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Ebook PDF Mathematics For Elementary School Teachers 6th Edition
Ebook PDF Mathematics For Elementary School Teachers 6th Edition
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
aBoUT ThE aUThorS
I have been teaching the Mathematics for Elementary School Teachers course for
more than 20 years, and in that time, I have learned as much from my students as they
have learned from me. This text was inspired by my students and reflects one of the
most important things we have taught one another: that building an understanding of
mathematics is an active, exploratory process, and ultimately a rewarding, pleasurable
one. My own experience with elementary schoolchildren and my two children, Emily
and Josh, has convinced me that young children naturally seek to make sense of the
world they live in and for a variety of reasons many people slowly lose that curiosity
over time. My hope is that this book will engage your curiosity about mathematics
Tom Bassarear once again.
I am excited and honored to be working with Tom Bassarear on this book. I began teaching
Mathematics for Elementary Teachers over 20 years ago. I immediately began seeking
advice from others who had taught the course, and volunteered in elementary classrooms
to learn more. Teaching these courses has deepened my mathematical understanding
as well as my understanding of how people learn math. Helping future elementary school
teachers to truly understand mathematics, and see the beauty in mathematics is very
rewarding, and I know that all of this will have a major positive impact on their future
students. I appreciate you sharing this journey with me!
Meg Moss
vii
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
nEw To ThE SixTh EDiTion!
I am pleased to welcome Meg Moss, Ph.D., to this textbook and to introduce her to
you. I have known Meg for about 10 years through conversations and presentations at
conferences. I have admired the quality of her work, depth of thought, and commitment
to students, so I was delighted when she agreed to join me in continuing this book as
I transition toward retirement. While I have been actively involved in the current revision,
you will find Meg’s footprints throughout the book.
She has done a magnificent job of framing the Common Core State Standards in
mathematics (CCSM), which have been adopted by 45 states, in a way that helps readers
to see where their future students will learn these concepts and to help them see the
importance of such concepts. The CCSM articulates eight mathematical practices (MPs)
that replace standards by the National Council of Teachers of Mathematics (NCTM).
While I believe that the NCTM standards are more clearly stated and more user-friendly,
the eight MPs correlate strongly with NCTM’s framework. Meg’s genius was not to try
to incorporate all the details of the MPs, which would be overwhelming, but to focus on
and articulate the big ideas embedded in those practices. She articulates them in the first
chapter, connecting them directly to Investigations, and then refers to them in appropriate
ways throughout the book.
After many discussions, she constructed a revised and streamlined Chapter 1,
which I love. She integrated the number theory concepts—which previously comprised
a separate chapter—into the textbook, as those concepts are needed. This connects to
research on learning that indicates students are more willing and able to retain ideas if
they see how they are connected and if they use them immediately.
With CCSM’s emphasis on algebraic thinking, we decided to have a separate
Chapter 6 on algebra. Meg did a heroic job of researching best practices in algebra in
schools and then organized the material into a coherent framework that addresses the
important algebraic ideas articulated by CCSM. She took many Investigations from the
fifth edition’s algebra section and some from Chapter 1 and has added many of her own.
Meg also wrote Questions to Summarize Big Ideas for the end-of-chapter
summaries. These questions help students reflect on what they have learned and
articulate major “take-away” ideas from the chapter, ultimately supporting one of the
most important ideas of the textbook—this is to OWN knowledge.
In addition, Meg went through every page of the textbook and you will see her work
in many places, such as in
• revising text to make points more clear and concise;
• adding extra steps and more concreteness when she felt it would be helpful, especially
for students who tend to struggle with those ideas;
• more visual representations including Singaporean bar models; and
• more technology, including references to virtual manipulatives, Geogebra investiga-
tions, and several other websites.
I hope you will welcome and appreciate Meg’s contributions to the sixth edition as
much as I do.
—Tom Bassarear
viii
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
annoTaTED conTEnTS
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
x ANNOTATED CONTENTS
While Chapters 3 and 4 have been arranged according to the manner in which many
instructors prefer this content to appear, it is not fixed. For those instructors who prefer a
more “operations-centric” approach to the course, we offer an alternative organization of
topics as follows:
Chapter 1 Foundations for Learning Mathematics
Chapter 2 Fundamental Concepts
4.1 Integers
4.2 Fractions and Rational Numbers
3.1 Understanding Addition
3.2 Understanding Subtraction
4.3 Understanding Operations with Fractions (first half addition and subtraction of
fractions)
3.3 Understanding Multiplication
3.4 Understanding Division
4.3 Understanding Operations with Fractions (second half, multiplication and division of
fractions)
4.4 Beyond Integers and Fractions
Chapter 5 Proportional Reasoning
Chapter 6 Algebraic Thinking, and so on
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
annoTaTED conTEnTS xi
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PrEFacE
There are three ways in which this textbook supports owning versus renting:
1. Knowledge is constructed.
2. Connections are reinforced.
3. Problems appear in authentic contexts.
1. Constructing Knowledge
When students are given problems, such as appear in Investigations throughout the
textbook, that involve them in grappling with important mathematical ideas, they learn
those ideas more deeply than if they are simply presented with the concepts via lecture
and then are given problems for practice. Additionally, there is a need to shift the focus
from students studying mathematics to students doing mathematics. That is, students are
looking for patterns, making and testing predictions, making their own representations of
a problem, inventing their own language and notation, etc.
