I4O METHODS IN TEACHING 



work is reversed, and the corresponding combinations in 

 subtraction are taken up. 



" Simple questions are now given, in which the pupils 

 are led to apply the combinations formed with 2 and 3 to 

 relations 'and measurements that they can understand. Re- 

 turning to the combination work, the next step taken up 

 is with 5 (2 and 3) and 4. The same work is given as that 

 indicated with 2 and 3. Column addition is now begun 

 with 2, 3, 4. Adding 10, 20, 30, etc., to the 2, the drill is 

 continued until the pupils can add the columns accurately 

 and quickly. 



" The third combination taken is 9 and 3. Here the 

 pupils must be led to understand the increase by tens. 

 After taking up all the combinations with 9 and 3 within 

 the number space no, the pupils continue the drill with 

 column addition, taking 2, 3, 4, 3, and adding successive 

 tens to the lower figures as long as may seem best. 



" The multiplication tables are developed by addition, 

 generally by means of rectangles or circles drawn on the 



board and divided into the proper number 

 The 



Tables ^ P arts by the children. Division and par- 



tition are correlated with multiplication. 

 When the child learns that 6X3 are 18, and that 3X6 

 are 18, he can readily see that there are six 3's and three 

 6's in 18; that one-third of 18 is 6, and one-sixth of 18 is 

 3; also that two-thirds of 18 are 12, and that 12 is two- 

 thirds of 18. When the children see how any particular 

 table is formed, they are drilled in it, sometimes by se- 

 quence, always by skipping about, until they know it. 

 " Much of the drill work in multiplication is combined 





