. Ao. N.. l' : -.1'!1 1_;%./ ',I:4 t t' -,;4 ,./.. .-?,-,,,,-. ' ..i . -.., -,' . . ,.

Jk: ."' -4 av`'IV seti,,,\ ...,,,,ii...., ........,,4 "4 ,k. .,?.... t. ,,,.t.A1,1,.. . ... t 4, -,.... . :. ., 9 ., s.. 1+!:1 . 4 ., r;:-.r..1 -.- .7,, . t 7.,:: :. i , e .. , , .. , '..--.;0

r -,--

:s!,-.),

21..,..4,2,:k4,.. .- ' ^. .-- ° '---4.*'''-il

IPtl0 14 ' ''' 1'1.1. ' '-'ke 4 -;*....-4'.11,..,%- ,V-.1:- ,t,t,,:t`i), z ,;:z I; :r--.. ,,- .t.. -.E% 1 it ..1. ..e.

.

I

O

.

,

j;14,:;iot.

LIFE SITUATIONS BASIS FOR SCHOOL 11XERCISIS .

each problem is put the answer and name of the child who contrib-utedthe prAoblem. Four new problems a day give us 16 for the firstfour days of the week. On Friday we usually have a written review,inchiding such problemg as may .have given some difficillty. At. theend of each mopth the child who his given the largest number ofproblAns for our notebook receives some speCial recognition. In thesixth grade. I do not encourage the children to bring in priklèmswhich they themselves can not solve, but in the seventh and eighthgrades may be helpful. .

Though this work is recognized as less vital than work involvinglarger life situations, it does, however, offer the opportunity for a'wide spread of interest and encourages an interest in the practicalaffairs of the home.

.1',.;"':-`

.,,..._,._..------:-.-- .Th ,---;------:-.--I

. 01oft t

.-. ..-.

s -. ,..--___,,.

.... ---,----:---,--,:- _ ,--; -..--, -- -.,--- ..-,,!--.- ? -..-:-. :;.,-...,--..-,4- --r.j"-P.;-- " -17,1,: .

.

.

.. ..

.., . .

,i i. yi . 4 , t-

... .4,C ,.

.

.. .......

- .. ; 44,',

.

'''h. ,..,

-...--::1;

.......)',

..:::1-

,.

.,;::,i'i'

' ...,,i'', .:,..

'C..'

1,

11,

.

o

I

ri

1

fir

4

t

;410

GAMES

It is evident that teachers apply the term " gáme " very loosely.Most commonly it is applied to a inere .device. This bulletin hasendeavored to distinguish between real games and Clev.ices. Gamare worth while in themselves. They shod on their own feet.. Thq.are enjoytld because .of the game, not because of the. teaching. Theteaching ii incidental in a real game. On the other hand, the gamedevices, which are very numerous, are snb6rdinate to a drill .proèess,so that the process is the important thing.

k_elTo be sure) it is conceded that the very word " game "some attractift. -This survey shows that the erni is applied to allgrades of exCellence, from real games to the m t formal devices orexercises.

The following are the best illustrations of teal games reRorted:Hull gull (giyide 213).---Six to 10 players are arranged in a cir-

cle and given 10 beans apiece. Each player takes some or all ofthese in one hand. Any ptayer may begin. He holds out his closedhand to his left neighbor and says, Hull gull."

The neighbor replies, " Hands full."The first one then asks " How many I " and the second one guesses.

If he gu%èsses correctly he gets all the beans in the first player's hand.If not, he must give him as many as othe difference between hisind the right number. For instance, if he guesses 7 and

the right number is 5, he must give 2; if he guesses 3 and th13 rightnumber is 5, he must give 2.

Each in turn asks his left-hand neighbor until one player has allthe beans; he is then declared- the winner. When a player has nomore beanslé drops out of the game. .

Tenpins (grade 1 or 2).-1. Child knocks down as many pins ashe can. Coupt number knocked down.

2. Same as l. Keep score on the board.8. Same as 1. Write figure to represent number of pins knocked

down.4. Same u 1. Let each Pin count for 5 or 10. Count by 5 or 10

,at end of game to find score.Basket ball (lower grades).---Have something tu represent basket.

Each child gets a turn to throw balls into the basket.. Count numberin the blast.

.t

-

i

,77.

:A

1

I

.

"

:

-;;;

ta;:.

?h

4,.

f. I

,:i....,..

-I,I

eA

I

1700'

r. . ;

i;741.q:

,1

II' , .if'

,, ?

..'::' .

í 4 .1V' '11.1r

Lb1.7:4'4.7110.131.

2211.614''et .,./".4

t" .,,,e4;1". r4 »Ct 1 Ir. ." ' V..:; 'I Y. *

; I.; t. t .! .s ' .e;

'YjOi ),:' S; :". C!.i PI"'".f : fik )% J.,'"..4 1"

Jli_' t .,°. '. J;! - I . t.".'I -

.."? `f.-Ip% 1:1

VI V .1 4 . -.' 1,

. . .nk4.41.1k611

1 ;11;,1

.

I q't, 1

14:11.

.:1 r7"

! -

.

.-

gu....:

,

prd.''' "

.

?fs,4 t

GAMES4114

Let each count for 5 or 10 (or some other number). Count scoreat the end.

Play in teams to see wMch team gets the highest score.flouncing ball (grade 11?).--Draw three circles on a' low blacks

board about 15 inches in diameter; "arrange in this form...Plare Nos;1, 3, and 5 in the circles (othei numbert mayalso be used). Draw a line on the floor severalfeet from the board. Each child in turnstands on the line'and bounces a large rubbeiball on the floor in front of the circles. The

bounce forward and hit the btack-board as it comes up. The child tries- to makeit bounce within the lines of one of the circles.Eacii child may have three trials, thus giving a possible score ofthe three aumbers. The child having the highest combination wins.In case of a tie, those having the same score may have one extra"i)ounce," the numbers received being added to the scores.

Bean bag.---Mark a little circle, a triangle, a square, and ea bigcircle on the floorlike diagram. Eaeh child throws four bean

.11.

nowt* 1.Diagram for belp-ball game

e

bags. A bag in the large circle outs* the square Coitnts '0; bagin the square outside the triangle cdupts 1; a bag in this) triangleoutside circle counts 5; a bag in the small circle counts W. Thechildren add the four numbers to get the total kore.

114i46A1-

._, 1. e r - T ,--7--------4-...- , --4- - -:- -..,---Ì-----..---.-.w"..,-ert .-------=_,..., -.,-7i-rle-,..--w---:-...-- -.,, .. .ii,I

I. a ... . .

wiliair.4 '1%

. , ,,,

: f,- V: '. ..*

.;"., . .,--

I.....i.

i ...,,*-140-1

I 1 Ì

.. : ................,

...-..,.

Jk .d

-

-_-,--r/r.I . I r .

rtt7N7r-71 . 11.

, ' Ito

1_

._

_ .

liall`will 3 .

5 .

.

...11

.

11;

t

.14 -.I..

!Ow

o'

r

II

'

:r1

'4

...441

'311

4 I

:.!41. :1)

. ;tttre'

. 45. trs

Io

a

J_'

'

I

:ti . *.)

t

movrivAino* <is ARITHMETIC

Hoop-la; 9r pitch rings.---This game is helpful i:n teiching addition.Materials: A board 18 inches square and from 14 to 3/4 inch thick;

21 curtain hooks (straight ; 24 rubber fruit-jar rings.Screw hooks into points over sores after dividing board- into

3-inch squares.

4-

s_

...

_

.

loo 20.

.

10r,

.

..

.

.

20

.

20.

.

,

...

50

.

II

, .

Ì. .

.

.

.

.4 II a 11

.

re.;, Pitch rings" invoirts frequent additions

Hang board on wall or door, level with most of the playr!i' eyes.Players stind 6 feet away and toss $riligs. One, string couisists of24 rings (or less, as agreed). One game consists öf flirt() .stringe(or less, as agreed). Add scores.

Each ¡mpil must add own score in taking rings., a of hodirs. Thering must hang tin the hook; otherwfse it is not counted., Groupsof two or three can play. If more plv,y, use 10 rings instead of 24.For lower grades use smaller numbers.

'41

tt3

181,

...IS' - .4 ,;,11:-

fp.

%N.

-

* 4

V

c

88611056 1."-44srink-

111

-

J

a

v.

113

V 4.

: '.......

.1...

..

T. .:it'.

.

t

t":

1:4-

';fA4S411"

I:, "I

tig t

-

711.

,r

A

;1.40111(

3.

.1 1L. rÌ11-Vt , . I.! :,.

174,...fr??, %.....

.' ..6 : ,.Z. r 6. ! s '' 11.: 6 . 4,r61,'....: ,......- 4' :. ... z

. ,-., . ,., es . ...;

... v

..*1;e: .1%*4N .".: Aii ;*ir-.,., ..,. ..

. - .. .;..i y ..:1,. ,i. . 1 , i ' i'..*0 -4 '11 t .' ..-, , , 1., iIPts.YjtA g .t.i...7"1 i :I i I 11;:!1/4101 ¡ t . ` . %... .

I , A.!" ,..' ' i ;II i %

0 I

,. I, 1, III ,0 0 . i!... ,

Ii4 ft")..1 ; ' ' t% 'N S.1

. r. . : . .4 4 ..6061, :JI 1 //1.4, 1.6 :,:' s ? ,,,,,,..ks,pkt,,:i.._ ...,,,,r,,,....., ..,,,.... ). i,1.. ,..: ,.,1. .., -

.1....1. .. . . . ,,.. , ,- ..,- , , , ...., ei. . ,,.. q. . .et.... -3..e.1- ',. ' ' . .it'i'.1 ' C.-. : t go,.',Vi4,:,,g,, , )7':..21,1 '1 I (..k .'.' : '.' I!, 4.13,.;yi. I , ' -N 4 '../' et., .b.'f' ,:s-;.. Ar..,Aks ::,. o ay 14,.. 4 .:(,).. :1 1,..,. . ,. ...,A, r,.,.. .1 ,:i.: .,:.. s. A rail'

,Z11 'I do," .-fi. .11:01.-r). e i. ,_.' ,. ..). .. e, ..I L.,. .0'. ..wf...,,96,

0 v.,,.. .,0.- %. ,, , s i'; ,ii r..4 A . h p ''.., ,,-,d :',Q1 .t., , 4.; .,.''t. I, t.. , ...frw ri .1. ..' V. IIT'i e.. 't 1 I.t .`14iy,:.j..I L I" " ; Vii i . .,, i t I 1 IV." -.' ' :ilia: ''''' .1 i . t%. . , r, y, ..,.. , .. , ,.. l . t 8 , .r.. ..

'ti.1 7:1f. ,17.... .\!'"1 i'IN: % 0 :3 1. 4 i 1* i't :. -!L &

t:. !,:.,,.tiolf.livi, ,... ,,.. 1. 4) ., i.V.-0, i -4.'' 'IY:`44-).:11.1-4.-. -fi, 1.4.§' .-

1nPigg..r ..5.. L-4L14404.L.___ . -

,..._...!7...,..i., . SAL,. , i . la 4...,itt:-......

a

I.

tib

I11&).

.

41

4

GAME. DEVICES

The following devices were reported by teiachers as "gatnes."Each one does contain an element of play and may for a short timehold children just as a game does. In the first grade, and largelyin the second grade, the emphasis.should be on the game. Butteácher chooses.the game *ith educative value. The teacher capitaizes the child's interest in games, and .so arranges that -numberknowledge will contribute to slfccess in playing the game. Play isthe child's world, and the numbers u9ed must serve him where hisinterests are.

Gradually, in higher grades, games are replaced by drill devices ordrill exercises, as practical uses have become apparent to the child..The illustrations ip this and. the four following sections are border-line cases, and are labeled "game devices."

COUNTING AND READING NUMBERS

Buirs.-ee (countin, grade 1) tace a bull's-eye in front'of roomand throw a rtibber 411 at it. Count tfie times it is hit and have thechildren countihe times it is missed.

-Ring tau (countittg,. grade 1- or higher).*---PlaCe & standard (orif unable 'to get one, a chair will do) and ma rings of rope. Tossthe rings over the standard and keep score of number of suiresses andnumber of failures:

Circle party (counting, grade 1).--Place the children in a circle,have a Child go around the Orcle and touch each child on the heidand put him to sleep, and count the children as they are touched.Wake them up in the same way.

