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About Herald and news. (Klamath Falls, Or.) 1942-current | View Entire Issue (June 7, 1959)
PAGE SIXTEEN HERALD AND NEWS. KLAMATH FALLS. OREGON SUNDAY, JUNE 7. I9!9 Height Can Be Important AMHERST, Mass. (UPD Uni versity of Massachusetts exten sion home management specialists say many 01 today s kitchen count ers are not at a comfortable height for the daily jobs performed. "Although most women prefer ariauie neignts. said Miss Ver da M. Dale, "most sinks are too low for comfortable working con ditions." The right height for the bottom of the sink can be determined by standing erect and placing the palm of the hand flat in the bottom of the sink. j Most sinks will be six or eight inches deep, so this means that the counters on each side will be the same height as the top of the sink, about 36 to 40 inches. The lower area for mixing food should be between 32 to 34 inches high. THE MAIL GETS THROUGH AMHERST. Mass. (UPD On Jan. 18. 1929. Mrs. Annie Hayes of Boston mailed a birthday card to her sister-in-law, Mrs. Eben Francis. The other day the card was delivered 29 years late and lung after the deaths of both wom 'Understanding' Long Division Key CHICAGO NEA If you had trouble learning long division 3 child, you'll probably be happy to know that someone's come up with the system aimed at remov ing the anguish for your kids. The new system of teaching this troublesome problem for 9- and 10-year-olds is in use in public school systems in stich cities as Portland, Oregon: Lewiston, Idaho; Midland, Michigan and New Bruns wick,' New Jersey. It's all part of a revolutionary nrogram of teaching and learning arithmetic that concentrates on understanding the basic rules oi mathematics rather than on dril and memorization of rules. The two professors of mathe .natics and education who tormu lated the program, Maurice V Hartung of the University of Chi cago. and Henry Van Engen. Uni versity of Wisconsin, believe it en ables children to absorb more mathematics in grade school, and prepares them for new, tougher courses in mathematics that they will take in high school and col lege. Educators in Midland ' agree. Jh Miilii-i mim njjj&afcjti tf i1 "H 7n i?itliiiWHI i i Ill Fffttiidt'to tuivrmnfmmmm tif (T'i 'P1 r n niiiiiwiw THE GRACE OF PRETTY GIRLS in fh. colorful costumes of Old Bohemia will be seen in the national dance Beseda dur ing the two-day celebration of Malin's half-century birth day anniversary. Dancing on the green in Malin Park are, left to right, Mrs. Arthur (Jean) Evans, daughter of Mr. and Mrs. Jerry Rajnut, wearing costume of Piestany, Ciech oslovakia; Vlasta Rajnut, daughter of Mr. and Mrs. William Rajnui, costume from same place; Mrs. Henry (Marie) Vacknitx, daughter of Mr. and Mrs. Ray Van Meter in old Bohemian costume; Mrs. Don (Ruth) Unruh, daughter of Mr. and Mrs. Vaclav Kalina in Moravian bridal costume; Carol Havlina, daughter of Mr. and Mrs. Vince Havlina and Adelia Caclca, daughter of Mr. and Mrs. Adolph Cacka, in Bohem ian gowns, and Donna Micka, daughter of Mr. and Mrs. George Micka, wearing a dress from Slovakia. All are ori. ginali, handmade and embroidered in brilliant colors, brought from the old country by relatives on trips abroad. Mrs. William Rajnut who speaks Cieelc fluently is keeping old traditions, the language and customs alive among the younger generation in Malin. or 50 years of LP prosperous growth ve wish to offer our congratulations to our good friends in the city of MAUN KLAMATH FALLS BRANCH OF SOUTH 6th STREET BRANCH OF MERRILL BRANCH OF ST - NATIONAL BANK OF OREGON Robert G. Kingsley, coordinator of Basic- Education- in that Michigan city, says: "Testing data indicate that our popils have about the same com petence in computation as in previous years. But what is far more important, their ability to understand and solve . problems has shown marked improvement." And Joseph E. Dickinson, direc tor of mathematics and science education, at Midland High School, says: "Perhaps the most significant outcome of the program is the positive attitude taken by the chil dren toward arithmetic. We believe this soon will be reflected in in creased enrollments and higher levels of achievement in our high chool mathematics and science courses. The program is incorporated into a series of textbooks for grades one through six called seeing Through Arithmetic," published by i leading Chicago textbook firm Scott, Foresman and Co.). The theory behind the program can be most easily understood by getting back to the problem of long division. The division that adults learned i a short cut developed by math ematical experts for their own convenience. It's an arbitrary pro cedure that must be memorized. It always has' baffled half the children who try to learn it be cause they ve never been taught why it works. Take the problem 9438 divid ed by 23: First: You begin by trying to guess how many times 23 goes into 94. Suppose you try a 2. When 69 2? 2379b3T 23J9U33 200 l60Q , WJJ 200 l600 "Tiff io 230 "8 ITJ5 reminder 8' sou multiply and subtract you see hat 3 was "too small" so you erase and try a 4. Second. This time you multiply and subtract to get a remainder of 2, You bring down 3 to make ' 23 and see that your next numlier in the quotient will be 1, with no remainder. Then, however, you must remember to bring down the' 8. write an 8 in the quotient, and come up with a remainder of P. Today's pupil who is taught by the new method will go through some longer steps while he's learn ing long division, but they'll make sense to him. He'll under stand what he's doing. Third: He'll try to estimate how many groups of 23 can be taken out of W38. Since a fourth grader who is being introduced to long division Is not adept at estimating, he might moke an estimate of only 200. (Pupils are taught to use round number? even hundreds or tens.) He writes it out to the side, multiplies, nnd sees he was way short. But he doesn't have to start over. He simnlr writes an other 200 to the side, multiplies and subtracts again. This time he has a remainder of 238. so he di vides by 10. He has a remainder of 8. not divkble by 23. so he has inisnea ine division part of It problem. He need only add the figures to the side, getting 410, remain der 8, the same answer you ob tained if you were careful. His work is easily followed step by step. Your method, on the other hand. Is a shorthand. The 4 you write in the quotient stood for 4rt. The 3 and the that you brought down really were there all the time, but you ignored them. Tneie are tough ideas for a lO year-oM.
