SUBJECT MATTER AND METHODS 157 



and to think the percentage relations by the use of lines, cir- 

 cles, squares, just as was done with common fractions, until 

 fifty per cent, of a body has as concrete an existence in their 

 minds as one-half of that same body would have. Drills 

 are used on giving parts of numbers as decimals, common 

 fractions, aliquot parts, and percentage. The aim is that 

 pupils know at sight the decimal and percentage values of 

 the following fractions : |, f ; |, f , | ; , f , f , J ; |, f , f , 



$ > i> I > f > T> f> f> f j i> i f i> i TT> rV 5 TCT > 3rV 



The following definite suggestions come from a sixth 

 grade room: 1 



Common fractions having been introduced in the fifth 

 grades and the principles learned there, the work in the 

 sixth grades is a review of the subject, 

 combined with more thorough and difficult 

 work by the introduction of more difficult 

 problems, correct analysis, decimal fractions, and complex 

 fractions. In presenting the subject of decimals, the pupils 

 are led to see that they are studying another kind of frac- 

 tion. The parts of the unit are first given in the form of 

 a common fraction, then as a decimal fraction. The nu- 

 merator and denominator of a decimal are considered, and 

 the use of the point as well as the importance of always 

 noticing it. Wfiile learning to read decimals, the pupils 

 also spell the denominators and the corresponding term in 

 whole numbers, so as to fix the distinction in spelling, pro- 

 nunciation, and meaning. Careful attention is given to 

 writing and reading decimals before any examples are 

 given, for the majority of the mistakes in working with 

 decimals come from the fact that the pupils do not under- 



"Mr. Edward P. Liesy. 



