In a correct result, the number of decimal places in the divisor and quotient together equals the number of decimal places in the dividend.

These and similar exercises excite the problem attitude in children who have a general interest in getting right answers. Such a series carefully arranged is a desirable introduction to a statement of the rule for placing the decimal point in division with decimals. For it attracts attention to the general principle (divisor × quotient should equal dividend), which is more important than the rule for convenient location of the decimal point, and it gives training in placing the point by inspection of the divisor, quotient, and dividend, which suffices for nineteen out of twenty cases that the pupil will ever encounter outside of school. He is likely to remember this method by inspection long after he has forgotten the fixed rule.

It is well for the pupil to be introduced to many arithmetical facts by way of problems about their common uses. The clockface, the railroad distance table in hundredths of a mile, the cyclometer and speedometer, the recipe, and the like offer problems which enlist his interest and energy and also connect the resulting arithmetical learning with the activities where it is needed. There is no time cost, but a time-saving, for the learning as a means to the solution of the problems is quicker than the mere learning of the arithmetical facts by themselves alone. A few samples of such procedure are shown below:—

GRADE 3

To be Done at Home

Look at a watch. Has it any hands besides the hour hand and the minute hand? Find out all that you can about how a watch tells seconds, how long a second is, and how many seconds make a minute.

GRADE 5

Measuring Rainfall

Rainfall per Week
(cu. in. per sq. in. of area)
June 1-71.056
8-141.103
15-211.040
22-28 .960
29-July 5 .915
July 6-12 .782
13-19 .790
20-26 .670
27-Aug. 2 .503
Aug. 3-9 .512
10-16 .240
17-23 .215
24-30 .811

1. In which weeks was the rainfall 1 or more?