o ..mL.--.. .M3.^ Author Title Imprint 16—47372-2 o o THE MULTIPLICATION CHANT AND ^>7f4' ^ GESTURE DRILL. A New and Attractive Arrangement of the Multiplication Tables for Primary and Kindergarten Work. BY .. LIZZIE STANLeV MARTYN, AUTHOR OF Arithmetical Rules in Rhyme." 1x1 3x7 21 9x9 81 11x11 121 LIGHT AND HEAT COME FROM THE SUN. o Copyrighted by Lizzie Stanley Martyn, 92 Hodge Ave. Buffalo, N. Y. All Rights Reserved. o '^^ ' PREFACE. That there is nothing new under the sun is exempHfied in this book, so far as the introduction of one of the old fundamental rules of arithmetic, to wit : Multiplication. This rule being the basis of all mathematical calcu- tions from remote time, a thorough knowledge of it, is of the utmost importance. Therefore j:he difficulties ever experienced hereto- fore in acquiring this knowledge are not encountered here ; for the author has endeavored to present a new, arrangement of the multiplication tables, so attractive and so interesting, that it cannot fail to win the piipll's closest attention, while affording a certarp degree of amusement. Believing that true education proceeds only from an enthusiastic interest in the subject) handled, tlie study of the tables has been rendered pleasant by introducing into tlieir construction varic^d colors to charm the eye, novel coml)inations to accelerate tlie mental forces,^ancl a fhyme at the clgse of each set of numbers that will not onlyi)e of assi^ance in memoriz- ing, but, containing in itself ''a piece of useful information, be suggestive of. an object lesson. The gesture drill, explanation of which will be given before each lessgn, can be made an exercise in caMsthenics that will be found most enjoyable and beneficial, as it combines mental work with graceful physical development. It will be readily understood from the plan given in this book that a thorough knowledge of the multipli- cation tables can be easily acquired and ever retained. This work is adapted to the wants of Kindergarten School's and the Primary Departments of the Grammar Schools. It has been practically tested and has received the hearty commendations of many of the best teachers. It is, therefore, respectfully offered to the public by the author, LIZZIE STANLEY MA'RTYN. APPHOVED BY I JAliflES F. CROOKER, Esq., Superintendent of Education, BUFFALO, N. Y. PROF. JAMES M. CASSETY, Principal of The State Normal School, BUFFALO, N. Y. PROF. HENRY ^ P. EMERSON, Principal of The Buffalo High School, BUFFALO, N. Y. HENRY F. FULLERTON, M, D., Principal of Graihmar School No. i6, BUFFALO, N. Y, MISS ANNA K. EGGLES.TON, . ^ Teacher of Methods, The State Normal School, - BUFFALO, N. Y. INTRODUCTION TQ THE DRILL. We are a rule of import great, We drive our stakes far in; The foundations of a mighty structure, Right with us begin. Our workmen are the busy factors Multiplier and Multiplicand ; Multiplying them together Brings the Product quick to hand. Now if we have the Product And one of the factors too, Divide and the other factor Comes quickly mto view. The sign we ernploy is this X We multiply what it's between, Calling it by the name of Times, And the Product again is seen. We are a rule of import great, We drive our stakes far in; - All mathematical problems. Acknowledge us as kin. MODEL OF THE HOOP. 10 * WHAT TO USE IN THE DRILL A wooden hoop, (such as is used for embroidery) ten inches in diameter and trimmed with red, yellow and blue ribbons. " Fasten a piece of colored cardboard to the top of the hoop; on both sides of this cardboard print " 'TRODUCT." Cut two pieces of cardboard, one of green, the other of red; and each two inches by eight; glue them together, then print on one side ''MULTIPLIER" and on the other "MULTIPLICAND." P^asten it loosely with a ribbon or cord to the lower part of the hoop according to the model. ' COSTUMES. White costumes of any material. Red, )ellow and blue sashes and white turbans. GESTURES OF THE INTRODUCTORY RHYME. Stand erect, facing the audience with heads up and shoulders thrown back. Recite with earnestness knd vim. • I. (a) Left hand down and clenched (as tKough ' holding a stake) on words '.'zt^^ (^/7^'^." (d) Right hand dowrt and clenched (as though driving a stake) on words '^/a?