METHODS IN TEACHING 



stand these first steps, consequently the real value of any 

 decimal is obscured. 



The pupils are taught that decimal fractions, like com- 

 mon fractions, can not be added or subtracted until they 

 are reduced to a common denominator. 

 Adding Illustrations by comparing decimals placed 



ftflfl 



Subtracting correctly and incorrectly with common 



fractions show how this common denomi- 

 nator is to be found. As: 



T<> - 125 



I2 5 



The fact that placing decimal points under each other re- 

 moves the difficulty is usually hailed with delight for ease 

 of operation, and the illustration usually tends to greater 



care in writing decimals. As: * . The pupils are led 



to see that with this position tenths are being added to 

 tenths, hundredths to hundredths. Many examples are 

 given through all of this preliminary work with decimals, 

 because of the importance of getting started right. Spe- 

 cial drills are necessary where whole numbers and decimals 

 are to be added or subtracted, as: 25 + .i25=?2 + 

 .001 = ? 



Multiplication and division of decimals are introduced 

 through common fractions, in order to fix the need and the 



reason for the pointing off of the product. 

 Multiplication Examples are given as follows : & X 1% 

 Division TTT- Written out as a decimal the pupil 



observes that to say .2 X .2 = .04, he must 

 put in the cipher to make his decimal read correctly. Drill 