xii
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
as well as backwards” and that if you add two odd numbers together, you get an even
number. Reasoning like this and communication of the reasoning are at the heart of these
mathematical practices.
explorations
Manual
MP 2: Reason abstractly and quantitatively.
1.3
• Mathematically proficient students make sense of numbers and their context within a
problem.
• They are able to “decontextualize” a problem by representing it with numbers and
symbols that abstracts away from the context.
PREFACE
• They are also able to “contextualize” the symbolic manipulations by pausing to go
xiii
back to the context when needed.
DiScUSSion
StrAteGY 1 Use random trial and error
One way to solve the problem might look like what you see in Figure 1.3.
Figure 1.3
2. Reinforcing Connections
71360_ch01_ptg01_hr_001-038.indd 15 17/09/14 12:16 PM
Understanding can be defined in terms of connections; that is, the extent to which you
understand a new idea can be seen by the quality and quantity of connections between that
idea and what you already know. There are two ways in which connections are built into
the structure of the text.
1. Mathematical connections
Owning mathematical knowledge involves connecting new ideas to ideas previously
learned. It also involves truly understanding mathematics, not just memorizing formulas
and definitions.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xiv PREFACE
310 CHAPTER 6 Algebraic Thinking
2. Connections
Table 6.3
to children’s thinking
Tables We can represent this function with a table in which h represents hours and d
represents dollars (Table 6.3). We can then use the table to determine how much money
In thish book d you will see a strong
Ellen willfocus onbaby-sitting.
make from children’s thinking, for two reasons. First, much
1 8
work with
2 16teachers focuses on the importance of listening to the students’ thinking as an es-
Equations We can represent this function with an equation in which h represents hours
sential34 part24
32
of good teaching.andIfd represents
students experience this in a math course, then by the time
dollars:
they start
5 teaching,
40 it is part of howd 5they8h
view teaching. Second, when students see examples
# #
of children’s
# # thinking and see connections between problems in this course and problems
# # Graphs We can represent this function with a graph (Figure 6.3).
children solve, both the quality and quantity of the students’ cognitive effort increase.
We can refer to the input as the independent variable and to the output as the
dependent variable. In this case, we say that the independent variable is the hours
3. Authentic
50
problems baby-sat and the dependent variable is the dollars earned. That is, the number of dollars a
baby-sitter earns is dependent on the number of hours that he or she baby-sits.
45
Although40 most texts have many “real-life” problems, this text differs in how those
problems35
30
are made and presented.
Ordered pairs We can represent this function as a set of ordered pairs in which the first
element of each ordered pair represents hours and the second element represents dollars:
In25 Section 6.3, the question of paying a baby-sitter is explored. This situation is often
Dollars
reading on. using percent language. 40. If Liam puts $10,000 in the bank at 5%
If you are having trouble making31. sense
A roadofsign
thesays,
graph,
“7% consider
grade.” aWhat
few does
examples. Let’s
that mean? quarterly (four times a year), how much
Similarly,
10
when determining the
say the sittercost
sits forof carpeting
2 hours and 5032. a
minutes. room,
Using the the
couple’s solution
process, we path
round
The U.S. Census Bureau reported that there were 46.5 million is
this often worth in 5 years?
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
71360_ch05_ptg01_hr_249-286.indd 283
Section 3.1 Understanding Addition 89
Features
these representations. Study the representations below before reading on.
→
43five
71360_ch03_ptg01_hr_075-162.indd 89
Number of brown Number of white Total number of brown
18/09/14 11:04 AM
Patio number tiles tiles and white tiles
1 1 8 9
2 4 12 16
3 9 16 25
4
5
Pattern in words
20
n
D IS CU S S IO N
What patterns do you see? Does it help you more to look at the table to see patterns or at
the pictures?
Unless otherwise noted, all content on this page is © Cengage Learning
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Section 1.2 Process, Practice, and Content Standards 21
Translate the following Babylonian numerals into our system. Check your answers in
Appendix B.
inVeStiGAtion 1.2h How Long Will It Take the Frog to Get Out of the Well?
1. 2. 3.
Variations of this problem can be found in the 2001 NCTM Yearbook, p. 78 and Teaching
Children Mathematics, February 1997, p. 326.