^ in.'' {c) Wave right hand toward the ground on words '' the fo7tndationsy / i^d) Bring right hand upward on words ''of;a "* mighty structured (e) Right hand on breast on words '' ec^^y/^ ?/i-." II. (a) Right hand wave to the right on words "(9?/r workmeny While the rio-ht hand makes the motion the left hand should be placed on the hoop, which can be on a wire hook at the belt. {b) Lift up hoop from the left hand, place left hand on the multiplier on th.^ word '' m7iltiplie7'.'' (<:) Turn the cardboard and place left hand on the multiplicand on the word ''multiplicand.'' (d) Head placed against the hoop which should be held with the right hand — the left beihg placed upon the cardboard pendulum on the words ''them iogethery [e) Right hand raised with the hoop on the words "the product," This, motion should be an enthusiastic one. 12 III. (a) Bring right hand down slowly until the hoop is on a level with the shoulder on the words ''now if we have!' {b) Left hand points to one of the factors on the words '' and oner {c) Draw the pendulum through the hoop on the word ''divided {d) Draw it through in such i manner that the other factor is in view, with right hand »upon it ; finish verse. IV. {a) Slip hoop over right hand. id) Arms' crossed upon the breast on words "we employ y . {c) Take hoop from right arm on the words "call- ing ity (a) Take hoop from left hand on words *'<2;2(^//^^." (e) Raise hoop high up with the right hand on the word "again!' Look up at the hoop with a delighted expression and recite in a most enthusiastic manner. V. {a) Gestures of the first two lines the same as those of the first verse. (b) Wave the hoop far to the right on the words "all mathematical!' (c) A low bow on the word "us!' ^ (d) Right hand on breast on the word "kin!' REMARKS. (a) It will be observed that the numbers in the colored spaces represent all the. products oi the multipli- cation tables. {b) The ptipils should thoroughly learn each line of the lessQn before the drill is given. {c) There is ho necessity to hurry the lessons, for when they are once mastered they are mastered for- ever. {d) Division can also be easily taught from the arrangement given of the multiplication tables. 13 EXPLANATION OF LESSON ONE. The numbers' in the colored spaces represent all the 7'esults of the multipH- cation tables ending in ONE. DRILL. a Once one is one. ^' Light" and heat come from the sun." Three times seven are twenty-one. *' Light and heat come from the sun." c Eleven times eleven are one hun- dred and twenty-one. *^ Light and heat come from the sun" GESTURES. [d) In an erect standing position repeat ''once one is one." {b) Turn fully to the left on the word ''lights {c) Raije hands and eyes on the words "a7td heat^ (d) Finish rhyme in same position. {e) Proceed with each line in a similar way. SUGGESTIONS FOR AX OBJECT LESSON. (a) The distance of the earth from the sun. (b) The size of the sun. (c) The velocity of light, etc. 14 LESSON ONE. <£ _ ' ' *■ * 1x1 3x7 9x9 11x11 / ^ 1* 21 81 121 Light and Heat Come from the Sun. SUN 15 EXPLANATION OP LESSON TWO, The numbers in the colored spaces represent all the results of the multiplica- tion tables endincr in T\A^O. In the Ime havmor twelve fo. a result repeat next line before saying the rhyme ; thus 3x4, 2x6, are 12: 1*1x2 are 22'. Prmiarv colors, red, yellow, and blue. Do not say and between the combi- nations, but 8x9, 12x6, are 72. GESTURES. a In an erect standing pgsition re- peat each Ime with its accompanying rhyme. b Step back with the 'right foot on the word '' primary T c Lift up the right hand in which should be the hoop on the word ''colors J' of Finish rhvme in same position. Suggestions for an Object Lesson. a The formation of the rainbow. b The rich and varied colors of na- ture. ^ c The different seasons, etc. 16 LESSON TWO ■ 3x4 8x9 2x1 2x6 11x2 4x8 6x7 6x12 !