The Youth's Assistant in Theoretic and Practical Arithmetic: Designed for the Use of Schools in the United States

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H. Johnson, 1838 - 164 sider
 

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Side 82 - Multiply each payment by its term of credit, and divide the sum of the products by the sum of the payments ; the quotient will be the average term of credit.
Side 89 - The greatest common divisor of two or more numbers, is the greatest number which will divide them without a remainder. Thus 6 is the greatest common divisor of 12, 18, 24, and 30.
Side 118 - PROBLEM II. The first term, the last term, and the number of terms given, to find the common difference. RULE. — Divide the difference of the extremes by the number of terms less 1 , and the quotient will be the common diffcrenct.
Side 111 - Subtract the square number from the left hand period, and to the remainder bring down the next period for a dividend. III. Double the root already found for a divisor ; seek how many times the divisor is contained in the dividend...
Side 94 - It will be seen that we multiply the denominator of the dividend by the numerator of the divisor for the denominator of the quotient, and the numerator of the dividend by the denominator of the divisor for the numerator of the quotient.
Side 120 - Add together the most convenient indices to make an index less by 1 than the number expressing the place of the term sought. 3. Multiply the terms of the geometrical series together belonging to those indices, and make the product a dividend. 4. Raise...
Side 115 - Multiply the divisor, thus augmented, by the last figure of the root, and subtract the product from the dividend, and to the remainder bring down the next period for a new dividend.
Side 31 - RULE. Divide as in whole numbers, and from the right hand of the quotient point off as many places for decimals as the decimal places in the dividend exceed those in the divisor.
Side 2 - Los números cardinales 0: zero 1: one 2: two 3: three 4: four 5: five 6: six 7: seven 8: eight 9: nine 10: ten 11: eleven 12: twelve 13: thirteen 14: fourteen 15: fifteen 16: sixteen 17: seventeen 18: eighteen 19: nineteen 20: twenty...
Side 93 - Multiply the numerators together for a new numerator, and the denominators together for a new denominator.

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