I $2 METHODS IN TEACHING 



tor 3. A brace is placed above one of the parts, and the 

 class is asked to express in words and by the proper frac- 

 tional writing how many parts have thus 

 Numerator 



been taken. The pupils then show of a 



line, |, . The same is shown with squares, circles, objects, 

 until the meaning of the numerator is clear. The forma- 

 tion of the fraction is then dwelt upon, until the meaning 

 of both numerator and denominator is thoroughly under- 

 stood. 



A line is divided into two parts and one-half is taken. 

 Directly beneath the first line a second one is shown, hav- 

 ing the denominator ? . 

 Higher and 



Lower Terms 2 



I 



Then come questions and observations. How many parts 

 have we? One-half of the line is the same as how many 

 fourths? Write J, f. Each term of the first fraction has 

 been multiplied by what? Has the value of the fraction 

 been changed? Illustrate many times. Use squares, cir- 

 cles, lines, objects. Make the rule for what has been done. 

 Reduce to lower terms by reversing the operation and the 

 illustrations. Drill thoroughly. 



Factoring is developed through questioning, and num- 

 bers to 145 are factored. Rules for factoring by inspec- 

 tion are copied into the notebooks and used 

 Factoring 



for reference. Two numbers are then used 



for factoring by inspection and for comparison, as 52 and 

 78, and cancellation is developed and explained. It is soon 

 understood, and its use minimizes the labor. 



Integers are changed to fractional forms. How many 

 halves in 4? How many times are there in 2? How 