|x|2 2 IS laJss 42 7|| 132 f • Primary Colors, Red, Yellow and Blue. BLUE. 17 The numbers In., the colored spaces ♦-epresent all the res^dti of the multipli- cation tables ending in three. - • DRILL. This rhyme should be repeated be- fore each line. - ' GESTURES. a . St^ to the right on the' word ''honey." b Raise right hand, leaning toward the right on wards ''is made." . -, . ^ - . . , "' c Finish rhyme in same position. d Resume erect position and hum . like a^bee. Suggestions ^or. an Object Lesson. ' a The different industries. * « b^ The three/kingdoms, etc. 18 LESSON THREE. ■ • 3x1 3x11 7x9 1^ ^33^ 63 1' Honey is made by the busy bee. o / • 19 EXPLANATION Of LESSON FOUR. • The numbers in the colored spaces reprtstnt a// f/te res^d^s of the multipH- cation'tables ending in FOUR. . DRILL. Repeat each Hne with its accompany- ing rhyme. In the hne of which 15 is the result, repeat the next line before saying the rhyme. GESTURES. The time step used in Soldiery ^ Suggestions for an Object Lesson. ^a Description of a battle. b The causes of war, etc. LESION FOUR. ' < 3x8 , .' ' 4x1 ■64 2x2 7^2 2x12 114 9x6 8^8 7x12 12 X 12 4 14j S4 44 54 64 84 ■m A body of troops is called a corps. CORPS. 21 , EXPLANATION OF LESSON FIVE. The numbers In the colored spaces represent all the residts of the multipH- cation tables ending in FIVE.' DRILL. Repeat each line with its accompany- ing rhyme. • . . . In the line of which 15 is the result, repeat the next line before saying* the rhyme. GESTURES. a Step and lean towardright on ''the.'' h Form a tube with both hands and lift to mouth on the syllable '' tel." ^' . ' . ' c Finish rhyme, speaking through this tube. ^ Suggestions for an Object Lesson.- a The inventions, etc. 22- ' ^ LESSON FIVE 5x1 1 3x5 5x5 7x5 9x5 11x5 Q'^W W 45 PM The telephone Edison did contrive. CONTRIVE. 23 EXPLANATION OF LESSON SIX. The numbers in the colored spaces represent all the 7^estilts of the mviltipH- cation tables ending in SIX. DRILL. ; Repeat each line with its accompany- ing rhyme. In the line having 16 for a result, repeat, the ^next line before saying the rhyme. * GESTURES. ' a Lean toward the left on the word -titer b Lift left hand, in which should be a flower, on the word ''part!' c The eyes should also rest upon the flower. d Finish rhyme in same position. Suggestions ft)r an Object Lesson.. a A lesson in botany. 24 LESSON SIX. ' - 6x1 . ■ 8x2 3?I2 ♦' 3x2 4x4 4x9 6x6 7x8 11x6 12x8 6 16 36 56 66 96 A part of a flower is the calix. CALIX. ■ 25 EXPLANATION OP LESSON SEVEN. f The numbers in the colored spaces represent all the results of the multiplica- tion tables ending in SEVEN. DRILL. Repeat each line with its accompanying rhyme. GESTURES. a Step to the right on the word '' classes!' b Raise right arm on words ''of numbers odd!' c Raise left arm, in which should be the hoop, on words ''and even!' • d The figure 10 is thus formed by this gesture. • Suggestion for an Object Lesson. The science of numbers, etc. 26 LESSON SEVEN. «. 1. ■I 7x1 9x3 1 1x7 '7 i. 27 77 1 Classes of numbers odd and even. EVEN 27 EXPLANATION OF LESSON EIGHT, The numbers i^n the colored spaces rt'prtstnt all the results of the multipli- cation tables ending in EIGHT. DRILL. Repeat each line with its accompany- ing rhyme. . In the line having 18 for a result, repeat the next line before saying the rhyme. GESTURES. a The right hand raised as though holding a cup on. words ''a drink!' b Slowly pass to lips on^ words ''of hemlock!' c Touch the lips on the word ''fate!\ d Remain in this position while mentally counting four. ' Suggestions for an Object Lesson. a Philosophy. ^ b Philosophers. 28 LESSON EIGHT. 