Margaret M Campbell. # Suggestive lessons in numbering arranged for individual work, fifth grade online

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off three spaces at the right of the line you have just

made, each % inch wide. Draw light lines for the first

two, and a heavy line for the third, (c) What is the sum

of all the space you have used in this problem? (d) How

much space is used in the border on both sides? (e)

How much space is used in the border on both sides?

(e) How much is used all together (from side to side) ?

(f) How much should be left? Use your ruler to see if

this is correct.

9. (a) What is % of % inch? (b) In the remaining

space between the two heavy lines, draw a light line

% inch from the top line. Let this line extend to the

border on the right side.

10. (a) Beginning at the left, measure off ten %-inch

spaces along this line you have just drawn, (b) Measure

off the same distance at the bottom, (c) Connect with

a light line the points that are opposites.

11. Put these headings on your drawing:

CLASSEOOM WEIGHT EECOED.

NAME

Age

Hght.

Nor-

mal

Wt

Year Actual Weight

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May June

66

SUGGESTIVE LESSONS IN NUMBERING

DEILL SHEETDIVISION I.

%-*-3-

%-5-2-

%-5-S-

%-3=

2-5-%-

1-1/4=

3-y 4 =

5=

7=

2=

2=

2=

3=

2=

y 8

%-

2=

5=

5-=-y 2

% 2= %-^3=

DRILL SHEET DIVISION H.

3 - 2/ 3= 4-^%-

2-5-%- 3-*-%-

2-34= 6-3/ 5=

12-%=

9- 3 /4=

10-5/ 6==

10%=

12 3/8=

DRILL SHEET DIVISION III.

-%

1-H4

1 / 2 -^y 2 = 3 /4-^-y3=

6-^3/8

ARRANGED FOR INDIVIDUAL WORK

67

K-Hi

%

1%-*- %

2%-5- %

-%-

4/6=

%-

%-*-% %-;-%,

2%-s-2

DEILL SHEET DIVISION IV.

- 3/ l6=

^ % = 41/4 8

-*- %= i% %- 2%-s-i y 2 =

!%!% l%-5- % =

-21/2= 61/4- %- 22/ 3 -f- % = 4%o 1% =

2y 2 %= 22/g-f- y 2 = 3^4 iyi2=

31/3 y 2 = 2%-*- u/ 12 = 5% iy 8 =

4 = 31/3 -1% -

4 -iy 2 =

LESSON XXVI.

L

Imagine yourself as checker at our cafeteria. As these

trays pass you, be able to place the correct check on each.

68 SUGGESTIVE LESSONS IN NUMBERING

TABLE OF PEICES.

Meats Salads

Beef .............. 15^ Soup

Ham .............. 15# Fruit

Sausage ........... 15^ Pie

Vegetables .......... 7^ Cake and Pudding

Potatoes ............ 5# Coffee, Tea, Cocoa

Bread and Butter .... 3f Ice cream

1st. Ham, bread and butter, pie.

2nd. Beef, mashed potatoes, salad, cake.

3rd. Soup, beans, pie.

4th. Sausage, cabbage, bread and butter, fruit.

5th. Carrots, lettuce, salad, pudding.

6th. Peas, bread and butter, pie with ice cream.

7th. Spinach, egg salad, cake, tea.

8th. Soup, bread and butter, fruit, pie.

9th. Beef, potatoes, cake, ice cream.

10th. Bread and butter, salad, fruit, cocoa.

llth. Ham, beans, bread and butter, pudding.

12th. Beef, potatoes, carrots, pie, coffee.

13th. Bread and butter, fruit, cake.

14th. Salad, bread and butter, pie.

15th. Sausage, potatoes, pie with ice cream.

16th. Ham, potato salad, cake, fruit.

Now try each one again to see if you can check as fast

as our checker does.

II.

Now this time you are cashier. What change will you

give if you receive these pieces of money?

1st. Fifty-cent piece.

2nd. A quarter and a dime.

3rd. Quarter.

ARRANGED FOR INDIVIDUAL WORK 69

4th. Half dollar.

5th. Two dimes and a nickel.

6th. Quarter.

7th. Quarter.

8th. Three dimes.

9th. A quarter and a dime.

10th. Half dollar,

llth. A five-dollar bill.

12th. A silver dollar.

13th. Two dimes.

14th. Half dollar.

15th. Two quarters.

16th. A two-dollar bill.

in.

If you are given 25 cents a day for your lunch, select

a menu for each day of the week. Try to get something

you like which is also nourishing.

LESSON XXVH.

If you want to grow and be strong, you must choose the

; food that will do these things for you. This table shows

food values for boys and girls 8 to 13 years of age.

FOODS. Positive Score. Negative Score.

'Milk Iiy 2

Eggs 9y 2

Fried egg 9y 2

( Bread and butter 7%

! Hot breads 13y 2

Orange 8*4

Apple 7y 2

70 SUGGESTIVE LESSONS IN NUMBERING

FOODS. Positive Score. Negative Score.

Pear 6%

Raisins 8 ....

Dates 7

Figs 9

Prunes Sy 2

Plums 4

Strawberries 2% ....

Banana 8%

Breakfast foods (hot) 6

Jelly 31/2

Preserves 5%

Bacon 4

Chicken 7

Fish 51/2

Lamb 6

Lean beef 7%

Pork 111/2

Fried meats 17%

Soups 13y 2

Potatoes 6y 2

Peas 4%

Carrots 4%

Beans 5 ....

Rice 121/2

Custard 11%

Ice cream 12% 14%*

Candy 7% 12*

Plain cake 8 ....

Fancy cake 111/4

Pie 10y 2

Plain puddings 6%

Pickles (large) 9

ARRANGED FOR INDIVIDUAL WORK 71

Coffee (cup) 8y 2

Tea (cup) 8

Cocoa (cup)

*Eaten between meals.

1. (a) Name five of the best foods for boys and girls

of this age. (b) Name six that should not be eaten.

2. When should ice cream and candy be eaten? Why!

Should they come at the beginning or end of a meal?

Why is this better!

3. Think of a good reason why people should learn to

eat at regular times and not be "piecing" all the time.

