2 into 2 one time .
2 into two times .
2 into three times .
2 into four times .
2 into five times .
2 into six times .
2 into seven times .
2 into eight times .
2 into nine times .
2 into ten times .
Let the pupils fill the blanks. Let them learn how often 2 is contained in 5, 7, 9, 11, 13, 15, 17, and 19. Also, when the 3’s, 4’s, etc., are learned, use the intermediate numbers that give remainders. Drill in mental work. Give examples after each table is learned; as
2)563480
________
2)7104239
_________
Show how to write the remainder fractionally. Teach the meaning of ½, ⅓, and ¼.
19. Teach long division using easy graded examples.
15)180(
25)625(
13)168(
50)1150(
25)400(
115)32467(
20. Learn the divisors of numbers as high as 100. Method of recitation: Suppose the lesson consists of the numbers 24, 25, 26, 27, 28, 29.
The pupils, with their knowledge of the multiplication table, by experimental work, and from suggestions by the teacher,—prepare their slate work as follows:
The divisors of 24 are 2, 3, 4, 6, 8, and 12.
The divisor of 25 is 5.
The divisors of 26 are 2 and 13.
The divisors of 27 are 3 and 9.
The divisors of 28 are 2, 4, 7, and 14.
29 has no divisors.
In the oral recitation, the first pupil, without referring to his slate, recites as follows:—