Mathematical construction, informal number work for busy hands; grades one and two . r and lower edges, or with3-inch and 1-inch ruler re-spectively from upper edge. Fold so that short edges meetand lines can be seen. Cut from folded edge on the linesuntil the distance from the opposite end is ^ the width of thenarrow strips. Divide each of these strips into 3 equal parts,cutting parallel to other cuts. Give the other paper to thechildren. Tell children length of the paper (11). Let themfind out with their rulers what sums equal 11 inches. Theywill see:7 84 3 3 U- 7?r 4 11 11 In comparing rule
Mathematical construction, informal number work for busy hands; grades one and two . r and lower edges, or with3-inch and 1-inch ruler re-spectively from upper edge. Fold so that short edges meetand lines can be seen. Cut from folded edge on the linesuntil the distance from the opposite end is ^ the width of thenarrow strips. Divide each of these strips into 3 equal parts,cutting parallel to other cuts. Give the other paper to thechildren. Tell children length of the paper (11). Let themfind out with their rulers what sums equal 11 inches. Theywill see:7 84 3 3 U- 7?r 4 11 11 In comparing rulers they will see: 3 3 7 3 4 7 11 10 MEASURING AXD WEAVING. 79 Draw lines indicated in Fig. 2, measuring with rulers108T43l, respectively, from left edge. Cut on thelines. Divide each of these pieces into 3 equal parts, exceptthe large middle one. Divide this into 2 equal parts. down all the edges of the strips, and paste lining paperon back. Fold so that short edges meet. Insert one or twopieces flannel (edges pinked). Punch 2 holes on fold andlace with T ij 3 MEASURING Introduction of SINGLE UNIT RULERS LESSON I
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Keywords: ., bookcentury1900, bookdecade1910, bookpublisherchicagoaflanaganco