8x1 3x6 8x6 ^ 2x4 2x9 7x4 4^2 8x11 9^12 108 11 18 38 48 88 A drink of hemlock was Socrates' fate. • V FATE, 20 EXPLANATION OF LESSON NINE The numbers in the colored spaces represent all the results of the multiplica- tion tables ending in' NINE. / DRILL. Repeat each line with its accompanying rhyme. GESTURES. a Touch the red ribbon on the hoop on the word "redJ' Lean toward the left. b Lean toward the right and touch the blue ribbon on the word ''blue!' c Finish rhyme in sanle position. Suggestions for an Object Lessen. a The science of colors. b Art and artists. 30 LESSON NINE. / N ^ 3x3 J ■ 0x1 7x7 11x9 9 ■ a 49 99 * For purple, red and blue combine. COMBINE 31 EXPLANATIOir OP LESSON TEN. The riumbef:s in the colored spaces represent a// //^^r^j-^/Z^i- .of the multipH- c'ation tables ending in TEN. DRILL. * Repeat each line with its accompany- ing rhyme. GESTURES. a Fold hands upon the breast and bow the head on the words ''the Indians '^ friend y. b ' Finish rhyme in same position. Suggestions for an Object Lesson. a A; talk about Pennsylvania. d Quakers, *etc. 32 LESSON TEN. 10x1 2x5 11x10 E iio^l 1 The Indians' friend was William Penn. 1 __j PENN 83 EXPLANATION OF THE TEEN LESSON The numbers in the colored spaces represent all tJu r-s-::':s of the miiltiphca- tion tables ending m TEEN. DRILL. Repeat each line with its accompanying rhyme. GESTURES. d Point to the blue ribbon on the hoop or : e word./*M^i" Lean toward the* left. . b P nnt to the yelloAv nbbbn on the ^'OvA "yellow " Lean toward the right. Finish rh^'n^.e ::: -?-!ne position. Suggestions for an Object Lesson. a Terms applied to art. ^ Different kinds ^f paintino-. C.L , *' 'TEEN LESSON. ■> ' If \ 1 \ ) t f 8x2 3x6 2x7 5x3 4x4 2x9 r — ^ 14 ■ 18 Blue and yellow make the green. « GREEN EXPLANATION OF THE CIPHER < LESSON The numbers in the colored spaces represent all the results of the multiplica- tion tables ending in NAUGHT. DRILL. This rhyme should be repeated be- fore each Hne. GESTURES. a The rlo^ht hand raised with the hoop on the words ''the cipher !' b Head and hoop hanging down on words ''no rhyme is in ottr drill!' c Hoop raised with the right hand on words ''with naitghtl' d Stamp with the right foot on the w^ord "will!' 3G CIPHER LESSON. X o o We are the cipher lesson. No rhyme is in our drill. But though we end in naught, We do succeed and wz//. ^^ ■ X o ( X O 00 • s 'goIto X Ol X X o o X X X X o O X X "x X t ^ 37 GESTURES FOR THE TWELVE NUMBEJ^S ' \ (a) , The first pupil on the right of the first row says 07te, at the same time raising £race/2i/fy the right hand — the pupil remains in that positi^on — while .the second pupil says ^wo, and raises the hand remaining in that position. In the same manner the pupils repeat the number that falls to them unti! the twelfth pupil . says /z£/^/z/^— then all repeat the words: By te7i miUtiply at' sigJii. . " {b) Raise the hoop with the left hand on the \^ord^ '\a cipher y i {c) N. B. The gesture forms the figure ten. [d) Begin with the next pupil and continue as before. • LESSON OF TWELVE NUMBERS, '. By ten multiply at sight, By placing a cipher On the right. ' G^ o a 00 i> ' CO ' o ^ «.=.„_« CO (» QUESTIONS PERTAINING TO MULTIPLI- CATION. 1 What Is multiplication ? ' / 2 What are the factors ? 3 What is the multiplier ? 4 What is the multiplicand ? 5 What is the product ? * 6 What is the. sign of multiplication ? 7 What is the sign of multiplication called ? 8 What is the proof qf multiplication ? 9 What is the answer in multiplication called ? 10 If you have the product and the multiplier, how do you find the multiplicand ? 11 If you have the product and multiplicand, how do you find the multiplier ? 12 How do you find the product ? 13 Which number do you multiply ? 14 What is the number called that you multiply by? ■ ■ 15 In multiplying the first figure of the multipli- cand by the first figure of the multiplier, where is the first figure of the result written ? 39 1 6 If after multiplying the first figure of the multiplicand by the first figure of the multiplier, the re- sult consists of two figures, what do you do ? 17 What do you understand by ''carry T 18 What do you understand by tne first figure of the multiplier or multiplicand ? 