To count by fives have the children place hands on knees, and haveone child touch the hands and count the fingers...

PQatntman _(grade niake about eight post cards out ofbogti-F for seat work. Children arrange chairs as streets. Postman(one of the children) gives a .few post cards (not more than six) toeach child. Then he goes on second trip and gives each enild a fewmore ; six or less. Each child in turn tells how many post cardshe received on each trip and hoiv many he received on both combined.

Number party (grade 1)c---Give each aiild a nuniber. His num-ber is his name. Let him clime to the partz and tap out his numberon the door. He then asks, "Who im If r Others lintel and countand say, " Opmé in, telling his vi'me.

Vary . with figures on calling cards. He presents his card andchildren read the figure to find out his name.

Mailiman. (grade .1).---fhwe figures written on the board to repre-sent house numbers. ost children play they are delivering maiL

. .

: -

A.

.

0.11 .

'

!'

.

.

e:..

I.

7.

-1) 410 1..ren

..

o.

.

.

..4

w)1t.

.44

fr'

1.1

1 L. ,-....,1o1.L. 6 " I. ...)

6 ': .1"..,,..4

.....,,,,..,:.-,. . ,..,,

,4,.... ,

ii, . / 11, .l'

II. .; ...::;,..,-* ::3:41:;:,S. ,. ;I:!;,-1::*:. .1::;1,...

.. ,a-1-.1 .;tt i.r.c...SIP *-i' 4.gt

I.,. . t, : ,...,4r. ,,, ., 1:. t...!i:- ,',: 01;f:k. .,I,. , . .at ..y..,1.,..i j.,.A. '4 .t4"-,!/: .:

4 ;1 ilielor.:i

-------," -

i:

t"/:'

.e'

4, MOTIVATION OP ARITEMETIO

Give them cards with figures on them to deliver to corresponding.4

figures on 'board. See which one is best,mailmanone who deliviersmail most quickly by matching numbers correctly.

Number parade (grade 1).Give half the class cards viith figures I

and half cards with pictures. Have them get partners by matchingfigureh and pictures. Have children arrange themselves in serialorder and paradé.

Skip, and tell (grade 4Form circle. Choose a given numberto play. Mark numbers on the floor, having one more child thannumbers. At a givèn signal from bell oK triangle, children skip.When a second signal is given children stop and each finds a num-

. ber. The one who did not find any number goes back to his seat.Players tell numbers they are standing'on. One number is erasedand at the signal children again skip. The game continues untilonly two are left in, the circle. These two try .to find the lastnuinber. The last one wins the game.

Number game (for quick recognition, grade 1).---Form two paral-lel rows of children. First child of each row is the captain. Cap-

.

tains' names are written on boarA.Give each ample the same number until all have numbers. When

their number is written or flashed before class the pair of childrenrun forwird, touch the blackboard, and return to thpir places. Thechild who reaches his seat first wins a score for his side. At theend, of the game the scores are added and one of ,,the captains jellswhiclAide wins and how much ahead it is.

This game may be used in teaching counting by 62's 5's, and 10'swhen marking scores.

Number. ball (grade 1).--Sfave cards with numbers printed orpasted on them and provide a ball. Each card has a.qtord attachedso that the number cards may be suspended from di children's.necks. Children stand in circle; each one has a card.

One child goes to center of circle and tosses the ball into the 'air;at the same time he calls some number. The child wilose number iscalled runs to the center and catches the ball as it rebounds. Het inturn, josses the ball, calls a number, and so continues the game.

Hunt at apple (grade 2) child doses his eyes while anothdrhilIes .10 aPple somewhere in the room. At the word " Ready " thechild who is " It " opens his eyes alid tries to find the apple. Ali'the other children count until the apple ia found.# If the countersreach 100 before the apple is found, the one who hid it .shows thehiding place.

The children may count by Vs, 2's, 5's, or 10rs, as spems best luite4to the peeds of the class. Individual counting may.be substituted

tj.f,C; t : b

r concert Counting.

: r

7.

.e -- ..4.!.

t

. ,

,

, ; I.; d

_

.

:

...

.4 ,

te.1:

rI :

.

. .

,., ..I :

':kf

..

'

:7:):

A.

is * ..

I

,*.6

,

%

r

-I

!

:'....;:j

.:.i'':

: ' %..

.:?

v.i.

.,.rlp;.1t,,-.;..

t P

: ;.7. I ,..,*.:.

,

}.,la

E7

% 1 k I

4 iV . ;a' q.ryloi,4 . .-/- .: 1 I t .re"), A3 t 0:1:% t;;Itr., .e .1' .4.... -,S

. , -0.

. 6 - .:e;r

. . : .. .. ' "Atrkt.

.

v I -.

- . :e..r4 .04; sr v 1 "-a ,.,!;' AV -:%15 .;14't-111.'44"...:

-. . . ..

-4; l È't;1:.;

II!' 01.v .r :Is.- I A.

..%.*t; , i't; 'a .*

NtE),7s: ,,tz4-1.7. 'J'!.. 414. 1,, el. 1 , . i

-A

.. ,

,

: 1

. : ;,,j . .e

' .1 .

4.). ; .

I frI ,r

7

11.

Telephone gam (grade 2 or .Each child will have a toytelephone. Teacher will have a list of names and numbers as: Mary,1643; Jack, 7924.

Each child will have a slip with a corresponding number.Teacher: " What is your number, Mary ? "Maiy : My number is. (»lexfourthree." 1

This teaches' children to read numbers.Teacifer may call numbers, and each child will recogitize his or her

own number.This is a good game with which to correlate arithmetic and

language.

a

e

ILE

VII

TYRE

ONE

TWO

THREE

FOUR

FIVE

SI X

41,

SEVEN

O

EIGHT

NINE

3

4

8.-3--Cards for " Matching game 7 p.

s

., Matching game (grade 2).7.---From tagkoard or heavy paper make

.361cards like those shciwn in diagram. Give a card *to each player.. ,,,,_...,a ch i 1 d runs quickly forward and stands before the class. *-_ .,,.. ,.,

-4

holds _urehis card. All having samethose number in other forms.

I

stand beside him.., i

,

.

....,.....o

..:.

Eath' clad shciuld state *hat he ..has. on his card, iti " I have.number* 7," and " I have thervord seven."4.12410mmemussomarriewie.

.1 Vie regUlar tedePhOne style of reading numbers. Terry, Paulumbeig," Chicago UfilveriiKr ..

;.,1 .

I .t r, 111, ! 04 1,1.1

7.! 1 tt. -V; f

ely

! .;

.t. .

r11.)

44

'!.1-

s.041

- .

.

oskib

0.

111 .

4.

4

VI

2

ik

4.

ME

'DA,a

4

-

6

5

7

.

8

. .. .

:

.. . . .,

,

.. ,. ,

, . s..... ,

s ... .

... _ ..

. 0"t . ' .1 . : t 4 ' ' .1"4. t . . .

% ' . ..i

V"

14

*.

tcid

4

'

21. thk,4 .4:e

;}.

,

s; A.:41

4 :*101 ti

;. . .. ; . . ; .. ), '' :

- 1

GAME DiVICES 37

O

II

2* 60

4.

1 I

4

9

.1

..4.4;:.;."*".4) 4-r% : ? .. .

" Rfadtnit,Bee W.,Press.-

; , .,

, ;.*. j g'saxf 1 25i.;

aA / V

,

0

4'7 .

"

".. 1.

The automobile skate (grade ,^? or 3).---ilthidel6 of varioui carsare cut and mounted so that they stand up. They are then classi-fied and the prices put on. After they are larked the class maycome and buy the desired model. Practice in reading and writingTimbers -,f hundreds and thousands is secuied. fo

Buzz (grade 4 or O.Pupils are lined up around the room.Starting at the head and.proceeding down the line the pupils count,thus-..-4, 2, 3, 4, 5, etc., as in numbering. Every pupil to whom falls anumber containing the figure .7 (for instance) , or any multiple of7, must say " Buzz " instead of the number. If he calls out thenumber instead, he must sit down.

"Then proceed until all have had to take 'their seats.

ADDITION .0

Domino game (grade 2 or 3).The childreh Make out. of,carxl-p board or paper iather large dominoes which contain the known num-

. ber.combinations.Each child may flash a domino before the class, calling on some

Cale to give the combiñation. If the answer is correct, the childgiving it may flash one of Ws dominoes. If not, the first domino isflashed agaip.

A variation: The teacher or any appointed child may say anynumber, and the child who first holds up the domino making thatcombination may give the next number, and so on through the class.

Hippety-hop4 (grade 2).This game may be played out ofdoors. The children form a circle. °Each child holds a card bearinga number of colored dots. Numbers from 1 to 7 are us(CI, also thefolkiwing rhyme :

Hippety-hop, a skip I take. )Tell me what 'our numbers make.

One child is chosen to be " Ii." He skips aroimd inside of circle,-stopping at the termination of the rhyme which the children arereciting. He faces the child' by whop he stops. It becomes this

- child's duty to repeat the combination of the two cards (his ownand that of the skipper) and state their sum. If correct the otherchildren repeat, and the two children exchange placks and go onwith the game..as before. When several have had a turn at being" It " they are requested to stoop, thus allowing every* *child an*

opportunity to skip. Those stooping, however, are requested totake part in the concert recitation of the combinations and rhyme.This holds the' attention of all pupils throughout the game.

illfraYfP I 'C

lt141114tbr I,

_

r .

i

110t) JATIÓN Or ARITHMETIC:,0.

'

;

OP'

1

,,

I-. . .

o

; . ;.. . .

4

I .

z

, ;;(: . t.+ -. . . . .LÌ . e I , .4. J:' J.:. .0 ., r -,". :1 4. ."

. I 14

111;144 .:k .,..! f 4,, jt to,-,;1:,:.; ., 1-4 t, 10: . : L.* . .1; , A -I '". ,,: ,44

t. " .11; a": ;1,..1%4".-:;:i,,t :..\0, , 0, .1. -e,., " ! -...10% Zii ' ;

I.

sI.

(.4

;.. ., 'e .. .

!.

':'!;4011!- ,t t . 1 I, .

. ..", . . .

) f "1. I "%4 itk'r .

-I. - . . , a. .'4'

411

. , .

.."....;

. a e,

1

174vety-hop4 (irade 2).-=The childieri form a circle. . Eachchild holds a card bearing a number of colored squares. Numbersfrom 1 to 7 are used, also the following rhyme:

Hippety-hop, away we go ;

Tell us the sum, If you know.The one who is t4 be " It " announces " Hare comes Three ! " He

skips arotind inside of circle, stopping at termination of rhymewhich the children are mating.. He faces the child by whom hestops. Both children strive to be first hi giving the correct sum ofthe two cards. The suctessful one is the one to skip. When onemakesan error he forfeits his card and stands in the center until hecan give the sum of the two numbers before either child holding thecards can do so. In that ca.e he wins a card back and the chance

NOTE.-A very good feature of this game device ia the fact that a child may returnto the game after a failure.

Hippety-hop-3.The children form two parallel lines about 12feet apart, facing each other. Each child in line holds a card bear-ing a humber from 1 to 9. Each child in line B holds a card bear-ing the sum of two numbers in line A. One child from line A takeshis place midway between the two lines ind -facing line 4. Thefollowing rhyme is used : '4

Hippety-hop, I come to your place,If you know the sum, I'll run you a race.

As the rhyme is beingtrepeated by the children the child in thecenter skips and stands befóre some child in line A. This childtOes the hand of the one who approaches him, and the two skip andstand at a reasonable distance from thee child in line B. whose cardbears the sum of their numbers. This child makes the number stati-.ment, as " Nine and three are twelve," and then chases the two-digits to their own: line. If he succeeds in catching one of them thechild caught talces his place between the two lines ready to beginthe game again, while the pursuer returns to his place in line B.

Nom.The children enjoy the running and excitement of this plan.Tick, tack, toe (grade 2 or higher).A large square made with

colored chalk is placed on the board. Squares are marked off, .andall combinations with which the children are familiar. are writtenwithin the squares with white chalk. A pupil takes a pointer,cloes eyes, and those at their seats say

Tick,s tack, toe, around the square we go;Hit or miss, stop at this.

