The Teaching of Elementary Mathematics;
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Or better still, by letting x represent this amount (not the number of dollars, since we are preserving the dollar sign before the other numbers), 1. 0. 95* = $1073. 50 2. . *. *= $1073. 50-*- 0. 95 = $1130. 124 THE TEACHING OF ELEMENTARY MATHEMATICS This introduces the equation form in a more pro- nounced way, but this is now generally approved by educators. 1 There are still some advocates of the following plan: 1. 95% of the amount is $1073. 50. 2. /. I% of the amount is ^ of $1073. 50= $11.... 30. 3. /. 100% of the amount is 100 x $11. 30 = $1130. This, the unitary method, is by some thought to be simpler than the others, though why it is simpler to derive o. Oi from 0. 95 than to derive I from 0. 95, it is difficult to say. The following form has also an occasional advo- cate: 1. Let 1 00% equal the amount. 2. Then 100% 5% = 95%. 3. If 95% = $1073. 50, 4- i% = $ 11-30, 5. And 100% = $1130. This is a relic of the mediaeval method of " false posi- tion, " a pre-algebraic device. The 100% is merely I, and we begin by letting this i equal the unknown 1 "Alle Padagogen sind hierin einverstanden.
What to read after The Teaching of Elementary Mathematics;?
You can find similar books in the "Read Also" column, or choose other free books by Smith, David Eugene, 1860-1944 to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
Or better still, by letting x represent this amount (not the number of dollars, since we are preserving the dollar sign before the other numbers), 1. 0. 95* = $1073. 50 2. . *. *= $1073. 50-*- 0. 95 = $1130. 124 THE TEACHING OF ELEMENTARY MATHEMATICS This introduces the equation form in a more pro- nounced way, but this is now generally approved by educators. 1 There are still some advocates of the following plan: 1. 95% of the amount is $1073. 50. 2. /. I% of the amount is ^ of $1073. 50= $11.... 30. 3. /. 100% of the amount is 100 x $11. 30 = $1130. This, the unitary method, is by some thought to be simpler than the others, though why it is simpler to derive o. Oi from 0. 95 than to derive I from 0. 95, it is difficult to say. The following form has also an occasional advo- cate: 1. Let 1 00% equal the amount. 2. Then 100% 5% = 95%. 3. If 95% = $1073. 50, 4- i% = $ 11-30, 5. And 100% = $1130. This is a relic of the mediaeval method of " false posi- tion, " a pre-algebraic device. The 100% is merely I, and we begin by letting this i equal the unknown 1 "Alle Padagogen sind hierin einverstanden.
What to read after The Teaching of Elementary Mathematics;?
You can find similar books in the "Read Also" column, or choose other free books by Smith, David Eugene, 1860-1944 to read onlineMoreLess
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