4. How much does Frank score for himself when he

eats a breakfast of milk, hot breakfast food with dates,

bread, butter and jelly? (The positive scores are to be

added.)

5. What is Mary's score for this luncheon : soup, baked

potato, plain cake and an apple?

6. Which one of these dinners makes the better score?

How much better? (a) Egg, rice, carrots, bread and

butter, pudding, milk, (b) Lamb, baked potato, peas,

bread and butter, custard, cocoa.

7. (a) What is the score for this meal: Chicken, potato,

biscuits, pear salad, ice cream, half cup of coffee? (All

negative scores are to be subtracted.) (b) Why doesn't

this have as high a score as the other meals? (c) How

could you change it so that it would make a higher score?

8. How much did your breakfast this morning score?

9. What was the score for your dinner yesterday?

72 SUGGESTIVE LESSONS IN NUMBERING

LESSON XXVIII.

1. Select a breakfast of fruit, cereal (breakfast food),

toast or bread and butter and milk. What is the score for

such a breakfast?

2. Select a luncheon of soup, one vegetable, bread,

butter and jelly, one dessert and milk. What is the score

for this meal? What would have been the score had you

added a large pickle?

3. If you eat your breakfast at 7:30 a. m. and your

luncheon at 12 m., how long is it between the two meals?

4. Do you like ice cream? When do you like best to

eat it? Does this score for you or against you?

5. Select a breakfast of not more than five things, one

of which is a drink, that will make the highest score.

What is the score?

6. (a) From the list choose seven things that you

would like to have for dinner today. Find the score,

(b) Can you raise the score by making any changes?

How much?

7. Do you like to have the same things to eat every

day? Make a list of three different luncheons that you

would like, and find the score of each.

8. Select from this list five things that you like best.

What would be the score for these five things?

9. From this list, name one meat, one vegetable, one

fruit, one dessert and one drink. Count up the score for

the things you have just named.

10. (a) How much higher is the score for lean beef

than for fish? (b) Potatoes than carrots? (c) Apple

than pear? (d) How much higher is plain cake than

strawberries? (e) How much higher is the score for milk

ARRANGED FOR INDIVIDUAL WORK 73

than for an orange? (f) How much higher is the score

for custard than for a banana?

11. (a) How much higher is the score for an orange

than for peas? (b) How much higher is the score for

bread, butter and jelly than it is for potato? (c) Which

has the higher score, milk or cocoa? How much higher?

12. (a) What is the sum of the first two negative

scores? (b) What is the sum of the third and fourth nega-

tive scores? (c) What is the sum of the first four nega-

tive scores? (d) What is the sum of the fifth and sixth

negative scores? (e) What is the sum of the seventh and

eighth negative scores? (f) What is the sum of the ninth

and tenth negative scores? (g) What is the sum of the

last two negative scores? (h) What is the sum of all the

negative scores?

LESSON XXIX.

Using the time table for a fireless cooker :

1. Beef is to cook ' ' 7 minutes to the Ib." with gas and

"40 minutes to the Ib." without gas.

How long will it take a 4-pound piece to cook? (a) How

long will it cook with gas? (b) How long without heat?

(c) How many minutes for both? (d) This equals how

many hours?

2. Pork cooks "9 minutes to a Ib." with heat and

"45 minutes to a Ib." without heat.

What time must be allowed for 6 pounds? (a) How

many minutes with gas? (b) How many minutes without

heat? (c) How many minutes for both? (d) How many

hours and minutes?

3. Turkey should cook " 6 minutes to a Ib." with gas and

"35 minutes to a Ib." without heat.

74 SUGGESTIVE LESSONS IN NUMBERING

Find the time required for a 9-pound turkey, (a) How

many minutes with gas? (b) How many minutes without

gas? (c) The total time is minutes, (d) This equals

hours and minutes.

4. The time for mutton is " 8 minutes to a Ib." with gas

and "40 minutes to a Ib." without.

How long should be allowed for a 7-pound piece? (a)

How many minutes with gas? (b) How many minutes

without? (c) What is the sum of these two? (d) What

is the time in hours and minutes?

5. Chicken cooks " 6 minutes to a Ib." with gas and

"40 minutes to a Ib." without heat.

How long will it take 4%-pound chicken to cook? (a)

How many minutes with gas? (b) How many minutes

without? (c) How many minutes for both? (d) How

many hours and minutes?

6. Veal should cook ' * 9 minutes to a Ib." with gas and

"50 minutes to a Ib." without.

How much time should be allowed for a 6%-pound

roast? (a) How many minutes with gas?

(a) Find the time that these roasts should be cooked

with the gas on. (b) Find the time that each should be

cooked with the gas turned off. (c) Find the number of

minutes required for both, (d) Change the number of

minutes into hours and minutes.

7. 5% pounds of mutton.

8. &y 2 pounds of veal.

9. 14%-pound turkey.

10. 6% pounds of pork.

11. 314-pound chicken.

12. (a) A layer cake should bake 10 minutes with gas

and 15 minutes with gas turned off. How long will it

take to bake this kind of cake? (b) A loaf cake should

ARRANGED FOR INDIVIDUAL WORK 75

bake 25 minutes with gas and 30 minutes without gas

turned on. What time is required to bake a cake of this

kind? (c) A fruit cake requires 50 minutes with gas and

3V2 hours with gas turned off. How much time should be

allowed to bake a fruit cake?

13. (a) How much more time is needed to bake a loaf

cake than a layer cake? (b) How much more for a fruit

cake than a loaf cake? (c) How much more for a fruit

cake than a layer cake?

14. A smoked ham, 12 to 16 pounds, should cook with

gas 1% to 2 hours without gas. (a) How many minutes

to the pound is this? It should cook 4 to 6 hours with the

gas turned off. (b) How many minutes to the pound is

this?

LESSON XXX

1. On September 15, 1921, the School Branch of the

Bank of Italy received the following pieces of money from

its depositors: 8 quarters, 4 dimes, 2 nickels, 4 pennies.

How much money was deposited on that day?

