Method of Procedure
6 lb. of beef at 16¢ = $.96
| $.16 | |||
| .16 | |||
| .16 | $.16 | a lb. | |
| .16 | × 6 | ||
| .16 | $.96 | for 6 lb. | |
| .16 | |||
| $.96 |
Same method with the other items except item about meat.
How can we find the cost of 6 lb. of beef at 16¢ a pound?
Teacher do the multiplying, showing the practical value of the knowledge of the 6 table. Which is the better way and why?
Is there any question before finding the value of the basket as a whole?
Who can give helpful suggestions to make sure that the answer is correct?
Checking of results at board by pupil whose work is incorrect.
These three children may choose the two best papers and tell why they select them.
What have we found out in to-day’s lesson?
What do you think we ought to do in the arithmetic lesson to-morrow?
(Problem to carry over.)
Aim for next lesson to be expressed by pupils.
We cannot always follow in every detail the plan which we make for a lesson. It is interesting in this connection to read Miss Steele’s accurate account of what actually happened when the lesson, as planned above, was taught. The description which follows appeared in the Atlantic Educational Journal for November, 1910.
A PRACTICAL LESSON IN ARITHMETIC
By Roxana A. Steele, Speyer School, Teachers College, Columbia University
Pupil’s aim: To find the cost of a Thanksgiving dinner.
Teacher’s aim: To make children conscious of their needs in arithmetic.
Last fall Grade Three had been studying the wholesale market in industrial work. The wholesale market was compared with the retail market, prices contrasted, etc., and much language and arithmetic work was based upon this work.