This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1918 Excerpt: ...This involves the ratio idea of a fraction; that is, the use of a fraction to express a relation, and the ability to change a fraction to a decimal. A review, then, of these two problems should be given to see that the pupil has the necessary ability to solve this problem of percentage. Thus, if a merchant made $24 ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1918 Excerpt: ...This involves the ratio idea of a fraction; that is, the use of a fraction to express a relation, and the ability to change a fraction to a decimal. A review, then, of these two problems should be given to see that the pupil has the necessary ability to solve this problem of percentage. Thus, if a merchant made $24 from a sale of $96, he made $24 out of $96 or U of the receipts, ff=.25 = 25%. And, in general, to find what per cent one number, as 325, is of another, as 468, proceed as follows: The steps are: .--- 1. Express the relation as a.6944 = 69.44% fraction. 468)325.00 2. Change the fraction to a 280 8 decimal. 44 20 3. Express the decimal in 4212 terms of per cent. 2 080 This second problem is often 1 872 treated as an indirect problem, 208 the inverse of the first problem. Thus, to find the result in the problem given above, the reasoning is that 468 i multiplied by the answer, if known, would give 325. So the statement is made: But this method takes away the relation idea expressed by per cent, is more difficult to understand, and is not related to the processes and principles already known, and is not to be recommended. It will be observed that this problem requires the ability to express any decimal as a per cent, the inverse of the ability needed in the first problem. So some practice in expressing such relations as the following is needed: To Find A Number When A Per Cent Of It Is Known This type, usually called the indirect problem of percentage, occurs less often than the other two. It is quite commonly urged in current articles on the teaching of arithmetic that this type of problem be omitted altogether, and the recommendation would be well founded if there were no other applications of it than those given in most textbooks. The usual t..
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Seller's Description:
Near Fine. Textbook. 12mo. Chicago: Sanborn, 1918. First edition. 12mo. Hardcover binding, 262 pp. School stamp inside from cover. Appears unread, no other marks. Near fine.