19 What are the different products obtained from multiplying of the multiplicand by more than one figure called? - 20 On what principle does multiplication de- pend ? KEY TO QUESTIONS PERTAINING TO MpLTIPLICATION. 1 Multiplication is the process of finding the .pro- duct of two numbers. 2 The multiplier and the multiplicand, 3 The multiplier is the number that we multiply by. 4 The multiplicand is the number that we multi- . ply- 5 The product is the result obtained by. multiply- ing the multiplicand and multiplier together. 6 X. 7 The sign of multiplication is called '* dimes' 8 One of the proofs of multiplication i^ .the quotient of the product divided by either factor; if the re- suit is the, other factor the work is correct. 9 The answer ih multiplication is called the product. 10 By dividing the product by the factor given you. 1 1 By dividing the product by the factor given you. 41 12 We find the product b)^ multiplying the multi- plicand and multiplier together. 13 We multiply the multiplicand. 14 The number that we multiply by is called the multiplier. / V . 15 Directly under th-e figure that you multiply by. 16 We write down the figure on the right-hand side and carry the figure on the left-hand side. 17 By '/carry" we mean the adding of the figure to the next result of multiplication. 18 The first figure of the multiplicand or multi- plier is the one on the right-hand side. 19 Partial products. 20 Addition. RHYME FOR SUBTRACTION. 1. We are a rule most sad to state, We never can be glad ; >: For we must always take away Whatever can be had. 2. Now when we can't subtract, We borrow what we lack, The Minuend lending us one, If the Subtrahend y^^Lys it back. Or, Now when we can't subtract. To borrowing we confess, The next figure of the Minuend Appearing as just one less. 3. Subtraction has companions three, Miitttend, Subtrahend, Remainder we see, The Minuend, as the greater, is known, The less ^^<5/r^>^^/2<3f underneath is shown. 4. The Remainder or Difference Tells what is left, And shows where 'the;; answer In Subtraction is kept. 5- Subtraction's sign is this — It means that we take away, And when speaking of this level line, We always Minus say. 6. We are a rule most sad to state, We never can be glad ; . So many^never pay For the one that they have had. Or, We are a rule most sad to state, Oh, why ! you'd never guess, 'Tis just because -some will not see - • \ The Minuend's figures less. REMARKS. a The two parts of verses 2 and 6 illustrate the two different methods of subtraction. \b) A little wooden wand gilded and trimmed with ribbons is very pretty used in the recital of "The Sub- traction Rhyme." CxESTURES FOR THE SUBTRACTION RHYME. {a) In a standing position, with drooping heads, repeat sadly the first Hne of the first verse. (d) Raise wand slowly with the left hand to the level of the eyes and place right hand on the end while repeating sadly the second line. (c) Make a downward motion with the right hand on the words ''take away'' \d) Replace right hand on the wand on the word 2ND VERSE. " . ■ S {e) Make a downward motion of the right hand on the word ''borrow^ (/) Raise the wand above the level of the eyes on the word " minuend^ m. ' {g) Lean toward the right, raising *" the. forefinger of the right hand on the word '' oiie'' 45 {h) Wave the right hand under the wand on the word ''subtrahendy 2ND PART OF 2ND VERSE. (i) Place both hands on the wand while repeating the first Hne. (y ) Make a downward motion with the right hand ovl \ki^ ^orA '\borrowingr (k) Ppiri to the wand with decision on the word *' figure.'' (I) Raise the forefinger of the right hand on the word "one.'' 3RD VERSE. (m) In ah erect standing position with hands at the side, the wand being held in the left, repeat earnest- ly the first line of the third verse. (n) Raise the wand with both hands to above the level of the eyes on the word " minuend." (o) Lower the wand to the level