LESSON 4. 461 Apples. Begin at 6 and say, 6 and 4 are 10, and 2 are 12, and 3 are 15, and 2 are 17, and 1 are 18: set down 8 and carry 1. 352 433 502 434 346 2528 One that I carry to 4 makes 5, and 3 are 8, and 3 are 11, and 5 are 16, and 6 are 22: set down 2 and carry 2. Two that I carry to 3 are 5, and 4 are 9, and 5 are 14, and 4 are 18, and 3 are 21, and 4 are 25 set down 25 on the left side of 28. Total in figures 2528. In words, Two thousand five hundred and twenty-eight Apples. LESSON 5. 564 Peaches Begin at the 2 and say, 2 and 4 are 6, and 3 are 9, and 2 are 11, and 6 are 17, and 4 are 21: set down 1 and carry 2. 456 352 463 624 102 Second Column. Two that I carry to 2 are 4, and 6 are 10, and 5 are 15, and 5 are 20, 2561 Pea-and 6 are 26: set down 6 and carry 2. ches in all. S Third Column. Two that I carry and 1 are 3, and 6 are 9, and 4 are 13, and 3 are 16, and 4 are 20, and 5 are 25: set down 25 on the left side of 61. Total in figures, 2561. In words, Two thousand five hundred and sixty one peaches. N. B. The Numeration Table must be suspended in plain view, and copied on the slates occasionally. See Card No. 10. 1562 Pears.] 2446 3125 4563 2344 4653 18693 LESSON 6. First Column. Begin at the lowermost 3 on the right hand and say, 3 and 4 are 7, and 3 are 10, and 5 are 15, and 6 are 21, and 2 are 23: set down 3 and carry 2. Second Column. Two that I carry to 5 are 7, and 4 are 11, and 6 are 17, and 2 are 19, and 4 are 23, and 6 are 29: set down 9 and carry 2. Third Column. Two that I carry to 6 make 8, and 3 are 11, and 5 are 16, and 1 makes 17, and 4 are 21, and 5 are 26: set down 6 and carry 2. Fourth Column. Two that I carry to 4 make 6, and 2 are 8, and 4 are 12, and three are 15, and 2 are 17, and 1 are 18: set down 18 on the left side of 693. Total in figures 18693. I words, Eighteen thousand six hundred and ninety-three. 3470 Apples. 2665 4670 3760 0040 4000 18605 LESSON 7. As the figures are all ciphers in the first collumn except a 5, set down 5 and begin with the second column, thus, 4 and 6 are 10 and 7 are 17 and 6 are 23, and 7 are 30: set down 0 and carry 3, because there are three tens in 30. Third Column. Three that I carry and 7 are 10, and 6 are 16, and 6 are 22, and 4 are 26: set down 6 and carry 2. Fourth Column. In Two that I carry to 4 are 6, and 3 are 9, and 4 are 13, and 2 are 15, and 3 are 18: set down 18 on the left side of 605. Total in figures, 18605. words, Eighteen thousand six hundred and five. C 6410 Peaches. 7520 4060 5007 7010 2200 32207 LESSON 8. First Column. Set down 7, because there is no other figure except ciphers. Second Column. One and 6 make 7, and 2 are 9, and one are 10: set down 0 and carry 1. Third Column. One that I carry to 2 makes 3, and 5 are 8, and 4 are 12 set down 2 and carry 1. Fourth Column. One that I carry to 2 makes 3, and 7 are 10, and 5 are 15, and 4 are 19, and 7 are 26, and 6 are 32: set down 32. Total in figures 32207. In words, Thirty-two thousand two hundred and seven. 7420 Pears. 302 5008 710 4500 3300 21240 LESSON 9. First Column. Look up along the ciphers in the right hand column till coming to 8, then say, 8 and 2 are 10: set down 0 and carry 1. Second Column. One that I carry and 1 make 2, and 2 are 4; set down 4 and carry nothing, because there are not ten in four, Third Column. Three and 5 are 8, and 7 are 15, and 3 are 18, and 4 are 22: set down 2 and carry 2. Fourth Column. Two that I carry to 3 are 5, and 4 are 9, and 5 are 14, and 7 are 21 set down 21. Total in figures 21240. In words, Twenty-one thousand two hundred and forty. LESSON 10. To prove and elucidate Addition, We will add all the units by themselves, the tens by themselves, the hundreds by themselves, the thousands by themselves, &c. and find the amount of each seve Here the column of units makes 17, the column of tens 140, the column of hundreds 700, and the column of thousands 8000. Amount ascertained collectively, 8857 Thus we see, whatever be carried from the place of units, must be considered as the same number of tens; whatever number we carry from the place of tens, must be considered as the same number of hundreds; and whatever we carry from hundreds, must be considered as the same number of thousands, &c. That is 2 carried from units will be 2 tens or 20; 2 carried from tens will be twice ten tens or 200; and 2 carried from hundreds, will make twice one hundred times ten or 2000. The teacher will please to observe, that lesson No. 10 is intended as an assistant to refresh his memory in lecturing pupils, when showing them the propriety of carrying at every ten. The reason why this explanation was not inserted at the beginning of the rule, is as follows:-Learners cannot understand lecturing on any subject whatever, till they have been instructed in some of the principles or component parts of the same. |