Pupil must give answer to problem at which he has stopped.This mai be used for drill in any procs*s.

4.

',- 7.' "t -, .' ' -..-- --''.. N4 ' -- --, --,7.-n?-"7-. ..--4-t-----: u5'777-Ifi- t i 7'7 Plir'7: ge714:--.4:r-11.-. 77, :4 1 1 .: . t':' N% ... '..""4 .:;'.:* '....: .V ''''':'

Y .N .. ... .*,4.01fr...!:' . .. - . - .. .,* , a t tit1:04 " a . . 4! -.1:'-:°:?...i , , .ct,,,, DEVICES , " 641., . ,

i v.-. : 4. ....i

. . ,* ,

I ;:i';

0

I

-''-'

..,,.

.

. .,...,.--q

,,,..... . .....,;.y10

. .1

.41

.

. ,

. .

to skip next.

1

I

.

1;1

A-t

711

,..%0

i

919

341ti

s.

,

.

'!"

Lb

4

. I

MOTIVATION OF AILITIIMICTIOSe.

The Merry-go-round (easy combinations).Material: None res4'4w

quired.Teacher : Draw circles on the blackboard. The circles on the

blackboard reprtietithe rings that hang from the bareof the merry-go-round.

Children : Let the children pretend they are riding on a merry-go-round. A ring is taken when the result 9f the combination inthat ring has been correctly given. John has the first ride. Hetries to ride fast and catch all the rings he can. When lie missesa ring another player takes a Applaud every rider whatakesall the rings.

Puny want8 a corner.Give two children each the sam'e numberuntil all the numbers from 2 to 10 are taken. This tillqws 18 chil-dren to play the game. The numbers are pinned on the children inplain sight. All but om form a large ring around " Pussy," whois in the center, Pussy goes to% any one in the ring saying, "Pussy*ants a corner." ,The child to whom it is said, asks " What corner?"Then Pussy gives any combination that will make some sum from2 to 10. If she says " 2 and 7 " the two 9's exchange places, and

tries to get one of tho places while the exchange is being made.This is a good device; children like it.Pussy in the corner.---The children form a circle. Each child is

given a card upon which is printed a combination. As each childreceives his card he gives the answer orally. If the child gives anincorrect answer, or says he does not know, another child tells him

fthe answer.Now the children are ready to play. One pussy or more than one

may be chosen. A pussy runs and stands in front of an'other childin. the circle and shows, his card. The child in the circle says theanswer and they change placeff. The child who is now pussy runsto another child in the circle, etc.

If the child in the circle can not give the correct anwer to thepussy's combination they change cards instead of places, each tellingthe other the answer of the new card. In that ease the pussy hasanother turn.

. This makes a good outdoor game. When it is played. indoorswhere there is not sufficient space for a circle the children may re-main in their seits.

The helper game (grade 3).--The children form a circle. Eachchild holds a card bearing a number from 1 to 9.

The child chosen to be "It " stands in the center of the circle andsays " I am I ". (or whatever his number happens to be). "'Who willhelp me make 1.0.V " He may choose any sumlo 18. In answer

9uéstiot all children tio144cards bearing the numbeg,4 quickl

vg

4, .

,

. s . ..., ,

. ,,

.

..,,.

.

..

H.

.

o

lasyt;

6..

[,,..3.1

. .

t;.::b1..r "

.

...

. o ..g.,

e

'

r

-41

I: I

'4).1

1

11!

,. i

..'

- .,

'.,.- ,, .

I. r t" 1. 'lc:e,

i.

... ..... 4';. i: ' r,. It i .,..; e .., , .. r,.. . it,

.A4'' Al 4.1k4i 4jPr't. .ii *1 1;* Yc, 1;1.,:i: ... 11.;"V ''' ::' r: :tiAt'sí '.....1 .,S.\'' .. ' .'d. -?: A e7, ..14. '. .-r: .. . .4.-1 . . ' ..i...

..: ,.. t......:.....,,.., p ..; .. -..,:, '-1, ... .... :.-...,'.1..%., .. ..! ( ..,* ' 4 1 ''` 1,::' . 4 .44::: k4

f 411R -i..^.. .1. 11* k .fr:iJti* .; i'?11...':;...%**.o..,...I; -.1,% '41' -stef ' ::'.../. , .7".....--:'. .', -,f1......,.;?.,,...., .,.. -....... .4"- ...,, ... : i.." ./. ...... c I. ...`.. ..:. ....: .: c ' ; ::.' ',I.:, ::.:1;.4...*.ti.4. PI

',P.. a-1,7 ' ' `I, I. ... ' 6 ,.., . . e

Ivj 1,-yr'. .. .. -..le"e. -pc- ' la .- -' "*..,' ii:1-,L. 't.'61'r 't I 4 iit z

0..1`.. f'6Iii.i. Lrfra"!',;:i' ..141.T'111.,,.1". ",...-:v t.,.. :- f'....,/."!.t..:}.. 6 14:te.,',... :. : ..i , % ,r.g.-4..t.¡Il ''s Ii..6,,.... '''.4:; 1 '.:51,;,...t.'1".!. a f 4; .., 4.. ; ' : i :. ::' .' t : ;1; ''17.' 64.",.)

4.:414¡;:.#iiV ,1.-- # 1 I'l:,7,...frAg.o, - .14:1: litie 7 )..:,., liji.,,, .1.:.,t...,1-.;.-:-.2:,:...:,....a-Y.450- ' r i. Agi,a -1 4 , ieAvilf4J",;:i ..!,,-riri. ,..4*.?..i .v.iil..:vit d.71,14.e, ,J,..,i.ti._,,-::_..._......._ ,,.

-,. ,

this.;

, .

/*-- 1 ./

step to the center, The first to reach the side of the inter *becomes " It," the others taking their places in the circle. Alert-ness ofmind and body is the watchword.

NoTs.A teacher's comment follows : "I find that the children never tire of this One.It may be used In grade 4 or 5 successfully,"

Farmer (grae 4).The children form a circle. Each child hold§a card bearing a number from 1 to 30. _

One child is chosen to be the farmer and takes his place withinthe circle. %He steps up to some child in the circle and says "ilaveyou seen /ny sheep t." The other replies " No, how old is herThe farmer svs " He is ?ears older (or younsger) than you." Thechild tries to loeate the one holding the card which bears the sum,or difference, as the case might be. The one holdin this cardbegins to run around the outside of the circle, pursued by theother child. If the pursuer is successful, he 13conies the farmer.If not, the farmer has anotiier. turn.

Relay race (grade 3).At a given signal the children in the frontseats go to the board and write any dumber from 1 to 10. The

. first child in the row returns and takes the second seat. The secondchild goes to the board and writes his uumber directly under diefirst number, returns and tikes third place, and so on down therow. The last child in theorow adds the colfimn of figures andtakes his place in the front seat. The'row finishing correctly winsone -point. One child is scorekeeper.' The race is finished whenpupils reach their 9wn .seats. Final honors are given to the rowobtaining the greatest .number of points.

Number race.Race to see who will get over the fetice first.Divide the class into teamsboys ágainst girls or row' against

row. Draw a vertical line for the fence. Put about 10 additionproblems on each side. A child from each team starts at either endand tries to get over the fence first. Class, watches to see that noone goes over the fence until every answer on his side.is correct.Keep score.

P6 5 7 3 4, 7 8 '7 . 0 6 5 7 8 4 7 8 7 99 4 0 8 9 5 2 7 1 9 4 0 8 9 5 2 7 1

wm Mwormob IMIP ONIEN=10 IN60111. ONINIMID 011/M/IM I1=M .1 IMMI110 011MIIIMO

Number game (for combinati.on drill, grade 3).Cards with nums...',.,hers are passed to pupils. Then one. pupil is chosen to be " It."

,He bounces his ball and calli out any number combination, such as ..'4 and 8. Then the pupil holding the. 7 card runs to the front of 'theroom and eves the combination As he .catches the bail. :. ,

Thé gable 'may be changéd by having the Combination ..carda :- v,

.... passed. to the pupils and ha'sfilig the pupil who is ".It 7 call out. theAlPwatli. ., ("! eav.ery ..puy

...r.:. Q- !yi.r.to: . 'e.9 .iA4tioa.,:r7ftk:.,

; : ; . . ,

, ,.

,, ....

.:..,., -.. . .

. ., ...,.:4 -.,. .

,;.: ,-..:.), ....),.. ..v.,,, ,.,. .-Il .6. ) ,

, . . 1 Iv. ;{ If` 0. i

.;fiLi'L 4:11:LLAL.AL/i&I .ii:LbAkL-Laf4'' '' ' ''''' :»;+-..1.4 :41.1.1..il-SkV:ift.' .°'''

s.f:+:rh::1

.10: A` ,:;,i."! C'iat ;,'

atit. A'i

t-

;1.

--- eV. ..---41-,-- .V,I41 0 4,P. M"--- ------- -4- '.---1--7. T--- ;t 'MI -Yr - I --21r'-\ -7t..--17:-, VVII7.- t 7.-r. '... it .-' 4.. ?..-77-1,. 77...-''''. rli----; -i -:-747, '.,.- ....:4_,%yr :v -,r,-F7' i t . . : .. i ..... ; : ..: t.: .ri t.; .. 4 . 3. ..,:e. 'it R ' ' .' : kv 7:; , 4... '...:.1. .: .,...,.. Iti t....rv ' ...,' ;..4 . . . .. "i

1. . ' ' . .... -.." .. 4 '. ,..-1GAME ;41Eviti 014i.; ./.. -':).1:3 :4 1 ..1 o , , -

-.., i - .

; ;.1

44

o .

0

I

,.

...... . . ,..4-L-

.t.;1,..,,,

. f .' :' J

4 0.i

1

-.1:'.1

, '...-4't

:.-"1'.. 'IT

. .

, '41

...

. 4

walismos

r

.14

41

1111

.

u.p., , .. ..

.

j . .

,

1 :,.:,¡i, ,sk:,"...: .,*: '.i.:i-a

. .. ... ..

. , ..

.

. _ .

', :- :":,

J ; ,

. , , :

..

'*

,

..* t

t;"1 101 k

.111'

42 MOTIVATION OF ARITHMETIO11

with his card; .the first one who catches the ball is " It." The cardsare held for the class to see.

The...

teacher *will add new combinations after they have beenpresented in class for mastery. The car& are used for review drilland must not contain unknown combinations.

This device kgepg the attention _of the entire class.It may be varied by having the first pupil in the group write theo

firs% answer, the second pupil the second answer, etc. This plan usesmore pupils and keeps all alert.

nuinber conteat.--This game is used to teach the number cbm-binationi, which are tveritte4 on the blackboard without answers.

Divide the sz, into two secpons, calling one Reds " and theother " Cho9se a ,child from eatth side as a contestant anda third for score keep.er.. Eaeh contestant is given, a pointer, andas a sum is mlled for, each of the two çontt.nts tries to be the firstone to touch the right number with his pointer.° The two contestantscontinue to race until every child in one row of seats has had achance to ask for a sum, after- which one point is counted on thescore -for the side ot the child winning the greatest numbesr ofanswers; then two miw\contestants are chosen.

This game is quite a favorite with the pupils.A railroad journey.Along the top of the blackboard write the

names of familiar towns. Between each two write a figure whichrepresents the mileage between towns or one which represents 'thefare. The child starts on his journey by adding the miles he hasgone or the fare he has paid. The game is to see who can go thefarthest without stopping. Thus : Akron, 6; Cuya Falls, 9; Stows'Kent, 4; Ravenna, 12; Warren, 7; Niles, etc.- The child .points toeach one, saying 6 - 15 - 1 - 31 - 38, etc. When le_ can do nomore witli reasonable speed he, must get off.

There is posiibility of corielation with the Niork in geograpiiy inintermediate grades.

.Baseball device (grades 3, 4, and 5).--Children start, each time,i/ith the number in the center; this is added first to the numbersinside the diamond, as, 8+4, 8+5, etc. The numbers on ,the outsideare outfielders. As many troublesome ones as desired may beRplacedthere A complete circuit of the diamondi counts one score. If awmng answer is given, the player is marked out (0) . f The childrenwill keep their own scores and not lose interest for a long time.