2. The money received September 22, 1921, was as

follows: 2 silver dollars, 15 half dollars, 14 quarters, 25

dimes, 29 nickels and 7 pennies. How much money was

deposited?

3. When the tellers got ready to count the change on

September 29, they had: 1 one-dollar bill, 13 half dollars,

15 quarters, 14 dimes, 3 nickels and 12 pennies. How

much money did they send to the bank that day?

4. On October 6th, the four tellers of the bank took in

this money: 1 check for $2.50, another for $3.25, 1 five-

dollar bill, 6 one-dollar bills, 9 half dollars, 21 quarters,

18 dimes, 25 nickels and 38 pennies. What was the

deposit for the day?

76 SUGGESTIVE LESSONS IN NUMBERING

5. The bank received the following money on Octo-

ber 13: 2 silver dollars, 10 half dollars, 23 quarters,

4 dimes, 4 nickels and 15 pennies. What was the sum of

all their deposit slips for that day?

6. October 20th the tellers received this money: 1 five-

dollar bill, 8 one-dollar bills, 2 silver dollars, 7 half dol-

lars, 11 quarters, 14 dimes, 12 nickels and 14 pennies.

What was the amount deposited?

7. On October 27th the bank took in $8.34 and there

were 34 depositors. How many dollars, half dollars, quar-

ters, dimes, nickels and pennies would be needed to make

this amount?

8. (a) How much money was deposited in the month of

September? (b) How much in October? (c) How much

in both months?

9. November 3rd was a big day at the bank, and there

was much money to count at the close of the banking

hour. It was as follows: two checks, one for $3.50, the

other for $4.75; 1 five-dollar bill, 4 two-dollar bills and

6 one-dollar bills; 8 silver dollars, 24 half dollars, 27 quar-

ters, 35 dimes, 34 nickels and 30 pennies. How much

money was deposited that day?

10. (a) The deposit for November 10th was $6.28;

for November 17th, $1.45; for November 23rd, $4.67. How

much money was deposited in the three weeks? (b) How

much money was deposited in the month of November?

(c) How much did that average a week?

11. (a) What was the total deposit for the three

months? (b) What was the average deposit a month?

ARRANGED FOR INDIVIDUAL WORK 77

LESSON XXXI.

Some of the girls who sell ribbon have problems like

these to work. Can you solve them?

I.

Number cost cost

of per of

yards yard piece

4% $0.20 $0.90

5% -45

given f i_nange given -

by cus- t

tomer Ic 2c lOc 25c 50c $1 $2 $5 <

$ 1.00 2

Lmt. of

change

$0.10

500

6%

8%

3%

7%

3%

7y 2

9

6%

7%

9%

.90

10.00

.75

.60

7.00

10.00

.85

48

5.50

4.50

1.50

10.00

2.01

.15

3.60

20.00

2.70

.65

6.00 .

10.00

1.00

.35

.46

.28

.42

.25

.18

.27

4.00

5.00

5.00

2.00 ...

3.50

1.50

2.02 . . ....

01.00

(a) Find the cost of each piece of ribbon, (b) Find

how much change should be given to each customer, (c)

Name the pieces of money that the cashier would be

78 SUGGESTIVE LESSONS IN NUMBERING

likely to give to the customer. See if you write the

answers for each problem without making a single mis-

take. Rule your paper so that it will look like this, and

then put your answers in the right place.

n.

Fill these blanks:

% yard equals inches.

*4 yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals ~ inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% 2 yard equals inhces.

l Vi2 yard equals inches.

LESSON XXXII.

1. The Fifth Grade Sewing Class decided to make some

of their Christmas presents at school. Mary knew her

mother needed dishtowels. Their old ones were three-

fourths of a yard long, (a) How much material should

she get for six? (b) At 22 cents a yard, how much will

the material for her mother's present cost?

2. (a) Josephine wanted to make holders for her

mother. Her teacher told her they should measure 10

ARRANGED FOR INDIVIDUAL WORK 79

inches by 6 inches. She would need a small roll of cotton

which cost her 18 cents, and one-half yard of heavy mus-

lin at 19 cents a yard. How much did both cost? (b)

Draw a picture of the holder that is just half as large as

the holder itself, (c) The muslin is to be used for the top

and bottom. How long do you think it should be? (d)

If it were cut a half inch larger on all four sides, what

would be its length? Its width? (e) Draw a picture that

is half the size of the cover.

3. (a) Fairfax decided to make curtains for the

kitchen. There were two 30-inch windows. She wanted

the curtains to come 3 inches below the windows, so this

would make them how long? (b) If there is to be a

2-inch hem at the bottom and a 4-inch one at the top,

how much must she add to the length of the curtains for

the two hems? This would make them how long? (c)

Two curtains are needed at each window. How many

inches of material would it take for one window? (d)

How many for two windows? (e) How many yards

should she buy? (f) There is a 24-inch glass in the door.

She wants a 4-inch hem at both the top and bottom on

these. How long should these curtains be cut? (g) How

many inches will be needed for two of them? How many

yards? (h) How many yards will it take for both the

windows and the doors? (i) How much will it cost at

35 cents a yard?

4. Belle is going to make a white apron for her mother.

She bought l^ yards of dimity at 30 cents a yard. How

much did it cost? (b) She thought a lace edge would be

nice on it and wanted to know how much lace to buy.

Her teacher told her to measure the outside edge of the

apron so she could get 1% times as much lace. The apron

measured 52 inches, (c) How much lace should she buy?

80 SUGGESTIVE LESSONS IN NUMBERING

(d) At 8 cents a yard, what should this lace cost? (e)

How much did Belle pay for all the material for the apron?

LESSON XXXIII.

1. George and Frank each decided to make sail boats

for their little brothers. In the woodshop they found a

piece of wood that was 2% feet long. This would give

each how long a piece?

2. (a) This piece of lumber was 8 inches wide and

2 inches thick. If the sail boat is to be made 6 inches

wide, how much will be taken off each side? (b) They

want to begin whittling out the center % inch from the

edge. Draw a picture of the upper side showing where

the whittling is to begin, (c) What is the scale of your

drawing ?

3. (a) The sides of the bottom are to be rounded off.