Translate the following amounts into Babylonian numerals.
a. A frog is climbing out of a well that is 8 feet deep. The frog can climb 4 feet per
4.hour
1202 5. for
but then it rests 304an hour, during which it slips back 2 feet. How long will
it take for the frog to get out of the well?
Working with the babylonian system Take a few minutes to think about the following
B. What if the well was 40 feet deep, the frog climbs 6 feet per hour, and it slips back
questions. Write your thoughts before reading on. . . .
Classroom
1 foot whileConnections
resting? Work on the problem before reading on. . . .
Connections to thedo
1. What Classroom,
you noticedenoted with
about the the icon system?
Babylonian , are found
Do youthroughout the textbook.
see any patterns?
The boxed Connections that appear in the margins provide observations,
2. What similarities do you see between this system and the Egyptian and Roman tips, and notes
DiScUSSion
about the elementary/middle-school
systems?
a. One of the classroom. Assignments from
amazing things about this problem is that, in a class of 25 students, I actual elementary/
middle-school books
will often see 10 or appear throughout
more different as wellof so
valid models thethat students
problem. Belowcan
areseetwohow the material
3. What limitations or disadvantages do you find in the Babylonian system?
they graph
are learning
models thatwill
bothdirectly
lead to theapply. Connections
same answer. are also
First, examine themfound
to see ifinyou
the exercises that
highlight children’s
4. Is them.
understand work.
this a .place
.. value system? Why or why not?
place value To represent larger amounts, the Babylonians invented the idea of the value
of a digit being
8 a function
8 of its place in 8 the numeral. This is the earliest occurrence of the
classRooM concept of place value7 in recorded history. With this idea of place value, they could repre-
connection sent any
6 amount using6 only two digits, 6 and .
This question asking how two things We can understand the
5 value of their system by examining their numerals with
are alike and how they are different 4 4 Section 3.2 Understanding Subtraction 101
expanded 4 notation. Look
4 at the following 4 Babylonian number:
is an important teaching structure cLASSroom cOnnecTiOn 3
and one that we will revisit over Grade 3
2 2 2
Can you describe the context of addition or subtraction in each story?
the course of the book. You may
1
remember it in a common Sesame Because the occurs in the first (or rightmost) place, its value is simply the sum
Street feature: Three of These Things of the(1) values of the digits—that is, 10 1 10 1 1 5 21. However, the value of the
(2)
Belong Together. For example, they
might show a triangle, a square, a
in the second place is determined by multiplying the face value of the digits by
hexagon, and a circle. The answer is Both models
60—that is, 60 # 23.the
show frog’s
The progress
value of the for in
each
thehour
thirdand thatisthe
place frog reaches
determined by multiplying the
that the circle doesn’t belong because 8 feet
face afterof
value 5 hours. Let by
the digits us look more closely:
602—that # 2. are models (1) and (2) alike
is, 602 How
it doesn’t have line segments. We and how
Theare theyof
value different?
this amount is
will examine this idea of asking how
112
602 # 2 1 60 # 23) 1 21Different
cHAPTeR 3 The Four Fundamental Operations of Arithmetic
things are alike and how they are dif- alike 5 7200 1 1380 1 21 5 8601
ferent throughout the textbook. 9. Washington College has 4132 full-time students, whereas As in Problem 13, solve 904 2 367, this
1. TheyThus,
have line
in order to understand 1.
segments. theInBabylonian
the first strategy the line
system, you
Lincolnsegments
have
College are
to
has 2824 lookHowatmuch
students. the face
larger is Wash- method, and explain why that method work
not vertical and in the second they are.
ington than Lincoln? 15. Through illustrations, demonstrate how to
value of the digits and the place of the digits in the numeral. The value
10. A fund-raiser has a goal of a numeral
of $55,000. ishasnobeen
So far, $34,854 lems with manipulatives.
Unless otherwise noted, all content on this page is © Cengage Learning collected. How much more is needed?
longer determined simply by adding the values of the digits. One must take into account
11. Classroom Connection Following are two children’s solutions
a. 524
2268
b. 600
2345
the place of each digit in the numeral. to 73 2 39, taken from the December 2001 issue of Teaching
Children Mathematics (p. 231). Study each child’s work, and
16. A student’s work on a subtraction problem
The Babylonian system is more sophisticated than thethenEgyptian and
describe how that childRoman
would find thesystems.
answer to
shown here. Explain the process, as though
were talking to a third-grader who is having
65 2 28. Then explain why that method works.
However, there were some “glitches” associated with this invention.
a.
culty with the process.