The numbers and sign may be changed as often as desired.Eraser game (grade 3).--Material : Combinations on board, cat*

+Atli answer to combinations, and two erasers.Game: Two children, one from each team, -are given erasers.e teacher or a pupil displap an answer card. Children race

;

....,.,........,.....---..., ,.....; ... .

.. .,. ' s .:t:. i

i?. I ;;i ' ' '' .,

... i. . .-

^ N%

?V;1.!' '.

..

44.r2i.'7:; :: .., .. .,

,.., ...

..

.._

,,,,, .....

:

, .-.. ...

r ..-...

;. I a

....,..

PIS

.i .

;I.

t.1

'7_'__'_'m. e %.. ,.; -.

1

t-jr:..

.

, . .

.

.

".

Blu .

-

.

.,

,

s.

1°i

tit

GAME DEVICES

I erase combination corresponding to answer. The childwho -" ins 4his

,

race scores a point for his team. The next two onteam are given erasers, etc. Add the points; the tealn having high..

test score wins. An exceptional child may be score keeper.Baseball game.----Placé 12 combination cards in the follgwing

order :

Home Pint Second Third8 10 6 8 8 5 7 9 10 99 9 9 5 6 8 5 6 .4 7 9

Divide the class into tivi groups. Groups are named, as EveIeth-Virginia; Giants-Cubs; etc. The Arst batter on the visiting tdam

.11

.*

la

15

Pia. 4.Baseball diamond for teaching addition

begins with '"(3:1, giving answers as rapidly ag possible. Should he

miss10

his side gets .8 points. If he gets 12 points he makes ahome run. The first batter on the other team now tri, etc. The

ewinning team has the highest score, which is added by the classor the score keeper. The cards should be changed often.

Traftle triti418.---Flash bards of addition and subtraction -cbmbiiia-tions are distributed among die pupils. The teacher or a pupil may ..

ici as a traffic officer, standing in front of claw and calling anit tim-ber the combinations of which have been studied. As the numberis called all chil4ren having cards bearing 10mbinitiims requiring .... ..,

Ilt-..:: ,p: ,,,,,..,

t,he number ,cilléd ag imi grofivek Ma quickly .t° fro*, .fa.,143.,1.: :.c1..;.::74',.;,..,;,e.t;:tt..",iii..1'''"::;i;

.,...,. .,,

. .:

7.: :. f q h a.;:tik.141

.4- 1 .; i , 1 ' s a .t ) 1f 41-':." o

-4 ' V r`.;: ....gli. i::; .Ita 44r.ti41:4:1;iii1;%.:.1.1::;:V1:1;a:f4.4

,.. : riM OX',:1:.e:';',...'.V i

e ...

1; 64# , 4*. .% ., . ,. .,

t ',', 41'V'k 4 f v ,i/ti 17' 1,4ou_'''' '. --,' .:1,, ,lk

41.4' ' ..-;.'..4. 1611',4',41 '..

4

e

1.*his

4 4

te,

-4

INNI

9

4 4k

I

. 11

:1,1_

:

r.11 0.

:.

JI

.. ..,

. .s..:',:...,,)

,

.,.

.,

..,,.

.;:....:!..;Ji-

....,

...::::lf.

: 4. ' ....:;.....*f:k.A

::::»...

:-.is,.,A;01.

.......,-N,

_. .-. 1.. , . v,

:

.

a . i

,. .. . i .'

111440

. I Ai ;Ai . »:.. . . !) I .1.1`. 4. I. ti 4.". oi - tt te ..?.. 4 13 ." 4' :4 V . .' '1.e1>IN3113 r :;.*14.4'A.. S

'.' %44''''4: '.Neji, iNg yr

v o--fl.

43

7I

*

.

11

.

:

MOTIVAVON' OP AILITHMETIOa

I.

'Cta

.4*.1.an4 show. their cards. -Any mistakes are corrected by children' Okiseats.. The class then *show their cards, and those standing calf.:1those who 'should have passed to frpnt but .failed to do if). Alltó seats and another number is called by traffic officer. The'' children pretend to be cars and their cards àre the license tags calledfor by officer.

Ninepina.The teacher chooses one child to be " IL" He selectsnine children from the class and these stand i aight line fac-ifig him. 'The teacher then gives combipationAtily, as " 7 and8," "17 ind 9." If the child who is " It " gives the answer beforethe *first child in the line, he has knocked down a ninepine, and thischild takes his seat. If any child in the line answers fiest he re-mains in the line* until all have had their turn. Each ninepinknocked down counts twp. Sçorii may be kept by one of the pupilsat the blackboard. .

Thig may be varied by flashing cards instead of /eying the com-binations.*

Drop the handkerchief.--The children form a circle. Each mehas a number (from 1 to 18) pinned on his back. Each pupil knowshis own number. One pupil goei around the outside of the circle.Re tips some one and says ." 4." The one tapped, whose ntmberis 8, says the sum, " 12," and immediaiely runs around the circleto catch the other child before he gets back to his own place in the

If he does not catch him, then he is the next to be "It." Ifhe does catch him, then the one caught m.ust be " It."

SUBTRACTION

Circle "It."The children form a tircle. Each child holds acard bearing a number. from 4 to 18.

Directions: The child chosen to be " It" is blindfplded anti standswithin the circle. He touches some child who tells him the differ!.ence between the two numbers, his .own and that of thè one blind-folded. The latter, knowing his ()WIl number and having been toldthe differenje between them, Must tell the nurilber of the otherchild. If correct, his blindfold is slipped off by the 1teacher anc. hechases thé-9ther child once around the tircie in an effort tó catch-him. If he succeeds in doing so he remains. "It." If he fails, theone pursued becomes "It." §Ci

Rippety children form a circle. Each.child holds a.card bearing a nuinbei.of colored .clots. Numbers from 1 to 9 artused, also the following rhyme:

}Tippet), hop, we all say,.

Row many Ott -when you\ take me away? .

Diteetions: Otie .chig is chosen to "It." His rni*nberiacouncetk by the sake olopt.around ins* of circiii

.

r14.

. ,

Nt

.,.1.t.4.%..,...

--,4.....:.,4,..

..4-,,,.....

../...,,-,,...

6

1('

. e,

. .. ..e.,.... -,.

,. .

, .. .

: I

v

,...,

i.,..,

,. .

,..

:,

,

.i.

& .

.3 tl"

f,-:,.

,.,..

circli.

.:.. :sp

.ii

e

.,.,,..

L..j

,....

I

f'.1

:1

:,

,.

w .

L.:-..

V-

?.., %

!., I. .

.. . ..,,,....;r.

:

V!1i.. ::;: 4474.---The.r .

."

.41t . ..Y. Of

.4t-% -P f :

. {it I... 11 I .'Se .' ,.f-11

..t ef .. --1 4 .1

rquli1.* to, I. ; v

(-: 6i SI k - ,, /, v 1

......, s . l :littli&Aq.. .. Iz.

.,

!,kri,r:tt-;

,,.er,

t-..

I

/

"

m#1,-.! :&. 1:: kn..

6,,,,41.1o .

J.

,

44

go

ping at the termination of the rhyme which the children are reciting.Re Owes the child by whom he stops. It becomes this child's duty togive the answer, as, " 4 from 12 leaves 8." These two children ex-change places and proceed with the game as before..Game of brothers (grade S). The number to be learned is the

family name. Any two numbers that combine to form it are thebrother&

For instance, " 13 " is the family name. One, brother is 144," andhe alway# calls for " 9." The brother " 6 " calls for " 7," etc., for allcofilbinations of " 13.1'

P

.t?

o

4 504

3 2

Fla. 5.Chart tor target game

V.

,

Jr-

This drill is a help to subtraction later, as it trains the mind tosupply the complementary part in any combination when one liartis given. : when " 4 " from." 11 " is given, it becomes automaticto think " 4 and 7 make 11 " and to answer " 7."'Target gaine.--Pupil shuts his eyes and, with chalk, turns around

and points quickly tri the chart. If he points his chalk on thecircle marked' " 6," his score is 10.-6, which makes 4. If on 5, t,

W-5=5, etc. Pupils try to brit the highest score.Played by sides, each pupil giviiig his score aild writhig frt for

his side, &is divice becomes a good game.Powand àhickenz.---Have childreh place a given number of 61).

¡bets on desk. Call them chitkens, While thq chilaren's óyes 104*Bed, one child, the fáx, take a ,xlifferent number frota aeverI

The' children it the-n i3 ens atoleii. 4'

a

-;',1.;;,

-.1, 'It

. .

Sod -#.

.#1.ls

4 ', 1044,411:t.t4.,

..

PY

4:4.f

p4.

I :J....1f 1 ' ''

1 ',......,..p.4.,?.,

. ,i

4 :1*-i. . :;.., : Int41 A

b..,

r

. -,

t

II!, 'tAjf ;,t1

.

.,

,

!I

. .'

PO

16

a

6 7 8 9 I 0

1:3

r_

.4

alb

.

..: 64.

:11fr P*7

r,00.;1

.:

mtV;4.41

.

.

..I

.-

.

,

. .

.. , , '`

7 1,"

0.

A41'1

-7:,V

;-

g

.ste t

C

zf

' it¡'. -, . . . r.

-:::: *Ir t

.

..

111 1 0

..

P.

...

... I . r t. . ... ;!,-..1-7- ' . 1. .. % ' * ""- t'i....._ t - :' . . r V . . P

it.e...t....i. ...I ti..'":. ..... ,-,_4.1 :,.

e . - .. 7" f 4.a. .- 4----...1 I Li 5 i .1

. - - ,.. , . i; , .... a.-4,, !I ..:(,,tv.,t.t..,,i..:,..!,..,,I.

F. ,, . ,... .1.ti.. '. F. I 0 : ill *: P- :I ;81, 4 .,... 4;4.. ...e.,:-rk''-.-i-lie jell. It slow,, r :.... : ' -is' *1 r.r.i 7,, , ,L.S. -iá.i.. ,., .. -.. ..` '. t '... r. '' r,' . P :. /a...

.. .,, .; e. '0'.:; .., ; ....t ..". ...,:. ,r.-...A- till, ; ...11. .. ',. . il ...,' 00'1...0%; ik:ti.4' 0' ,,. )1P. ' . / 4) " s' '11 r ',

-Aa -',.: . _ -I., A, :- ly-LAL:glia. 1.t_

. "':%

."

41. iv 1. -14 t*".' se: t IV V Of:4 4..4'orfer

t' 0t ,r . .. ar it si

. ..T . ;Pt.:, a.,

. P...

tA:

frlY(r -1

"C 41,14X

01 '1 .41 01,'IP

-7 64

, 4 .1

14-!s %PTA% r f-.

.e;

anti MIVICIS

.

often,

Mat!.

,

, 1 .0 ." #

I

mowincovr or AUTRMITIC

Additional aubtraction, deviceo.t-Grouping of children is a dwhich may be effectively used. Call 10 children to arise; 2 bethe ieinainder standing is 8. Show that in every subtraction invott. ,

ing 10 *and 2 the remainder is always 8. Notice the followinid20-2=18; 30-2=28; 40-2=88; 50-2=48; 100-2=98;7984 5,000-2=4,998; etc.

Use the giouping. device *ith various cgmbinations: 8-2, aiwap6; 9-2, alivays 7; 4-3, always 1; and 9-3, always 6.

Many of the schemes noted in the preceding section on "Addition " applicable also to this section on "Subtraction."

MULTIPLICATIONHappy tinum.---1. Any even nuinber of players, preferably six ot niore.2. Played at a table or on the schoolroom floor.8. Two seta of cars:, one bearing the combination (as 5X8) ; and

one bearink the result (as 40).4. Cards dealt, as in any card game.

Eadv player must have same number of cards. If number iscards that match 'may be remoied.to make an even number.

6. All players match the cards held in the hand tifter cards azidealt. (Example: If playpr holds 7X9 and 63, then discard thematched cards.)

7. First player lays down .any card which he holds' in .his hand.Either product or combinations.

8. Any player who can match it find make a correct combinationgets both cards, which he places in his " guard pile." He then putsdown another card, and the gáme proceeds as before.

9. Any .player making a wrong combination takes back the cart'he played, loses his tqrn; and forfeits all the .gards ifi his " guardpile " to the player who does make the. correct combination.