Draw a picture of one of these sides showing how you

would have it look, (b) If the middle part of this bottom

is 1% inches shorter at each end than the top part, what

is its length?

4. (a) The boys hunted for a narrow strip of wood to

make the masts and booms. Each mast was to be 1% feet

long. How many inches of this wood shall they need for

the two masts? The mast is to be placed so that

% of the length of the ship is in front of it and %

back of it. How many inches in front of it? (c) How

many inches back of it? (d) The boom is % of the length

of the mast. What is its length? (e) How many inches

of lumber is required for both booms? (f) How many feet

of lumber will both boys need for their masts and booms?

5. (a) Each boat required two supports of wire. Each

support should have 1% feet. How many feet of wire

needed for a boat? (b) Find the amount needed for both

boats.

AKRANGED FOR INDIVIDUAL WORK 81

6. (a) They intended to use a heavy cord to fasten the

sails. It measured 1% feet from the top of the mast to the

end of the bow. How many inches is this? (b) They

figured on allowing % foot of cord for the knots. How

long should the piece be? (c) They needed 1% feet of cord

in another place. How much was required for one boat?

(d) How much should they buy for the two boats? (e)

What would it cost at 2 cents a foot?

7. (a) George's mother had some cloth which they

thought would do for the sails. In the piece there were

1% yards. For one boat they would need % of a yard.

(b) How much would be required for both? (d) What

part of a yard would the mother have left? (e) How many

inches in the piece? (f) If they had had to pay 24 cents a

yard for their cloth, how much would the sails have cost?

8. (a) Their hardware cost them 15 cents. They bought

little flags which were 10 cents apiece. How much did

the materials for their boats cost? (b) How much was

this apiece?

9. (a) In hollowing out the wood, a man used a

machine to help them. He worked 20 minutes. How

much was his time worth at 60 cents an hour? (b) The

boys have shop from 10:55 till 12:15 a. m. They spent

4 periods working on these boats. How many minutes

did they spend? How many hours?

LESSON XXXIV.

1. Some of the fifth grade class decided they would

make envelopes of different sizes, for they could be used

for stamps, seeds or clippings. After trying several differ-

ent sizes, they finally decided upon this pattern for the

first one. (a) Use your scratch paper to make a similar

82 SUGGESTIVE LESSONS IN NUMBERING

pattern. (You will need a piece eight or ten inches long

for this.) An inch or two below the top of your paper,

draw an oblong that measures 3% inches from top to bot-

tom and 2% inches from side to side. Make heavy lines

for the sides, but only light lines for the top and bottom.

(b) Make a light line that is just % of an inch from each

of the side lines, (c) This new oblong you have made

is how wide? How long?

2. Just below (using the bottom line of the first for

the top line of the second) draw another oblong exactly

the same size, as the first drawing, (a) Seven-eighths

of an inch above the top line of the first oblong draw a

light line that is just 2% inches long. (It is directly

above the oblong you made in 1 (b). (b) This is to make

the flap of the envelope, so round off the corners, trying

to make the two sides as nearly alike as you can.

3. (a) Why was the first oblong made wider than the

second? How much wider was it? (b) Cut out the pat-

tern, being careful to cut straight by keeping on the lines.

(c) Fold over to the inside both oblongs that measure

3% inches in length and % inch in width, (d) Fold the

bottom oblong up over these two. (e) Fold down the flap

of the envelope, (f) Are the sides of the envelope even

and true? If so, put library paste on the little oblongs

that are folded on the inside, and paste the sides of the

bottom oblong to them.

4. (a) Now decide where you are going to put the

word, "Stamps." Shall you have it at the top, the middle

or at the bottom? Or should you rather letter it as the

Japanese do, with the letters under one another? Which-

ever way you choose, you must decide on the size of the

letters. How many are there in this word? What is

the length of the space where you intend to put them?

AERANGED FOR INDIVIDUAL WORK 83

How large can you make each letter? (c) Draw two light

lines the right distance apart, and make little blocks

where you will put each letter, (d) See if your letters

will fit in these spaces.

5. (a) Are there any corrections you would like to

make in your pattern? What are they? (b) Draw an-

other pattern on scratch paper, keeping these corrections

in mind.

6. (a) You are ready now to make the real envelope

out of manila paper. How long should this paper be?

How wide? (b) Put in your drawings as you did on the

scratch paper, (c) Cut out the envelope very carefully.

(d) Paste sides together, (e) Letter it neatly, (f ) These

envelopes should contain several pieces of waxed paper to

prevent the stamps from sticking together. How large

should one of these pieces be? (g) How much waxed

paper is necessary to make six of these pieces?

7. Some other members of the class decided to make

cases for postal cards, (a) What are the measurements

of a postal card? (b) About how long then should they

make such a case? How wide? Why make it larger

each way?

8. (a) To make this pattern, get a piece of paper that

is about 14 inches long and 6 or 7 inches wide, (b) About

4 inches from the top, draw an oblong that is 5% inches

long and 4% inches wide. Make heavy lines on the side,

but light lines at the top and bottom. (The heavy lines

always show where to cut, and the light ones where to

fold.)

9. (a) At the bottom of this oblong, draw another

that is 4% inches long, and the same width as the other,

using a heavy line only at the bottom, (b) Measure

% inch from either side of this oblong. At this distance

84 SUGGESTIVE LESSONS IN NUMBERING

draw a heavy line that is % inch shorter at each end

than the side of the bottom oblong, (c) Connect the ends

of this line with the top and bottom of the bottom oblong.

10. (a) Find the center of the top line of the first

oblong, (b) Make a point that is 3% inches directly above

this, (c) Extend the sides of the top oblong each 2 inches,

(d) Draw lines from the point you have made to the ends

of the two lines. This makes the flap of the envelope.

LESSON XXXV.

1. (a) Cut out pattern you have made and fold sides,

(b) Fold over flap, (c) Paste it together, (d) Do all

the parts fit exactly? (e) What changes would make the

next one a little better?

