ISO METHODS IN TEACHING 



greatest common factor and the least common multiple are 

 introduced, but drills on these subjects are in connection 

 with addition and subtraction of fractions; Roman numer- 

 als are treated incidentally, as they appear in reading. 



Fundamental operations with small fractional numbers 

 are a constant part of the fifth year course. They are stud- 

 ied concretely by means of lines, diagrams, 

 solids, as in the lower grades, so that the 

 pupils are led to think of fractions as having representative 

 bodies in the world of realities. Puzzling and complex 

 forms are omitted, for there is no desire to confuse the 

 child; on the contrary, the aim of the year in regard to 

 fractions is that every pupil become able to form clear men- 

 tal images of fractions, so that all operations with them 

 may be simplified. Such fractions as are commonly met in 

 business transactions are used for the drills and problems 

 given in the class. The most frequent are, halves, thirds, 

 fourths, fifths, sixths, eighths, twelfths. The pupils are 

 expected to learn to find the least common denominator by 

 inspection. Aliquot parts are studied, and fractions are 

 compared. 



Measurements are continued. The various linear, sur- 

 face, cubical, liquid, and weight units are in the room, and 

 in a concrete way the pupils become famil- 



Num^ers * ar wit ^ them a11 ' Dri11 is g iven in cnan g~ 



ing any unit of these measurements into the 



next larger and the next smaller unit. Estimates are made 

 of lengths, weights, surfaces, cubical contents, and the esti- 

 mates are verified. The area of rectangular surfaces is 

 found by multiplying the number of units in a row by the 

 number of rows. 