If po player can make' the correct combination, aU playa**mist place cards in Oain gigot.* The. player who first discovel.

pile," gets. another turn, .and the game proceeds as before.tiltabelecollirrealer.4ea

11. 71:ke player who ji first rid of all cards and hail the larg*

.

is.

privileged take itHane match the card

gitiard " is. the winner.. rThe ganitiinti' be °withbegun one table, and as 'other WO.

takini ùp dieY may be added. It also makes ganct porn*for uppqr-grade pupils who are weak in multiplipi:7glk

t fit,gip.e.,"041: may bp taken hpme, And &played. by. :. .

In the eveiiing. it 1401..Inalce weak pnes Tiro*ofwK'qnbert e.p.

1

VS1

it 4

...,. *

ril+1........'itg.;, . I

t 'h1,. A; !...,.,,,,..

..

%

.1II

, o

are

r4-..'

5..

,

.*

.

, 1

z

..-, ,,

,.:¡'' I,

... , .., .(,-.1

1 E, .

, ,'

(in'the conininglion correct. He adds ese to his "=

. .., . . '

.4

."6141" t et'

tPE ...

, .

I

t"..;:i.3.ili t.1' -1" .t. 'e '-4 t.e.1 ...... . 4. 1,r. .):13't .? : I: ,ii,r1.4,', I P. !... ,..i - 'I

41. .....1.. ' ' 31PI, ... Y../.. It ,-....

lAm44/1-.' 1' ' .- -

'ti h _:01

. 1,0-. 4.,.., ..-., - -...7 : 4 IA .4. ' e , "

' .-, '. ..1

K.) rd.e.-A 1:4;)114. ...: r it

...144$* I. 1 ii.'r .1.: %' "W''''' t''. .. , . ,--a,.

.., ix..

f'

Ili =

c = . ,

It 1..1 . . ,) -f:. 'b $ : e 1. a . .. .i.

, . ...:- B .-, r- .1.1%. AA

4.:.t..t. .;,.:::.

r l'.. . .-?. . 4 " 1

t

-.... ,,. ,.., ..._ ,,

.....,, E,, .

4 .:, '.!:, a...

.

14. - 3 .i. If ' ' .' 4-' ' ,.... , ,:. .

No r' f_. ,

'101..'0

7

. s. , ,11

lo.

guard

pile12.

18

wof qw

jaw perfect may be given the oversight of the glum while the*Cher Ja otherwise occupied..

NomaGood for home or ralig-day drill, Its chief value is in linking boom sadschool.

.01d witch. (grade 3 or 4).---Have an old. witch, a mother, Sindchildren. If working on *the 9. table, give the children such numbers .

as 2746-45-54-68, etc. The old witch comes to the door. Each isto think* very hard of the combination that makes his number. The.old witch knocks and says " I want -a chill" The mother asks .4.

"Is it 0X5 I " " No,.it is not 45," quickly' replies the witch. Such

79x

.,

a conversation goes on for some time. Finally the .mither may. say"Is it 9><71" . Yes," replies the witch, " it is ---------." The pupilhaving the 63 must know instantly that equals 68 and thatthe old witch wants him. He runs, saying u he does so, "Well,if 9><7 are 63, you must catch me."

plis game may be ipplied to each of the fundamental .processes,.-Nofig.---This is time-consuming for the amount of drill. .

Ntintber rday.The claw is divided into two teims equal -in mim-ber. For the purpose of example, I shall call one team .the "Northside " and the other temp the " South side.".

The blackboard immediately in frofit of the " North side " ii*allotted to that team. The blackboard immediately in front ofthe " South side " is allotted to that teatii:

The teacher writ* a number combination on each board. (AsI teach multiplication, I use combifiations such as 0(3, 6X9, etc.However, addition and subtraction facto are equally good.)

At a given signal, the first person on: each side runs up to the-board, writes the answer to the combination' already there, write,

new ebmbination, and .returns to his seat. The next person. then4oes likewise. This ootinues until everyone has run.

In deciding Which side wins the rime, apcuracyl. speed,' and thenumber of fouls should be taken hit* consideration.

Numbeo match.--The number matcb is a multiplication tabledrill. Have a captiin for each side, as in a spelling match. Letthem choosi pupils for their side& As a pupil fails to answer cor."*.redly he sits down. The pupil who gives most còrrect =friers win&

Multiplication &M.-14mo squares, with a *umber m each, are . *

drawn cm the blackboard. One child chooses .a number .tto be used asThis And tosties the ball to one of. thi_ squares and

another child muSt gite the product before the ball has been caughtafter bouncing on the \floor. If the child answers all correctly, he.-may throw the ball. ,

!..

can als9 be used for other processes. .4 is too time-consum'ing, s .iiten tmeeir;;I i,." . /....

all (grdds 4 o itigher)eow-kfter the pon facts fairl

.- ''. 4.

-

-". e 1

71W17.<7'477Ur 57---7; 71: _ wvairla,

" :6". s' " 40... 1,, ; - T.. ; ,. \ . . 4"t 41 V it4A:' 441.1 wl "44, fir t th4V; d.

1'

-.

1.

.

.

,.

A X

'.4 J.e

otc

,..14 I1

41"V 14:4

t.:. . .d

'v. '*1

,

0

%.11

I %Tkt...,J.8erh.... .1

.;

, .14, 11-.

. tikt1r,'

.1 4' 't d-

t 11;'

.

.

f3

, .

%.*Ii:

t V IL.' ;$1'Iti.(.,...

t

Wtt..1.: 6...,,V .,

.....t t '..

0:.. 41

4tZt_iN i

: e ."I .P.

t ,,gi!..i. 1,

1

I. . .1 '410

:. * "':# h.'

. '!" r.. (I.% -

'.'... ..e.»..

!t 914;elli

"

.

% at%

-,:t- '.

e% ?4 p

,

a multiplier.

This:St s: '...* , .

inoir theirwell

.-.this' can bAt, .

,/'I

0 0,

!'s' .

O

MOTIVATION AlkiTainino0. ,

throws a soft indQor baseball to a child, at the same time calling oit.°350. The child is supposed to catch the bill find give the &newtat the same timq. He then throws the ball back to the teacher.- -1

This is excellent for inspiring the pupils to lean' somethingotherwise .dry and also for drill work. They all want to play"arithmetic baseball," and thoy soon learn that in order to get vy !

fun out of it they museknow the tables so well that the answercomes automati.cally.

Bean bag.----The 'entire class loll's a circle in front of the mein.One child stands in the center of the circle with a bean bag. R.gives a combination, as 6><7, sind tosses the bean big to one child eathe circle. The child gives the came at the sazue-tim catches.the bean bag. If he answers correctly, he takes his .place in thecenter and gives a combination. If hi misses, howeier, the chiliin the center has another chance. This is done for 5 or 10 minutes,and then if a child misses he takes .his seat and studies his combi-nations. i The last one remaining op the circle wins the game. Thisis too time-consuming for regular uie in a fourth grade, and littleor no formal drill in multiplication should be given below the fourthgrade.

volt- DIVISION

tytky race in %Mort division. (grade 4 or 6).Divide blackboardinto as many spaces as there are rows of seats. Seats children inrows of equafnumber. Give crayon to child in last seat of each row.At signal each child in a last seat goes to the board and writes fivefigures, no two being alike, and divides by sit given number, sa°y,Each then returns to Isis seat and gives his crayon to the child infront.of him; this child in turn divides the first quotient by 3, andso on till all have divided. Any. remainder at the end of elich &vi-sion is crossed off. The row 1bl:thing correctly first wins. Example:

a,

3 3

3114 018:5

3 8,228312,742

3 914.3 3043 101

3

3

Additional diviaion deviees.---Miny of the schem notedunder La4dit and mul plication

)1.0 1.41,.

1.

.4,

.6

-!

:4

I

'

.

V

.1:

t

_

.

,....,

;,..;

.

h.

.

,

Ji

.

:1

,i,

..,

Its

r

I

to

A,

k

'

r

t ... ; . g Vt. d*, 4!

1.,YAi:;:'' e i. f .t_ . %it . . .

11;41 .'s t. . t%.,....!t 8 4...

)iII,. 1., e r,wy,,,i f t- ,;.7_e h-t. 1\ " . ' ki ',... 1 g

sf

-lid...,:...,-,;..i, ....- 1.7-J. r.1, , ,-4_, -''' .....).... i .xti,

1,,,,..)! ''q..,i,

2' AC-Fp

41 '4

4 -1r .

t .

. .. .

. .

).

.

71.

.. r, ..

.r:.:14 t ! 4".

. .r. .

. T. , .

. r\;;1'

fk,

4.; .. 41s, e.1.

iv '

rm

661.

4

.4, 4. : I liki .' . .... . 4 1 *-.1 -

. V ,;;:, .,: .:.-. : " r , .. i.4-.I10. ,r:4;,,tari.r.

.,... '.... ....rt 2! .;.;'..M

. .... : - ... I. % .,

i; .- : -r.'.'t,. r . :I_ ' . s..-% . ,:,:--_:__

OP.

, . .

,.

,,,; ,2 1

OMER DEVICES

Crowgveationc Thip may be played between two teams or twofines. One team asks the questions 'and the other team answers thequestions or combination& Children may be helped by the teacherin becoming skilled in calling for combinations on whicia others areweak; and if so, the drill flint where most needed.

41.

011101001011

I10011

ol ' I 4IONNOI,,,..

itDevice gir drill In addition' oeumminis

Ortitaing M. OtatitoDeviceiLion, used for drill on addition, ,subtraotion, or muitiplicatiop. The child's aim is to go $1.1 the'wav

get.the-` '"

f , . ..r

4*

4.

A

f '

.

1 340fr -

,

.

I.

pg"

,

kEa.PAM.

V.

. ,a; n,

,

411.

1

4

4

I

6- paw.ai 'WU

YA1LS),_

16

6.1

+6.400 t

.m: 11111816...

morr

A

.

,

Na""3...41.11411111.0

-

'1k- 7\ ,tr4kA /IS

rva.71."14_

t

h u

*.

.4

I

444I&ì .

.,

motrivAnow or ARMEN:BM

Firemen's la;Ider.---The fireman's ladder may be used for drillsin add¡tioe, subtrattiott, and e' multiplication. Draw a lad*Place où each rung any number from i to 9.

Children,climb ladder buy

firemeff,adding 1*1

nated number to numbers on t*rungs and saying only theswers. To one side of thé lad*at top, list nanies cif girls will°reach the top, and to the other sidethose of the boys. At the close of

the game count number of boystind girls getting to top of ladder.They are good firemen. 'The sidehaving the most wins.

Train race.--Draw on the boirda diagram of a railroad iimningfrom a point designated Chicagoto one designated lisiw York Apoint marked midway between is

Pittsb . Numbers 3 tá 12 areplaced tween the railrolid ties

o and X6 (or some other combina:tion) at Pittsburgh..

Two children play trains andrace to Pittsburgh, ohe starting atNew York and pne at Chicago,They multiply the numbers be-

Omen the railroad ties by the numb

4ber in the center and write theanswers under tilt; jo.ailroad nu*beers. The child who'reaches Pitts,burgh first wins the ¡ace., The

4,

4

,11

A.

no. 7.0--" Fireman's lad*" for additionf% apnbtraetion, and multirilleAtion

. ..

contest may be baween boys anagirls orte between rows.

Norp,--ClAvapit *of Combinations $hould IA ot the same difficulty. tea stifles by gal

wt.

i.

;

a n.. 4.

A Trip .byf..r ...IV:.

aliworit

Dickinsont.

,p #

;. 101 111P

2X7" 2X 5 2X11 2X9 2X8. 2X8 2X6 2X12 2X4 2X10 2X*

.6,

.

, ., -

Express Freight4

4 A

of afat nil of the pupils are env'&rent trains.

41

.

4". t -4 ;9014...g.

A

aim,d

, \ ap,-r

t'Air4 :1

.

;.

'

.e

loway, University 41,Psousylvania, of 4

oi 41

.I, .4,' %'. A, .

. .....

... .

4.

s. Mend*

flyer

kaky ria,

ldren aze4milisr with the414 , . I()

a ft 1 44t, t ,

Wieek

.

W'

can make a ipeedy run between the two cities he ts totf "fiif he is not so fast he is on an express train. If a child mikes avery slow _kip he is said to be on a freight train. A mittake owleta child to OA off the track, so he is in a wreck. The children.at theirseats decide on whet kind of train the child at the board is riding.After each child has a turn the wrecks are helped on the track andallowed to start out again. This gives the inaccurate children the extrapractice they, need. This device is very popular in the second grade.