2. (a) Draw a heavy line that is % 6 of an i nc ^ fr m

the side edges of the envelope, (b) Make three points

so as to draw this line around the flap. For the first one

measure % 6 of an inch from the point of the flap, (e)

made, each % inch wide. Draw light lines for the first

two, and a heavy line for the third, (c) What is the sum

of all the space you have used in this problem? (d) How

much space is used in the border on both sides? (e)

How much space is used in the border on both sides?

(e) How much is used all together (from side to side) ?

(f) How much should be left? Use your ruler to see if

this is correct.

9. (a) What is % of % inch? (b) In the remaining

space between the two heavy lines, draw a light line

% inch from the top line. Let this line extend to the

border on the right side.

10. (a) Beginning at the left, measure off ten %-inch

spaces along this line you have just drawn, (b) Measure

off the same distance at the bottom, (c) Connect with

a light line the points that are opposites.

11. Put these headings on your drawing:

CLASSEOOM WEIGHT EECOED.

NAME

Age

Hght.

Nor-

mal

Wt

Year Actual Weight

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

May June

66

SUGGESTIVE LESSONS IN NUMBERING

DEILL SHEETDIVISION I.

%-*-3-

%-5-2-

%-5-S-

%-3=

2-5-%-

1-1/4=

3-y 4 =

5=

7=

2=

2=

2=

3=

2=

y 8

%-

2=

5=

5-=-y 2

% 2= %-^3=

DRILL SHEET DIVISION H.

3 - 2/ 3= 4-^%-

2-5-%- 3-*-%-

2-34= 6-3/ 5=

12-%=

9- 3 /4=

10-5/ 6==

10%=

12 3/8=

DRILL SHEET DIVISION III.

-%

1-H4

1 / 2 -^y 2 = 3 /4-^-y3=

6-^3/8

ARRANGED FOR INDIVIDUAL WORK

67

K-Hi

%

1%-*- %

2%-5- %

-%-

4/6=

%-

%-*-% %-;-%,

2%-s-2

DEILL SHEET DIVISION IV.

- 3/ l6=

^ % = 41/4 8

-*- %= i% %- 2%-s-i y 2 =

!%!% l%-5- % =

-21/2= 61/4- %- 22/ 3 -f- % = 4%o 1% =

2y 2 %= 22/g-f- y 2 = 3^4 iyi2=

31/3 y 2 = 2%-*- u/ 12 = 5% iy 8 =

4 = 31/3 -1% -

4 -iy 2 =

LESSON XXVI.

L

Imagine yourself as checker at our cafeteria. As these

trays pass you, be able to place the correct check on each.

68 SUGGESTIVE LESSONS IN NUMBERING

TABLE OF PEICES.

Meats Salads

Beef .............. 15^ Soup

Ham .............. 15# Fruit

Sausage ........... 15^ Pie

Vegetables .......... 7^ Cake and Pudding

Potatoes ............ 5# Coffee, Tea, Cocoa

Bread and Butter .... 3f Ice cream

1st. Ham, bread and butter, pie.

2nd. Beef, mashed potatoes, salad, cake.

3rd. Soup, beans, pie.

4th. Sausage, cabbage, bread and butter, fruit.

5th. Carrots, lettuce, salad, pudding.

6th. Peas, bread and butter, pie with ice cream.

7th. Spinach, egg salad, cake, tea.

8th. Soup, bread and butter, fruit, pie.

9th. Beef, potatoes, cake, ice cream.

10th. Bread and butter, salad, fruit, cocoa.

llth. Ham, beans, bread and butter, pudding.

12th. Beef, potatoes, carrots, pie, coffee.

13th. Bread and butter, fruit, cake.

14th. Salad, bread and butter, pie.

15th. Sausage, potatoes, pie with ice cream.

16th. Ham, potato salad, cake, fruit.

Now try each one again to see if you can check as fast

as our checker does.

II.

Now this time you are cashier. What change will you

give if you receive these pieces of money?

1st. Fifty-cent piece.

2nd. A quarter and a dime.

3rd. Quarter.

ARRANGED FOR INDIVIDUAL WORK 69

4th. Half dollar.

5th. Two dimes and a nickel.

6th. Quarter.

7th. Quarter.

8th. Three dimes.

9th. A quarter and a dime.

10th. Half dollar,

llth. A five-dollar bill.

12th. A silver dollar.

13th. Two dimes.

14th. Half dollar.

15th. Two quarters.

16th. A two-dollar bill.

in.

If you are given 25 cents a day for your lunch, select

a menu for each day of the week. Try to get something

you like which is also nourishing.

LESSON XXVH.

If you want to grow and be strong, you must choose the

; food that will do these things for you. This table shows

food values for boys and girls 8 to 13 years of age.

FOODS. Positive Score. Negative Score.

'Milk Iiy 2

Eggs 9y 2

Fried egg 9y 2

( Bread and butter 7%

! Hot breads 13y 2

Orange 8*4

Apple 7y 2

70 SUGGESTIVE LESSONS IN NUMBERING

FOODS. Positive Score. Negative Score.

Pear 6%

Raisins 8 ....

Dates 7

Figs 9

Prunes Sy 2

Plums 4

Strawberries 2% ....

Banana 8%

Breakfast foods (hot) 6

Jelly 31/2

Preserves 5%

Bacon 4

Chicken 7

Fish 51/2

Lamb 6

Lean beef 7%

Pork 111/2

Fried meats 17%

Soups 13y 2

Potatoes 6y 2

Peas 4%

Carrots 4%

Beans 5 ....

Rice 121/2

Custard 11%

Ice cream 12% 14%*

Candy 7% 12*

Plain cake 8 ....

Fancy cake 111/4

Pie 10y 2

Plain puddings 6%

Pickles (large) 9

ARRANGED FOR INDIVIDUAL WORK 71

Coffee (cup) 8y 2

Tea (cup) 8

Cocoa (cup)

*Eaten between meals.

1. (a) Name five of the best foods for boys and girls

of this age. (b) Name six that should not be eaten.

2. When should ice cream and candy be eaten? Why!

Should they come at the beginning or end of a meal?

Why is this better!

3. Think of a good reason why people should learn to

eat at regular times and not be "piecing" all the time.

