When presenting the new forms for division and partition the same method may be used, but pupils should use the form for division some weeks before using the same form for partition. It is not necessary to use the division form for partition until the last four weeks of the term, and not even then, if there seems to be any danger of confusion in using the same form for both processes. The terms division and partition should not be used. The terms measure and finding one of the equal parts can be easily understood. Pupils should be able to read arithmetical forms well, before any use is made of these forms in their application to written concrete work.
All concrete problems should be simple and within the child’s experience.
Grade III A
Scope: 1. Review the work of Grade 3 B.
2. Abstract addition of three columns. Subtraction, using abstract numbers through thousands. Addition and subtraction of United States money. Multiplication and division tables through 6’s. Multiplication and division of abstract numbers through thousands, using 2, 3, 4, and 5 as divisors. Addition and subtraction by “endings” through 2 + 9, last month of term. Writing numbers through ten thousands. Roman notation through one hundred. Fractions ½, ¼, and ⅓.
3. Application of fundamental processes to simple concrete problems, of one step.
4. Measures used—inch, foot, yard, square inch; pint, quart, gallon; peck, bushel; second, minute, hour, day, week, month, year. Use actual measures.
Books: (In hands of pupils) Walsh’s New Primary Arithmetic, pp. 1 to 68.
(For teachers’ use) Cook and Cropsey’s New Elementary Arithmetic, pp. 46 to 85, Article 105.
Even with only the work of a single grade to judge from, one has no difficulty in recognizing the wide difference in the excellence of these courses. As may be seen from Table XXVIII, page 73, in the rating they stand about thirty steps apart, i.e. the one from which the third illustration was taken has a score of 65, while the others have scores of 32 and 39, respectively.