ßtepping-8tone8.---Children visiting in the Country like to crossstreams op stepping-stones. In the illustration given a netv stone isreached by dividing the number on it by 12, as 144÷12=12, etc. Asthe child starts to cross the stream he is cautioped, " Don't fall intothe water."

_ :tat

mrIP

Fro. Bteppbg stunts " for practice in division4

Be drill, or the high jump. Another device for drill on multi-plication and division is the use of the bar. Sometimes wi have arace to see who will reacl the top of the bar first.

612

. 10

. X4402°81

4162428 I

a

cc

.1.1112117R4

6

, .

.. ,

' 0:7!

,

.1

1. Sometimes we arrange the most difficult combina06ns at the pp. :2,'.

r", Then wé call it " the high, jump," and thé game is to see who can1, ',.bighist or who Can chit the bar. . : , . .-..r#I .' Ring the bell (grade. 3).---Undo4btedly; *my child tag visited an

smusement park and has' obstmved some sort of con#ivanc0,3tor, .,:,.:!if..

in,. . a

.

.,

11''A.

.

,,..., ......

,t.. i j,

iidie, ImaTidOt:"Pidl. '.

,,J... -, ,, . ,(.' » "'If': e% . -

skill a4d 'strength. 'Ate children, my clus,areamusement psrk game, mg die bell," sq F 0haeä4e

iore4 to inkodueo. i,t tho claproom*,l,ComPatitihtlen

./

*

1 . msgtitir 2)1nprozo'

8.--"

go

well, with-

,

,..,? 440 ii.j.kileir'bil*..,

MOTIVATION\M: ABITHMETip

able to ring the bell most frequently. The object id this deviii '-

is to aim for speed and accuracy. The pupil begins . at the bottoofand tries to reach the top without error. ;-,

F10. 941--" Ring the bell " for multiplication drill

Geometric Pure device8.---Any number arrangement will servefor addition or multiplication. By care in placing the .numbers thesame devices may be used in subtraction and div ; i . The numberin the center is combined in some of the fundam : : i relationshipswith those on the outside, the teacher or pupil pointing to the num-bers in turn', or the pupil naining results without pointing. *Abovea circle may be written " Merry-go-round," or beneath it, " Keep thewheel rolling."

Picking apple..---Draw on the board an apple tree with apples on.it. Each apple has on its side a number combination. The childrenpick apples by giiting the combinations. The one who picks themost spples wins the game. Keep score.

'The plan may be varied by having pupils compete in rows or 1#haling two Wens in compttition. The opportunities must be eye*dittributed.

iv,either of. eardboird or, the toms or silio otthe

la,..°T .4

e

17.

t.

,

h I

/1/

'kk\ /9:P

6

3

7

Y.

!

, 49

. °44- ..

I4....4.... .....rotli lill

.... ow-... niNgli .r"-;/°.'-' , ,

...- ..o.

...._........1 ii._......=.0. 1

. ......

.... ...,..

1 . 1._ .. `M;i 1

get. -

41"

11,- -@ _-mANI

' *'1;.1* 311"....

. lit,

Ps?.. 4.

.'

:10

:

it..,.:='. ..

;,.... . ,, "-,

.:.:'

.._

., .. , .

. ,

ii,......-..,

t..vi:..,:: ..rth.l}, .. a , .1 :

.1.

.

...,...1k.:.-r fi''.*:'-' ::

04..: , : .

;,....t.,

..,-.., ; I : 4: '

;4: ';°;..../ .' :k.' 1 I,

1

v,,,,..-...r. ,,,.., 4

,_

. .

1 . ,4,4,, *:.....1.,,,, , ..,, .fi.ii, t

1'4. 4^. tP.,' !:-' i'

, .

. .

-

t;14.:i:=74.-; , %. -..,..,.! ..1..» .: '' :". ... .. , -. r .'N. .. : ,-. .. i I

All. '... 1:.,k,ry,,,,..-.... ... .. .-. . . . 0

.401qt;:t.' I' ;1 .. j.. .. t .. . e j

.I

tI r. . Y

IV 14110 PaA . ' .* L :' ! e ' dIrj"./1"$1iW:ii," : `, 1. . -'`n *- . .. ,, .4";-'.' .Ai

i A 4.4

1311Mi .:4-.. .1

.i T,5.1 ,;,.:

4% ;

, il t' ,.1. oil MI;I - - ... /

...1. .....0 i, fkt _- ', _ .. 441 . ., ' .t ° 4.; . i . -

6 7;21'1%4 .' I ... ' .:

Attach' t.-., ,;!.. f4 /.4 4

i1 '.fr

18P 1: ;1 c, ) , used:hli.

,..,14.-,,. :.

US I. l'rla ..46 ..;g. f* 1 4.4; ) i-'...(i.i, _dti::: 1:

t: ; .'1,-'1'4:'::?,,;141,. 4 !1.1

i" `; 1% yaieri ,5 -,..*,...,...,`. ;tjt.-..f;giN4*.A.:;ei,!,!:;,,,,I.,.,-4.,!,:..,_,-4....._ ,. ..,,..,

44.4

.1 t. .

.

,

.

ittiiiibeiti

v.

numbers to be multiplied by i number faste4ed in the centisroradded to that center number.

Spinning the arróto.---Mitke a circle of cardboard. Place num-bers from 0 to 12 at regular intervals around the circumference.

0

r,a ,. ?v.I Zrr,

SWO:e.78'1 ;:49i

.

t=1.

Y.( v..1

.

)44,1

a 4,

4.1

. -

-

4 ti

a. 11!...741'

3 6+

*

-

3

74

5.

X 10

, 4470

2_.4

4-

04

+ 7

:73

8

1

7, 3

4

as

35

9+

S.

4

X 7

FIG. 10.---Ge9inetrie.. figures in t MA:Mental ineCtISSSS,

,. Fasten.. ,

4,(i=y , arrow loosely in the center.

.... ., tack:child spins .t.

6 o )

..: , a

s''¡:).17411.ti.PisigiS the r to:,w'tic_[17. the arrow points byt ii:. . .,. " :,

, , .. .. . . , ?

-I ., q, given... , i ,. . " , 1.4'

I ee: .. ''. .' iP., s. .

.ds a ivsecond n. m.- I)] For, e;,-,aliti 'Ae.i...ty,40-pc....,, .... ....:.,,,..", t

,.,.A 47 the -in yo . brkt.

I

i.

3

0.4

a

t. 1

t1 L .

.o"

*fr;NA'

I I ,

.t -

;: r`20 'I.:.A ,

U: 4 ,

1^.-t s . , .

: ps.

4I e.

4..14t4. I

4110%

;. b I , s......

. . 1,.. os

t' '"" fr. le,v1 e-" ( 1.»X's e .

444 41.1 ;I- -

' .. w W le -

I . 1.1 it..:, r

I,11ga I) if it.

X- . .`

.1; 1

aid the

I

.,...."..,,..,,.

given illii44;. .:,3'ai. .,

ber, :

.... .

....(say.9) ...,,...,.,,.....,,.,, , ,child. sp ,s. , 4 ,

4etc. . .

.

:.. . ,.._

..,.... ,,:..,.:

A ..- .r.q:* f .- ''' : / :,. 1 fik4 . : . Art.- , ,;-" . .. e, . t .:*. i4 el ,

"i;IÌ 1 N,, eI:'

,i, :... a , '' -1,.. .1; - it .jrt i '. '." ". .. ' ; ' . ,:' , '. ro , , '1/4.1 , ,t,,, .. ¡

1 %. .. '''. i'. ,r4-4,,..._ . . . .. . . . ,.

,...:_ L .2.1.L. L._ . _ . L ilii.: , ,

1:111:477;'.44 !-'s

b7r

v :

a-

t.

44.

,

r

Over the wax.

a

240tiVA1ioN or AIIITHICIWri0

8X.6,..

2X9 ..6x5',

2X12,

9X7 8X2 7X7 9X7

9X2 9X7 3X2 3X0

7X1 4)0 4X11.

8X8

ft

7..

Each child has a chance to see how quickly he can give the an--swers and get over thè wall then he's out of the game. The row of`children getting the hugest number of children out fire wins.

Raiio game.--For this game a picture of a radio set is drawion the board. This radio ,is just a simple box with a loud speakeLFrom the loud speaker are coming music, songs, and talks, for which'I use numbers in circle .,,nea.cligit numberi if I wish to drill onmultiplication, two-digit numbers for short-division drill. We alltry to hear the nims 'over the radio. If a child is niot able to givean answer to the combination, his radio is out of order; and hetries to correct the fault before that part of the program is fin-ished. 'This device is popular with a class having radio outfitA intheir home.

A clock game.The children draw clocks on the board. Theteacher then ghres a time, as " a quarter after 12." The children drawthe hands and underneath write the products of the numbers the'hands point to.

'Combination, carda.---the teacher makes a set of cards out of whitedrawing paper, size 3 by 5 inches. The combinations are writtenon these cards with black crayon: The cards are .placed in a largecircle on the floor. The children sit around the circle. The daybefore the chlerezi have been told that each one is to bring a piciture of an automobile to sChool. These pictures are pinned on thechildren just before class. An older child, or a student teachér,-is chosen to act as the timekeeper who times each child as he racesarouhd the circle. The pupil who is chosen to race bounces a rubberball on each card and gives the answer. If the card is 9 pIus 7,the pupil says "10 " and passes to the next card. The entire clam,'iitith the teacher, help check the pupil's answer. The student.teacher, or older pupil, announces at the end of th9 race how long"it took 'the pupil to go around the circle. If two children run thes;:race in tfie slime time, they are given a chance to run again. If tw

lretildren choose Ford cars, they are allowed to race against eachLtier see *hick Ford car is the better car.

fiuio hip---An easily prepared devicii suggestive of mavailations, Which never 'hips to hold thil interest of the entir c

,t n au,0 trip.*die endof he blaci

"ilst

jevf . es.'''',1,GeprOqent :4t 44

0 r ;

, 6f! tilt te 'I. C.it

1

1

s

.

I l ,i1 ii 1 .s s

li

.+ t

1`. )

VIII !. , ,. .,.

.....! , ' ...,.. .

. . 1.

;7'...',....-

...f;-:.,k,.....:

:.06 .',

o.7Z`,'.':i . .

rkN.:..---,¡,:d',:;:-.._

!-4!\. :. ,;-,-:.,i:.....: .,

,......,

. .

-: --.., ...,

',..V.:- :

iif* .L.1 A.

..

4.'i(".t:." . ,7-.....,

_ ..,....,i.s.1,

. ,.

l':-v4...,...-,... ..

4..-

i'vP',22,-0....,:.-

.4.--

.. ..,., ... . , .

,.t;' i,E..,:,

..

,;':. ..:.:''4;,(`'....:: ... -

ii.;;:.:- ..

..q.:,-...,.

14-

MVA44- ':

.

.

. A

.

.

,

r"7.W4. 4.4.* .

.

%;.4:g.

.11 "7, 1.: a

44-4i!jp:

;'Y'r;.;

..1

.!.

n"Or E. t 5 A ir-;

kj't dui 1!! '1),_r

S. \Jaid4

71'

v-t

r.7,1: .

- 7

t -. f .. -,...).-..,-

, .

A

.

id sktrVigi. '

.: 4: .. ;;','" '. . s .. 4

idl; 'A :4" i

-1:: .::

.1. :' .4

.

..,

,.._v.,

..Am.!, J.., I., ,

I*.

"... ,

,

7 o P

. .

:*.., l":.

1

1".._. ,4.4; . k I .1.1rt ' L.f .7 . Pifp, $ $ ' r° ' ?

tqt501 '''%ea, 2' 1.-Wr4844-tgA. "-16=1.10.46i1V t i : ;_itA__ 111_', ..'.. ;I'LL er.: . '24' ..":" -..:1-1 .. ; 1,_4 .:WW-

1er

r

4

44/ ,

in.........-..__

At.)01

.

,,éf and

,r4

vt4./ :ea... .01

1

' %",t 4. ..f ','. ') ,t ill 'iltl 4%.

4.6'):

.. Oita*, . i -...