4. How much does Frank score for himself when he

eats a breakfast of milk, hot breakfast food with dates,

bread, butter and jelly? (The positive scores are to be

added.)

5. What is Mary's score for this luncheon : soup, baked

potato, plain cake and an apple?

6. Which one of these dinners makes the better score?

How much better? (a) Egg, rice, carrots, bread and

butter, pudding, milk, (b) Lamb, baked potato, peas,

bread and butter, custard, cocoa.

7. (a) What is the score for this meal: Chicken, potato,

biscuits, pear salad, ice cream, half cup of coffee? (All

negative scores are to be subtracted.) (b) Why doesn't

this have as high a score as the other meals? (c) How

could you change it so that it would make a higher score?

8. How much did your breakfast this morning score?

9. What was the score for your dinner yesterday?

72 SUGGESTIVE LESSONS IN NUMBERING

LESSON XXVIII.

1. Select a breakfast of fruit, cereal (breakfast food),

toast or bread and butter and milk. What is the score for

such a breakfast?

2. Select a luncheon of soup, one vegetable, bread,

butter and jelly, one dessert and milk. What is the score

for this meal? What would have been the score had you

added a large pickle?

3. If you eat your breakfast at 7:30 a. m. and your

luncheon at 12 m., how long is it between the two meals?

4. Do you like ice cream? When do you like best to

eat it? Does this score for you or against you?

5. Select a breakfast of not more than five things, one

of which is a drink, that will make the highest score.

What is the score?

6. (a) From the list choose seven things that you

would like to have for dinner today. Find the score,

(b) Can you raise the score by making any changes?

How much?

7. Do you like to have the same things to eat every

day? Make a list of three different luncheons that you

would like, and find the score of each.

8. Select from this list five things that you like best.

What would be the score for these five things?

9. From this list, name one meat, one vegetable, one

fruit, one dessert and one drink. Count up the score for

the things you have just named.

10. (a) How much higher is the score for lean beef

than for fish? (b) Potatoes than carrots? (c) Apple

than pear? (d) How much higher is plain cake than

strawberries? (e) How much higher is the score for milk

ARRANGED FOR INDIVIDUAL WORK 73

than for an orange? (f) How much higher is the score

for custard than for a banana?

11. (a) How much higher is the score for an orange

than for peas? (b) How much higher is the score for

bread, butter and jelly than it is for potato? (c) Which

has the higher score, milk or cocoa? How much higher?

12. (a) What is the sum of the first two negative

scores? (b) What is the sum of the third and fourth nega-

tive scores? (c) What is the sum of the first four nega-

tive scores? (d) What is the sum of the fifth and sixth

negative scores? (e) What is the sum of the seventh and

eighth negative scores? (f) What is the sum of the ninth

and tenth negative scores? (g) What is the sum of the

last two negative scores? (h) What is the sum of all the

negative scores?

LESSON XXIX.

Using the time table for a fireless cooker :

1. Beef is to cook ' ' 7 minutes to the Ib." with gas and

"40 minutes to the Ib." without gas.

How long will it take a 4-pound piece to cook? (a) How

long will it cook with gas? (b) How long without heat?

(c) How many minutes for both? (d) This equals how

many hours?

2. Pork cooks "9 minutes to a Ib." with heat and

"45 minutes to a Ib." without heat.

What time must be allowed for 6 pounds? (a) How

many minutes with gas? (b) How many minutes without

heat? (c) How many minutes for both? (d) How many

hours and minutes?

3. Turkey should cook " 6 minutes to a Ib." with gas and

"35 minutes to a Ib." without heat.

74 SUGGESTIVE LESSONS IN NUMBERING

Find the time required for a 9-pound turkey, (a) How

many minutes with gas? (b) How many minutes without

gas? (c) The total time is minutes, (d) This equals

hours and minutes.

4. The time for mutton is " 8 minutes to a Ib." with gas

and "40 minutes to a Ib." without.

How long should be allowed for a 7-pound piece? (a)

How many minutes with gas? (b) How many minutes

without? (c) What is the sum of these two? (d) What

is the time in hours and minutes?

5. Chicken cooks " 6 minutes to a Ib." with gas and

"40 minutes to a Ib." without heat.

How long will it take 4%-pound chicken to cook? (a)

How many minutes with gas? (b) How many minutes

without? (c) How many minutes for both? (d) How

many hours and minutes?

6. Veal should cook ' * 9 minutes to a Ib." with gas and

"50 minutes to a Ib." without.

How much time should be allowed for a 6%-pound

roast? (a) How many minutes with gas?

(a) Find the time that these roasts should be cooked

with the gas on. (b) Find the time that each should be

cooked with the gas turned off. (c) Find the number of

minutes required for both, (d) Change the number of

minutes into hours and minutes.

7. 5% pounds of mutton.

8. &y 2 pounds of veal.

9. 14%-pound turkey.

10. 6% pounds of pork.

11. 314-pound chicken.

12. (a) A layer cake should bake 10 minutes with gas

and 15 minutes with gas turned off. How long will it

take to bake this kind of cake? (b) A loaf cake should

ARRANGED FOR INDIVIDUAL WORK 75

bake 25 minutes with gas and 30 minutes without gas

turned on. What time is required to bake a cake of this

kind? (c) A fruit cake requires 50 minutes with gas and

3V2 hours with gas turned off. How much time should be

allowed to bake a fruit cake?

13. (a) How much more time is needed to bake a loaf

cake than a layer cake? (b) How much more for a fruit

cake than a loaf cake? (c) How much more for a fruit

cake than a layer cake?

14. A smoked ham, 12 to 16 pounds, should cook with

gas 1% to 2 hours without gas. (a) How many minutes

to the pound is this? It should cook 4 to 6 hours with the

gas turned off. (b) How many minutes to the pound is

this?

LESSON XXX

1. On September 15, 1921, the School Branch of the

Bank of Italy received the following pieces of money from

its depositors: 8 quarters, 4 dimes, 2 nickels, 4 pennies.

How much money was deposited on that day?

2. The money received September 22, 1921, was as

follows: 2 silver dollars, 15 half dollars, 14 quarters, 25

dimes, 29 nickels and 7 pennies. How much money was

deposited?

