ADDITION 



be counted; count them with the child, be- 

 ginning at the left, then at the right, in the 

 middle, and so on, so that a different penny 

 gets a new count name each time, 

 a - Five pennies 



O000 



b- Five pennies 



0000O 



c - Five pennies 



00O00 



VARIATIONS IX COUNTING 



(3) Then count in this way: take one penny 

 in hand on count "one"; take two pennies in 

 hand on count '"two;" three pennies in hand 

 on count "three," and so on, exhibiting the 



42 ADDITION 



(1) The teacher or mother can create oppor- 

 tunity for measuring with definite measures, 

 as a foot, an inc-h, a yard, an hour, a day. a 

 minute, a penny, a dollar, a dime, a pound, a 

 quart, and others. Much of the early number 

 work should grow out of concrete conditions 

 and be dealt with through definite units of 

 measure, both at home and at school. 



(2) The child may measure the table, the 

 floor, the height of members of the family, his 

 blocks, his playhouse, the length of his and his 

 friends' jumps or throws, the top of his desk 

 and of his teacher's desk, the blackboard, the 

 cardboard he uses in construction work, his 

 school garden, his own space in it, etc., using 

 (he yard, foot or inch, as his distances are long 

 or short. 



(3) He counts, as he measures, the number 

 of yards, or feet, or inches, in the lines meas- 

 ured. 



(4) He may add to find the perimeter of 



PUPIL MEASURING TEACHER'S DESK 



roup on each count, thus emphasizing the 

 group, and not the last one counted. This 

 counting may be varied by using nickels, 

 dimes, inch-cubes, and the like, and by making 

 the groups to be counted irregular in shape, 

 by counting in order and counting by skipping 

 about; that is, by having count "two" fall on 

 an object not adjacent to count "one." 



Suggestions for further help to the child in 

 counting and adding: 



table (distance around), room, rug, cardboard, 

 desk, garden, etc. For example, he finds a 

 rug 2 yds. long and 1 yd. wide, and adds: 2 

 yds.-f2 yds.-f-l yd.-fl yd.=6 yds., or measur- 

 ing it in feet, he adds: 6 ft.+6 ft+3 ft.+3 ft.= 

 18 ft. The floor gives larger numbers; the 

 length may be 19 ft. and the width 15 ft.; his 

 problem then is 18 ft.+ 15 ft.H-18 ft.-f 15 ft.= 

 66 ft., or 6 yds.-f 6 yds.-f- 5 yds.+5 yds.=22 yds. 

 (5) For this the child should have a foot 

 rule and a yard rule, both marked off cle;irly 

 in inches, and the yard marked clearly in 

 feet. In this repeated measuring and count- 

 ing with definite units of measure, the child 

 comes to see that a sum is made up of two or 

 more quantities which have the same measur- 

 ing unit. This is said commonly in the fa- 

 miliar phrase, "Only like things can be added." 