..,.,...., _... .. ,.. . ,

.1.4...i

town. At the other end 0 the blackboard draw si garage, a hospital,. ,

,

sad a hotel, leaving space 'under each for mimes .of pupils. Above .these write the.name of 540,4titagt city. Between the two townsplace the hard combingwii. 'Fliksh cards are best to use, as they e

,

may be quickly rearrangt4.4 ..

P

...A child is called on to give the answers in order as rapidly ss

possible. If he gets through with no mishaps, he is allowed togo to the hotel, and his naine is Owed i4 the space allotted for it.If fie hesitates, or goes along in* a jerky fashion, he must go to the .

garage. If he fails utterly, he must be sent Air and táken to thehospital. The person 'going aft& him must say the combinationsfrom the city back to the shaky place and then repeat on the way in.If he. is nearer to the local town than the distant one, he may.*taken liack to the home town... Sometimes the failure is slight, but

C ..d. .4

the player must Call for help. Then he is " towed in," helped only ..:.,

.

a little. .

In all cases the player who misses must repeat the combinations. 1.

i

rihe waisses. At intérvaLs along the road danger signals may be put ,4,up, such LS " Dangerous curve ahead," " Steep grade," and the like.

At these places the hardest combinations are placed. . el,

After all have played, the names are checked over to see how"many went to the hotel, tò the garage, and to the hospital. Thisgame may be used to good advantage in drilling on the multiplicavi.tion tables or the addition combinations. -

..

The hare and the hound8.--The purpose of this device is to makecompetition the incentive for speed and accuracy.

The examples for drill are laced*on the front and side black:.,...,boards. Each child. in the race is supplied with a pencil and with ,...:.

.41 pad .on which only the answers are to be written. Bitch child- ...

stands before or faces the problem he is working. .... . ..-. , ! *.

...A hare is' chosen a4d is given an 'early start. Let him finish aboutthree examples. This child must try to keep ahead óf the hounds ...2

that are following closely behind him. When the hare teaches i.....)::::,safety, after the last problem, or .when the hare ,is 'caught, mistake .'-:fare checked. This may change the positions becalm° the hounds '.'1,:'`and hare mist go back to correct all mistakes. tale 'winner of the ...' .:'3'f.i....;^..4

:.,..,..,...,..

.is chosen hare. Time .ca Qr given must be observed y .

,,., ,

..

slow pupil may.b.e chosen the first hare or eirotifag04 by a. big, v-..,... 41

_t.

ger start,. say 4vé or SiX., pioblems, worked before the hoods b.egin. . .......,.

.44 the children improve in speed, competition .4h9uld" bt madei, . ...*9nget, Boys, versus girls also &Os ti,o thepop.ot the. game, (Tilt" :.. ,r,:z '

;.. .

! ti twelve children play at once.) . ...'ii.i.P.Y ..i'

:

,.:.,,,...Tlie childten at the .seats .may work the sups: probleina,that-are.. ..

,

, ,......-...;',,.,;;

,,..-:,...,.,,r'-'

-:,..=*I' r..'-Vi!:on a *pedal ;.bi:iarti 'for .-theial..'. ihese chfldreij,_. 1.-1./.

.i; i s'...V.,*. ,i7,;,,

ftir.e the -..*'..

. .,..4.; ....: ...'-. ..........,,,

.. . ,.. ,...... .y.: . :;-, , ,':;.::::4 fe....;.''...:'."111..::1:6;-17:: ,,,,.,'. .'. s --.--.. l'¡ - / ' .:..,.. li't ..1. ',.. -" e I .. .....til':. .i.!"0 u'lley4.-1-1V S er.'.;;;'%44.i 4 "I.: '`! . . , . 4 . :, .. ,.1. -#)0.11' I'''.1 4. ;4k,It.. '1°...0374fr. .;: ,..t:.% . ._. A fig .,,,.

t44 '1I'v I' ..4. P ,V, 4 i, , f. 41% , ,, .::46.,- ,

' ' ' 1 : 1

:6e:v '11( 7PY11.4 .titI n A. :4.1..'rls,(1'.

4.--ri isYaè-,' .6-. .,o.:',', '.,t

. . . .

.';141 .

041 1: ;;+,/0% p

.

4

&ILA

placedfinish childrim tile

1e

%

. a

41-AL,

r..

; 1it.

.,,,..,e,,,, ,.., '..i .1,;. : ....I., ri. k i''4.1,1tril (.. t.! 4i. . , ,:-,' ci, I. .,- 4.,1,1'..4 rue, jilti

.'-- .411" .:::. .44 V4 , A Z liji v*kr_z2.%. 'Ilik-

low

MOTIVATIÓS OP ARftRMEflO

(1) (2) (3) (4) (5) *(6) (7) (8) (9)IBegin 1/2 8/4 2/3 7/8 5/8 3/5 5/7 8110 1/2

here 1/8 1/2 1/6 114 1/2 3/10 3114 1/5 8/8111110IMainalft immum ossmaNwswImasee emIllmapm 01=11111111110

Device in square meaRure.--In taking up in the fifth grade squaremeasure as applied in figuriug the number of square. feet in the !fallsof a room, I found that the children were confused as to the meaningof the word perimeter. I had each child bring to class a box, thedimensions of which were not less than 3 by 4 by 2 inches. Most ofthe pupils brought shoe boxes, the dimensions beirig in fraction&This was just whai Ï wanted, as it made the children see the practictilapplication of fractions, and alsó gave another opportunity for drillin adding and multiplying fractions.

The children's mimes were placed on the board and after them thedimensions of t6ir boxes, the measurements having been made varycarefully in class ana recorded. Next the perimeters were figuredfrom the given dimensions, the class working togethei ;afid the childwhom box was being figured was given the privilege of markingwith a red " C " all correct answers on his classmates' papers.' Theperimeters were 'also recorded after each respective owner'Et,name.

The' next step in the work was for each pupil to cut out the bote-tom of his box, then open at one corner, so that he could see that the

-sides ofthe box, when straightened out, made a rectangle, the lengthof which corresponded to the perimeter of his box. Then the num-ber of square inches in the rectangle was found and recorded.

This device, though simple, fixed in the minds of the children the'meaning of pePimeter. It also gave many problems in .square meas.ure -and a helpful review in.addition and multiplication of fractions.}faking each child responsible for the correct solving of ills ownbox problem sluickly and accurately, so that he might check hisclassmates' work, kept up the interest of the whole Class and proveda most helpful and syccessful project, as a test later proved.

Graphs.As a means f motivating review work, preparatory tothe State efficiency tests, each pupil is recording his daily average opa graph; These may be either the curve or bar variety. Interest ieadded by drawing with red ink a line 'to represent the failing aveiage (this is to be marked " Danger 1") and a line of another color torepresent the grade which must be made if the pupil is to be 'enhon9r itudent This proves a worth-while iiicentive to hard work

Cardboard protraeton.--A lesson in making cardboard. protrao,tors will prove interesting and valuable when teaching angles or aremeasure.

%It 40..clasp. is lugs, the teat*, will Iiive to assist la,o..

4, ).;, 4, 44., j 8" } . ,) p,4:Vib, -'.

,¡:

I

.

,

,aril; I MI IL_

.,

.

, .

,

,

k

..-..., 1

..

,

:

'

.

,

I.;..,. 14,

_

.,..- ..

e

..:'. ..

.. :..

.. .. . i.. :

,... -.i

.. ..,

.- , ,.i.s..*...:1

:

....-

%01.60.:* .''''''.4.

..1 . 4

i

1 _7. ift,..4.;.. 4. -- -.--. r --, -. 1. r i -1#1 .*.% '.,. - .. 67..1..1 , ...

'/..:A.j1 i'.% i:-....j-.i.i., .; .1

o -. 4 :4 ...1 ,:r t N;:*-

.. 9 ati to save. '. . iiit,,

time.i ..... . s. ..0 1 '.. ;: '' : :' !- ' i ". " t '' -;.. .. . ... *_ P . °.

.....* i.,... g!4!.1. ; .*. v t:,4'1,..

In. a -..: 1.4 :.W. r!- .1-"*003'..V4.3:43til7#1-it. ...V.7-:-''''' :,14.,s4'..,Ictit,t0..;-?ry:1:..k r*Ij.".)-, ,,..7.,... :. !..y.':::,

...1 .. ',1.-...`'.;

16;4" ' 1. 4^-' ,"4 .:.ril': Gt4:7.7:01:IY...;:17:../.:.,

kl,l'''' .,`P. ''. A -. ,01.! A .,;,-F..1,;r0..,;t °.:.:11. :.srir..T...:4

..: : .

06,... 3_

0.i'V 4" %1,''-3:4".4::- .1411*.;a&:;::

. C-.. N.... ;,.;'' '' ' '_'-' :C. -t'':'" ---:!-

.

0.

a

",. C

(10)5/6 Salty I2/3 goat

eimmallmeMmiw.mOINMMINIENIMD

OTHER

Provide each pupil with a sheet of cardboard 5 by 81/2 inches.Draw *a line across one side of the cardboard oneohalf inch fromthe edge. In the middle of this; line place a dot. Taking a compassand using this dot as a center, draw a semicircle with a 44nchradius. Using the same center, draw a semicircle with a 81/2-inchradius. To find the degrees on the semicircle drawn, place over it,

es. O

11.A cardboard protractor

. 4

'with diameters and centeis even, a metal protractor ; using the centeras a starting point, let a ruler extend acrgss the metal protractoralong the desired degree. The point on the rim of the semicirclealong which the ruler extends will. be the same degree., Write thefigures to cprrespond.

Addition.--My most useful device is a chart, or a copy on theblackboard, of 45 combinations, similar to the following :

4

3 4.5 6 7 8

2 3 3 3 Z I.

9

5 1- 9 8. 6 4 4 97 3 9 6 5 3' 1 4

5 9 97

9 8 713 5 1 8 9 1 1

77

2 2 8 3 16 5 4 2 8 3 6 6 5

,

FM 12.-6.bart witb 43 umber :0111binations?

, 4 ,

i44

J...e: :

I , J JP r ,e

; "ftt' - o.

* "

I .41...."- . ' e . ...y

' 1

4:. '. . . ...:;:y

. .....--.-A,

,

.. . " ,..,...

,..

_...,. 2,

, ..

4 e

r ' .. t 1.'n.4

.

....I

.7.,

. ...

.

..:1. .. /

.

. o

..

i -_ ,

.)

.

el' . *

.

.7-. ,

:11N.:

171-4";:A

I 1 -I . t:ril,..40

. wow

- .

e

;.

-

,

.,

i

I

-...

,

o

o..3

,i4-1,-

-_, _

-

,

.

s

,

, 6e

a

..., I _

...

i. .. .:.1

:tl,

. .ek'..1.-.4- ..(1

::-- 7,,

. ,.,

..

. .. .::.!..

. . .... 4,

1

I.:

. . 1 : .4:

., .....:1,

. ..,...d.i,

J,....

:

.1

,

Fro.

1114

7

5 441

.a-.

-::-::-i

...._ .. ,. ,,

. ,...e,',i6 li %'11

,)

:

i 7 . 1.`ii .

' ... 1

...1,e .

. r 1.

i.:1

:' '. ..:....41

. : .

....,.., .

..

. ...4,

...,.

.

% Yeuun 1'1

ri

.

,.. 4. .,.....

, .e4 5°

67 3

,

6 $ 5IININIONS eil! 2

..

DRVICIES

.

-10

64

45

: .t,t`'

I 4. Ì 114, ;4 z

' ' lAtA. rI

.). . 4... ,r *.-.»..,ok,P l(eKilsi*fkir4

. .

'r .

r

t. , ;

-

-4.1. 4.

t.

A

`.0".

'MOTIVATION OP arrEt113110

Calling a pupil read the line A,,I time him and then call tifigiothers to boat the record he established.;I The chart is used by reading horizontally, vertically, backwarklforward, and then by skipping about. -1q

Automitic responses are soon attained.This may be extended to decade drill by adding 10, 20, etc., to thel

lower numbers. . i

Combinations should be changed frequently, according to needs of I

the class.Arithmetic battlett.--Give yoúr class a series of short talks on the

value- of quick action. Conduct at different times thereafter a seriesof árithmetic battles between two armies 'hi:Ailed by 'captains. The-class must be divided into twò equal armies', each having a captain,doctor, and nurse. The captains take their places ill front, or uleaderssof the armies facing them. The bullets we tise are: Multi!plication.tables, mental arithmetic in_ the four processes, 45 combi4nations, measurement tables, per cent equivalents, etc.