3. When the tellers got ready to count the change on

September 29, they had: 1 one-dollar bill, 13 half dollars,

15 quarters, 14 dimes, 3 nickels and 12 pennies. How

much money did they send to the bank that day?

4. On October 6th, the four tellers of the bank took in

this money: 1 check for $2.50, another for $3.25, 1 five-

dollar bill, 6 one-dollar bills, 9 half dollars, 21 quarters,

18 dimes, 25 nickels and 38 pennies. What was the

deposit for the day?

76 SUGGESTIVE LESSONS IN NUMBERING

5. The bank received the following money on Octo-

ber 13: 2 silver dollars, 10 half dollars, 23 quarters,

4 dimes, 4 nickels and 15 pennies. What was the sum of

all their deposit slips for that day?

6. October 20th the tellers received this money: 1 five-

dollar bill, 8 one-dollar bills, 2 silver dollars, 7 half dol-

lars, 11 quarters, 14 dimes, 12 nickels and 14 pennies.

What was the amount deposited?

7. On October 27th the bank took in $8.34 and there

were 34 depositors. How many dollars, half dollars, quar-

ters, dimes, nickels and pennies would be needed to make

this amount?

8. (a) How much money was deposited in the month of

September? (b) How much in October? (c) How much

in both months?

9. November 3rd was a big day at the bank, and there

was much money to count at the close of the banking

hour. It was as follows: two checks, one for $3.50, the

other for $4.75; 1 five-dollar bill, 4 two-dollar bills and

6 one-dollar bills; 8 silver dollars, 24 half dollars, 27 quar-

ters, 35 dimes, 34 nickels and 30 pennies. How much

money was deposited that day?

10. (a) The deposit for November 10th was $6.28;

for November 17th, $1.45; for November 23rd, $4.67. How

much money was deposited in the three weeks? (b) How

much money was deposited in the month of November?

(c) How much did that average a week?

11. (a) What was the total deposit for the three

months? (b) What was the average deposit a month?

ARRANGED FOR INDIVIDUAL WORK 77

LESSON XXXI.

Some of the girls who sell ribbon have problems like

these to work. Can you solve them?

I.

Number cost cost

of per of

yards yard piece

4% $0.20 $0.90

5% -45

given f i_nange given -

by cus- t

tomer Ic 2c lOc 25c 50c $1 $2 $5 <

$ 1.00 2

Lmt. of

change

$0.10

500

6%

8%

3%

7%

3%

7y 2

9

6%

7%

9%

.90

10.00

.75

.60

7.00

10.00

.85

48

5.50

4.50

1.50

10.00

2.01

.15

3.60

20.00

2.70

.65

6.00 .

10.00

1.00

.35

.46

.28

.42

.25

.18

.27

4.00

5.00

5.00

2.00 ...

3.50

1.50

2.02 . . ....

01.00

(a) Find the cost of each piece of ribbon, (b) Find

how much change should be given to each customer, (c)

Name the pieces of money that the cashier would be

78 SUGGESTIVE LESSONS IN NUMBERING

likely to give to the customer. See if you write the

answers for each problem without making a single mis-

take. Rule your paper so that it will look like this, and

then put your answers in the right place.

n.

Fill these blanks:

% yard equals inches.

*4 yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals ~ inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% yard equals inches.

% 2 yard equals inhces.

l Vi2 yard equals inches.

LESSON XXXII.

1. The Fifth Grade Sewing Class decided to make some

of their Christmas presents at school. Mary knew her

mother needed dishtowels. Their old ones were three-

fourths of a yard long, (a) How much material should

she get for six? (b) At 22 cents a yard, how much will

the material for her mother's present cost?

2. (a) Josephine wanted to make holders for her

mother. Her teacher told her they should measure 10

ARRANGED FOR INDIVIDUAL WORK 79

inches by 6 inches. She would need a small roll of cotton

which cost her 18 cents, and one-half yard of heavy mus-

lin at 19 cents a yard. How much did both cost? (b)

Draw a picture of the holder that is just half as large as

the holder itself, (c) The muslin is to be used for the top

and bottom. How long do you think it should be? (d)

If it were cut a half inch larger on all four sides, what

would be its length? Its width? (e) Draw a picture that

is half the size of the cover.

3. (a) Fairfax decided to make curtains for the

kitchen. There were two 30-inch windows. She wanted

the curtains to come 3 inches below the windows, so this

would make them how long? (b) If there is to be a

2-inch hem at the bottom and a 4-inch one at the top,

how much must she add to the length of the curtains for

the two hems? This would make them how long? (c)

Two curtains are needed at each window. How many

inches of material would it take for one window? (d)

How many for two windows? (e) How many yards

should she buy? (f) There is a 24-inch glass in the door.

She wants a 4-inch hem at both the top and bottom on

these. How long should these curtains be cut? (g) How

many inches will be needed for two of them? How many

yards? (h) How many yards will it take for both the

windows and the doors? (i) How much will it cost at

35 cents a yard?

4. Belle is going to make a white apron for her mother.

She bought l^ yards of dimity at 30 cents a yard. How

much did it cost? (b) She thought a lace edge would be

nice on it and wanted to know how much lace to buy.

Her teacher told her to measure the outside edge of the

apron so she could get 1% times as much lace. The apron

measured 52 inches, (c) How much lace should she buy?

80 SUGGESTIVE LESSONS IN NUMBERING

(d) At 8 cents a yard, what should this lace cost? (e)

How much did Belle pay for all the material for the apron?

LESSON XXXIII.

1. George and Frank each decided to make sail boats

for their little brothers. In the woodshop they found a

piece of wood that was 2% feet long. This would give

each how long a piece?

2. (a) This piece of lumber was 8 inches wide and

2 inches thick. If the sail boat is to be made 6 inches

wide, how much will be taken off each side? (b) They

want to begin whittling out the center % inch from the

edge. Draw a picture of the upper side showing where

the whittling is to begin, (c) What is the scale of your

drawing ?

3. (a) The sides of the bottom are to be rounded off.