of the eyes on the word " sud^ra/iend." • (/) Lower the wand to the level of the knees, at the same time bending the body and stepping back with the right foot on the word 'V^?;/^2;/^<^r." r - . (r) Raise the wand gracefully with the left hand to above the level of the eyes, at the same time bend- ing the body toward the left, on the word '' minuend y {s) Wave right hJhd under tke wand, on the word '' unde7^neathy 4TH VERSE. (^) The same as gesture/ and "droop the head. y^) Raise the. head on the word '' answer T {v) Make a graceful bow, bringing the right foot back on the word ^' siibtractiony 5TH VERSE. ^ {m) Hold up the wand with both hands on the word '' signy {x) Make a downward motion with the right hand on the words '' take away.'' (y) Replace right hand on the wand on the word ^ ''line.'' ' ' {z) The same as gesture v on the word *' minus. • s 6th VERSE. (7) The same as gestures {a) and (d). {2) Shake the head on the words ''so inany." (j) Stamp with the right foot on the word "fiever." {4) Bending the body gracefully to the left, raise the forefingef of the right hand on the word ''one." 47 2XD PART OF TliE 6tH VERSE. (5) The same gestures as a and b. {6) Bend the body gracefully to the right, place the wand against the right cheek on the word '' whipy (7) Wave the left hand to the audience on the word '' some!' [8) Lift up the wand gracefully on the word '' mimtendsy ^ {g) The same as gesture v on the word " lessT RHYMES f6r subtraction. {a) Subtraction is no process new, 'Tis finding the difference between numbers two. ^ (b) If the Afimiejid IS in sight, ' , Subtract to get the answer right. {c) If' Subtrahend 2Sidi Reniai7idei^ before you come : Carefully seek to find their Sinn. 48 RHYMES FOR DIVISION ia) 'Division can also three names sender Divisor, Quotient and Dividend ; The Qtiotient is the answer true, Divide to get it you must do, The Divisor is what you divide by, The Dividend to divide you try. HOW TO PROVE DIVISION. , {a) Prove Division this easy way, The Divisor times the Quotient say ; Add in the Remainder if any you see, "* The result the Dividend ought to be. 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Wc will do he I til- than the cheapest and the best on them. T5 LEPir-O^-F 10 9 . ArithrnetiGal Rales in RhY^e. BY MISS 'LIZZIE STANLEY MARTtN. ■• '~ PUBLISHED AND FOR SALE BY' PETER PAUL & BRO. Copies of Testimonials received. ^ - , Buffalo, N. Y., June 2 1S91. 3/7 ss Lizzie Stanley Mariyn: I have examined your little work entitled "Arithmetical Rules in Rhyme" and think it is well named. It is "catching," and I believe will supply a need long- felt in the school room.. It makes the study of numbers attractive because any rule coupled with a rhythmic "Jingle" is always long remembered. , . Most respectfully, - \. . J. F. Crooker, Superintendent. Buffalo, June 16, 1S91. My dear Miss Mariyn: . . ' . I take great pleasure in bearing testimony to the .excellence of your little book. We have made a practical use of it in the fourth grade of our school and have clearly demonstrated its usefulness, particularly in problems involved in sodding areas, walling excavations, plas ering rooms and laying carpets. The jingling rhyrne ac- companying the solution of problems makes the task both of teacher and pupil easier. To say that "it fills a long felt want" is ooly one way of -expressing our appreciation of the originality of your work. . Very sincerely yours, ^ ' Margaret Carr, • Dep't Principal Grammar ijchool No. 35. /ma5 (iifts ,. „. ...^^g. LLENBRUCH'S, LEADING OPTICIAN, 274 MAIN STREET. NEAR SWAN. _/- DON' T WE A R MISFIT GLA S^SES. COLID Gold Spectacles and Eye- ' Glasses, from $3.00 up. Eyes Tested and Correctly Fitted. /-\PERA GLASSES, Latest Styles,i5^uminum, ^-'^ Pearl and Leather. A Fine Pearl at $5. X/f AGIC LANTERXS, Toy Steam Eng:nes, an immense Stock. DAROMETERS, Thermom|ters, Micros', copes, Graphoscopes, Reading Glasses, Etc. 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