Captain A is chosen to shoot -first. He gives an examOe to oneof Captaiii' B's men. If he answers correctly, all right, but other!wise the- doctor is sent Then 4Captain B gives an example tosoldier in Captain A's army, and so on. If more than one perso4makes a mitstake, or, as we say in battle, is wounded, either the &Cep.'tor or the nurse gives him medicine, which is to learn the corm*answer. This c4n.`be done either by saying it .often or writing thecorrect answer on paper.

The doctors keep track of the nuinber wounded. The one havingthe smaller number of wounded men wins, and " Captain's A's n4are- best " is written on the blackboard to remain until the nit*battle.

t.

I

P.m

. .ir

le

' I ,.,: rr%11 0 . .

;;s.I 111.¡N. 'S ' ,A 4.. . '. .1J.1

. I .

le

(-1

. t

'

;1 _1

z_.

I

4:

441IF:;77411.r;F07!7":4 I A' "'7' '-)TOW "M if1;-'4)'77.CT--;n 7"7"Pr"Vtil77V''.41 ti

".V

" I - .9. IA . . -1,- '.; ¶-P ,

17: 6

. 'l , .

140,

4 ,'&ir - I

'U-41

r 6.,

.

. :

S. q

. :. ,.,..

r

..

. ,...

..-.--...

:

. .. :

,,,..........S.' .:

,11

,,_,:t0;

s.

;1AY:r.

e)

t

t...V/*r

't ;

r.4.. :

tri!. 7 -

P.:V..1 .

ibI';

' ''. - -..'t . o... -- .,.. Ls.--.. m.. --.. -L. c ....I.:- ,...1:.+1. - ... Z. v. .1., u. ...:.... . : --- : ...t '' ''' ... ÷":";--' iit . I'41,i ...

..;:1..4.t4

, ... - y

'IL . .... . ........:tt.4,, 1 . :..,

.

...i

, r " .-41;,-....,.. ' .-:-.F4ik;,--

.

0

.

tr.

%:111

f- , i.. pip 0,41.

e:I !

:t. :..4,P

1`..

.

..,,i ...1,r,' 1 '

:, . %ea . 4.# . 4

I #t 't;....1%?;.1": ':: f .

:.... 4"

,0..1

I., .. ei..

1 p

,$ :

.

3!1%.,4: ; %

41;7'4 '..k.41.." .! "A

. .

' Irt1.7

t' Z:-

J. -I ".. : t :. e- 4 -_." ,.

. . . l. y' root 1 p1/,':?(' 4'i a' r...ri, .1, . ./ . OM,

It.r.jo t s 2

.444P *" .."t." A AA e

":4.er,-, ;.! 1..4 tv , - -r 7tjb Vft it 4. VI 4 ;1**,4".,1,..W.

O .-

1 . . .

4 4

' ...I...7 O' t '1. .0 ...

i:.,::t"...V...4. ":'". ; t ?-":4 I e i 1 .. :..1.1J .... As ..i ; : .1.-" ... ' ' i '1 1! - i: : : : , t ,',.. ` i 14 4 4. 1 .* & . .$

' a ,,,t.0 A 4' ? -.

:".......... 7.4...!?!¡.:...,... A. .:,,¡:¡41;',..t1,t,,:.....i1, 1...,,, ... .1, 4......."4.it..r::......4 I: i

. . .I'? 1:1-.i r.,.. ;)"',.......-.:';',4: m1, ..-:,.-.,,s,,..7,,k1.,........i.t....;,.1.!. .,:...-,.., ' : l . ,,. . t : .t ..--. . .,.3 .

.T,..11.1 f,,,,44,8 ..4.3. 1' -.-11.... . 'it t! l'-v -, y ; II. .. vv. . 1,..........,,,. ', Sr .; .- if- ::....... '... ,:, r... '... '' ' ": ; :.1..%..''');"-!1.41:¡;::;':'1.;-.`';',.:: ' ''''

__,.... -0.,!,j....., :., ,..:.-. .,n-t: _ ,- _ ,

I r

'S. .4%.t11 .3.,

I

' . i"--112,z; 3 t.

'37.1.4 ,. ,IL6- .1 t

.

.

i r

.

.

.4,,

, , !.1

.

1.

In 4. f...

Alma

.

;It':

1

a

, . ' ' '

4.

514A.7

.13

Nur t 7, 77* t

MOTIVATION IN COURSES OF STUDY

The principle of motivation is iow so fully accepted ,by schoolmenIstria planning purses of stwly.regular provision is ma4eifor plans-and schemes that will motivate the work. The Milwaukee Boardof Education has a publication dealing with projects and games for'thé Primary grades, in which I. section of 12 pages is. clevotid togames in arithmetic. Under counting, addition, subtraction, multipli-cation,. or combinations of these, 44 *games are reported. In Detroitthere is a sep4rate- publication on primary arithmetic games whichconsists of .31 pages and contains . 49 illustrations. It should benoted, however, that most of these are devices rather than. games.The Indianapolis schools !Hive a separate publicatioù de.iling withaiithmetic games for grades 1, 2, tina p. The publication contains55 pages find is an unusually fine collection. It includes bumbeirhymes and number songs as well as the usual ganles and devices.It is a very thorough,piece of work. In such recent courses of studyas those of Berkeley, Trenton, Denver, Rochester, Baltimore, etc.,there are definite suggesOons for motivation.' It should be notedthat the suggestions. are more numerous for the lower grades, .andalit the most cols.., on,means'pf motivation are the so-called " games,"many of which *are devices rather than games. These recent coukees.of study show a marked contrast with the best of arithmetic coursesof just a few years ago.

No attempt has been made to analyze with completenees .-therecent courses of study inarithmetic! The illustrations cited showthe éviIent tehdency to

4

..provi ore. for Totivation. They also Wus-tzate the need for a more vital motivation than is yet .common. IfOret!ent tendencies continue, more vital motivation is the reasonable"qpectation for the near future.

.

:The arithmetic at .Melro!ie, Mass.; shows some ofAiffitior-possibilitita, and the forthcoming yearbook"of the depart-

tied. of superintendence (Fourth Yearbook) will Contain valuable.:finggestions on the course in arithmetic. More attention' is being*cod upon experitinceras &bailie for number work. -the demand is

ter. for actual life Otuatipns. All di* together with real

'

, -

,

""-":1-. .

r.-

. t.

r 6- .0...f 4

.1

4- r 4

1 it,ra

)

'Lt

4.

-

: ;

to

0,1

214,41," f's*71'4. ti;

4 C+F e51e44,1;.'r '

.6

I

,-77.'s -.r" 4 r 6 -* C 6 4" "r--'' ZrAr-

. 'Ili A 4 ." '4'4 ,, ti A, sk41.7tr

.% 1/4".."r

: . . 4

41'

O

le

Sr.'?

.. , ; .. -:.!a A

.6 1A:

,

6 6; -

"r

1

1,

.'''':41t

.

, ,

.

1

-. ...'....,-',;.r.',.. ' . !,7,11) i

. f ,K4_-,'

!.

; ,-

t'set- - : ..N.; ....r4b.:s.....

. .' 1:....

;

-'

' 't i..611

' ill'

.* S i '

6.,.fer, )../.%

, 0 ,6.41,:i.f..

. .* ;,Ple:i - % 1 t 4.0 ,: :* t kff:..,i''''1 ':6

... . *I»%.,':

7

,... l

:, . i , 1: 1-2!' ;ii Ift

.'..,41)

. _.

., . .

..

.

. .:-.¡N3.. -, ;1

,

..

... . A,. v.,:k.44

..

I

r .

O. ...

''41116IH

.. .;':**t?.'.

:I .J..,';:ji,'.i,J...

, .....,...-''

'

J37Pi.11.

L

1..1.

'/ ?

%i * .1(;k%

. Iv% V

. .I s

. A

'

4

red-int-toitrse inthe

'

4

;

4 .

411

1.1 1.1 ,

,

f.'

-

,

1 i.

'

op% MOTIVATION OP ABITIEW2110 st.

will in time supplement in a very valuable wiq the much-useddevice. . In time we may expect that the device asi such will largelydisappear from the first and second grades, where meaning and con-cept work rather than formal drill should prevail. The present de-mand is for courses of study in which number concepts developedthrough experiençe and life contacts shall prefeede any and all for-mal work in number. This means enough actual experience andiwranged activities to develop understanding and meaning for thechild. Formal work will then follow in a secondary röle did willbe based upon vital interests and felt needs.

II.

:4.

e.

ea

\ ommis 1/

ADDITIONAL COPIESor inns ITSLICATION ILLY 11111 PROCIMID FROM

\ 1:22 111172211112XD2WE or Doctrnne()ovulating? IMILIMIXO orrics

WAISMINOTON, D. C.,Alt

10 °INTO PBR COPY-

Sr.

to.

v

.

.,- .... - ! ' . . . : , , .. .,.. '. .: : ,

0 '' ..

' o . 1.:.

s, -,,s 11- AP '.. i : ,.., i,'

1,..' ..t .",* 7 ,

'..`-'7',41.` t

O

o

iriFitiV02;' '.- 15'fii.'',6:7'Fr-,, 9fSTIN:Wti.7:-.?:#V7.47Fz-1,77T'777or 7,'At iok---- , -tIt-- fr-7.-s,s

1.40,,,:;y,- .; ii../.0"' c ,.$4 AgA -'. '. .. .(1.'"A%laysts.. Tel '. a,. 4k s ? ,,,,,. .. . 1 ' ' I. .: .

., i k. . , v

4!-14 " . IItAtAP . ,

o

e , e .

is. % .`.

.., .te.

.,...

.

' 4' 4r.

V` .

-

.. i .....,...,p.....:%. ..

-.t,..,..,.,,.-.,. .

,... ._ . ..4 .4

...

, ..:.:;,...,..,.

.

rfit: -'

%. 0. .

.

t,,...,.....,....,. , ., _

.., .

p.t.; .

...

,,..,.

r,....,.,..,. .,.

.

,s7ie? , .

11--.. .

.

.

rt'i IN*

[4.

;0.41

I. t1

iW*, tt"a , -

[I, a* ".';is! t0, 1;114'i 1.

'

Oft*

ji.'

t

F.

ki1)-

a4 '

keic-t'Y :°14...s;

,,rf

.it . -

,fr,IFat

ki...

I - .1

": 7

.

A... ,

, .

isr

r.6.44Ot: 'N

4

-tr 4.

r.¡: '"I

fa ,s 4

f.

g.

. .. .4.1

A

.

;".

4

1%.

.

\

. A. ,, :

,

4

. . ' ., ' ..c. I- ',% .

.

kl,..., - , . .

B4'¡ : ..49i',..... ',.. 11

6 6 ..,t .

". I..

:6 i

i

',s'il

11

)1i 1e a r P I ' .1,:'..V

.

. i '.. . , S.

rf,1111....!! .. I ' (' ; ...... - ' ....

.

...I

...s 1 ' ,.-J '

t4,1,

°

'

3

fltl!

't

k:4,r, .. : ., ' .. Nt" . r'2: ., 'S.,: *a. 4 . . A rY.4147104z4.41y. , 41.4 . .

4

s,

117,N . . .0 S,P. "4. , . - f:4' 4 . sr . 74- . ; it:e , .41

.1 10.0 o Ik t .1 . .

. . Ili

4.41

.4 . A

ri,-, : . :.: , .'1! ;.- 41' A .., . irk. '74 .; , I s .. . ,

I1.1 r.toto., %;,,p.k.." ¡,'"-,-,'...x,:s.:''.7. .' .: A ,,,., *, v,.0 l.,,... A 1. .-4ivf in .-1!".:4:4, , t4"44do :11 0 ':;.- "Ia.:(1.4:,'.. 7. N .404!:7.,i' Asr.: ; 14.11"....;:.1:4i

.1 1 . .

4' .4 . - 11 "tl'ih.t ii,si K.r.

,41

at a0 00..4 ;!:.

FV:01# 4:'g1 .% e.

*0. wa1/4.6.;-:.'" . ,..a& ;.,,tev,f'

IAA.'

t

_,

,

.i..

s.

Ises