Draw a picture of one of these sides showing how you

would have it look, (b) If the middle part of this bottom

is 1% inches shorter at each end than the top part, what

is its length?

4. (a) The boys hunted for a narrow strip of wood to

make the masts and booms. Each mast was to be 1% feet

long. How many inches of this wood shall they need for

the two masts? The mast is to be placed so that

% of the length of the ship is in front of it and %

back of it. How many inches in front of it? (c) How

many inches back of it? (d) The boom is % of the length

of the mast. What is its length? (e) How many inches

of lumber is required for both booms? (f) How many feet

of lumber will both boys need for their masts and booms?

5. (a) Each boat required two supports of wire. Each

support should have 1% feet. How many feet of wire

needed for a boat? (b) Find the amount needed for both

boats.

AKRANGED FOR INDIVIDUAL WORK 81

6. (a) They intended to use a heavy cord to fasten the

sails. It measured 1% feet from the top of the mast to the

end of the bow. How many inches is this? (b) They

figured on allowing % foot of cord for the knots. How

long should the piece be? (c) They needed 1% feet of cord

in another place. How much was required for one boat?

(d) How much should they buy for the two boats? (e)

What would it cost at 2 cents a foot?

7. (a) George's mother had some cloth which they

thought would do for the sails. In the piece there were

1% yards. For one boat they would need % of a yard.

(b) How much would be required for both? (d) What

part of a yard would the mother have left? (e) How many

inches in the piece? (f) If they had had to pay 24 cents a

yard for their cloth, how much would the sails have cost?

8. (a) Their hardware cost them 15 cents. They bought

little flags which were 10 cents apiece. How much did

the materials for their boats cost? (b) How much was

this apiece?

9. (a) In hollowing out the wood, a man used a

machine to help them. He worked 20 minutes. How

much was his time worth at 60 cents an hour? (b) The

boys have shop from 10:55 till 12:15 a. m. They spent

4 periods working on these boats. How many minutes

did they spend? How many hours?

LESSON XXXIV.

1. Some of the fifth grade class decided they would

make envelopes of different sizes, for they could be used

for stamps, seeds or clippings. After trying several differ-

ent sizes, they finally decided upon this pattern for the

first one. (a) Use your scratch paper to make a similar

82 SUGGESTIVE LESSONS IN NUMBERING

pattern. (You will need a piece eight or ten inches long

for this.) An inch or two below the top of your paper,

draw an oblong that measures 3% inches from top to bot-

tom and 2% inches from side to side. Make heavy lines

for the sides, but only light lines for the top and bottom.

(b) Make a light line that is just % of an inch from each

of the side lines, (c) This new oblong you have made

is how wide? How long?

2. Just below (using the bottom line of the first for

the top line of the second) draw another oblong exactly

the same size, as the first drawing, (a) Seven-eighths

of an inch above the top line of the first oblong draw a

light line that is just 2% inches long. (It is directly

above the oblong you made in 1 (b). (b) This is to make

the flap of the envelope, so round off the corners, trying

to make the two sides as nearly alike as you can.

3. (a) Why was the first oblong made wider than the

second? How much wider was it? (b) Cut out the pat-

tern, being careful to cut straight by keeping on the lines.

(c) Fold over to the inside both oblongs that measure

3% inches in length and % inch in width, (d) Fold the

bottom oblong up over these two. (e) Fold down the flap

of the envelope, (f) Are the sides of the envelope even

and true? If so, put library paste on the little oblongs

that are folded on the inside, and paste the sides of the

bottom oblong to them.

4. (a) Now decide where you are going to put the

word, "Stamps." Shall you have it at the top, the middle

or at the bottom? Or should you rather letter it as the

Japanese do, with the letters under one another? Which-

ever way you choose, you must decide on the size of the

letters. How many are there in this word? What is

the length of the space where you intend to put them?

AERANGED FOR INDIVIDUAL WORK 83

How large can you make each letter? (c) Draw two light

lines the right distance apart, and make little blocks

where you will put each letter, (d) See if your letters

will fit in these spaces.

5. (a) Are there any corrections you would like to

make in your pattern? What are they? (b) Draw an-

other pattern on scratch paper, keeping these corrections

in mind.

6. (a) You are ready now to make the real envelope

out of manila paper. How long should this paper be?

How wide? (b) Put in your drawings as you did on the

scratch paper, (c) Cut out the envelope very carefully.

(d) Paste sides together, (e) Letter it neatly, (f ) These

envelopes should contain several pieces of waxed paper to

prevent the stamps from sticking together. How large

should one of these pieces be? (g) How much waxed

paper is necessary to make six of these pieces?

7. Some other members of the class decided to make

cases for postal cards, (a) What are the measurements

of a postal card? (b) About how long then should they

make such a case? How wide? Why make it larger

each way?

8. (a) To make this pattern, get a piece of paper that

is about 14 inches long and 6 or 7 inches wide, (b) About

4 inches from the top, draw an oblong that is 5% inches

long and 4% inches wide. Make heavy lines on the side,

but light lines at the top and bottom. (The heavy lines

always show where to cut, and the light ones where to

fold.)

9. (a) At the bottom of this oblong, draw another

that is 4% inches long, and the same width as the other,

using a heavy line only at the bottom, (b) Measure

% inch from either side of this oblong. At this distance

84 SUGGESTIVE LESSONS IN NUMBERING

draw a heavy line that is % inch shorter at each end

than the side of the bottom oblong, (c) Connect the ends

of this line with the top and bottom of the bottom oblong.

10. (a) Find the center of the top line of the first

oblong, (b) Make a point that is 3% inches directly above

this, (c) Extend the sides of the top oblong each 2 inches,

(d) Draw lines from the point you have made to the ends

of the two lines. This makes the flap of the envelope.

LESSON XXXV.

1. (a) Cut out pattern you have made and fold sides,

(b) Fold over flap, (c) Paste it together, (d) Do all

the parts fit exactly? (e) What changes would make the

next one a little better?

2. (a) Draw a heavy line that is % 6 of an i nc ^ fr m

the side edges of the envelope, (b) Make three points

so as to draw this line around the flap. For the first one

measure % 6 of an inch from the point of the flap, (e)

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