17. Classroom Connection As you might expe
What if there were nothing in a place? For example, how could the Babylonians more ways in which children make mistakes
in adding. What is the child’s mistake in t
71360_ch01_ptg01_hr_001-038.indd 21 represent the amount 3624? Try this and then read on. . . . 17/09/14 12:16 PM aspect of subtraction or place value is th
applying or applying incorrectly?
a. 76 b. 76
248 248
(a) Samantha's solution
32 22
From Everyday Mathematics, Grade 3: The University of Chicago School Mathematics Project: Student Math Journal, Volume 1, by b.
Max Bell et al., Lesson 2-5, p. 39. Reprinted by permission of The McGraw-Hill Companies, Inc.
d. 70 e. 70
248 248
Unless otherwise noted, all content on this page is © Cengage Learning 38 32
1 1
g. 36 4 h. 32
2 79 229
(b) Alice's solution 395 17
71360_ch03_ptg01_hr_075-162.indd 101 18/09/14 11:05 AM
Source: Teaching Children Mathematics, by the National Council of Teachers
18. Examine the problem at the right.
of Mathematics.
71360_ch02_ptg01_hr_039-074.indd 59 18/09/14 11:02 AM
a. Explain, in mathematical terms, what
12. A child subtracted 53 2 24 this way:
student did wrong. Where are the probl
50 2 20 5 30 in the student’s thinking?
30 2 4 5 26
b. How would you help the student if the
26 1 3 5 29
sented her explanation:
a. Justify the child’s solution path. “You can’t take 6 from 0 and you can’
b. Explain
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content how the child
may be suppressed would
from solve 72
the eBook 2 38.eChapter(s).
and/or you have to borrow from the four. Cross
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at Connection
13. Classroom any time if subsequent rightsmethods,
Below are three restrictions requireinit.
described cross out the zeros and write 10.”
the February 2003 issue of Teaching Children Mathematics, 19. Estimate the following differences. Briefly
that were invented by different children. In each case, obtained the difference.
study the child’s work. Then solve 904 2 367 using the a. 4473 b. 65,963
child’s method, and explain why that method works. 22355 229,147
a. 872 872 2 300 5 572 d. 43,433 e. 413,082
greater than 90 degrees. In such cases, measure is one-fourth of a circle—that is, 90 degrees. rePresen This is
each other?
reference fraction, a right angle is a reference angle.
straight angles and reflex angles are
An angle whose measure is less than 90 degrees The number
is callel
special kinds of obtuse angles.
Four addition An angle problems
whose measure is greater than 90 degrees b
American sch
Number
called
1. Andyanhas obtuse
3 marbles,angle. and his older sister Bella gives him 5 more. A num Ho
PREFACE xvii
doesIfhe have now?
angles are seen from a static perspective, these line) terms
and ma ar
Margin notes can also be
2. Keesha andseen
José eachfromdrank the 6dynamic
ounces of perspective
orange juice. the of point
How much1 Fo
turns. is
ju
be drink
told to
To help round out the mathematics
open a ofvalve
in education
all? “one-quarter of a turn,” ornumbers
pre-service teachers, other special margin
90 degrees is th
notes are provided. degrees, a full turn would be 360 degrees, and onelength, and a theyhalf m
3. Linnea has 4 feet of yellow ribbon and 3 feet of red ribbon. How ma
It sometimes
ribbon does makes she have? sense to speak of angles withnumber measures line ot
Figure
outside8.41
the Classroom boxes highlight year,spins
etc. in t
3
1 and 2, first appeared in Germany 2
discussed concept or other related math0 idea
in the late 1400s. These symbols
1
with the topic under
Elmdiscussion.
1 2 3
ProPerti1
4 5 6 7
section exercises
The exercises are designed to give students a deeper sense and awareness of the kinds of
problems their future students are expected to solve at various grade levels, as well as to
increase their own proficiency with the content. Special subcategories appear toward the
end of each set of exercises. Deepening Your Understanding exercises go a step beyond,
encouraging
Section students
3.2 Understanding Subtraction 113 to extend their thinking beyond the basics. From Standardized
Section 3.2 Understanding Subtraction 111
21. This problem requires some nice thinking. Find a, b, c,
and d that will make the subtraction problem work. Is there
Assessments exercises derive from exams such as the NECAP and NAEP to give students
32. Respond to the following as though you were talking to a
principal who is familiar with the Common Core and NCTM
a sense of the types of questions found on diverse national exams at various grade levels.
more than one solution? Why or why not? standards. You want to convince the principal to hire you. The
principal has just said that she has only recently realized that the
a. 6ab b. 6xx
words borrowing and carrying are no longer used by effective
Questions are also included from the Smarter Balanced Assessment Consortium which is
2c8b 21y8
math teachers. Rather, such teachers use alternative terms like
1da 47y
3.2 see
trading or regrouping. The principal asks whether you agree
22. Find the missing digits.
a. 8u6 b. 5 u u 3 c. 8 2uu6
SUMMARydeveloping assessments for Common Core State Standards.
with the change in language and, if so, why.
We have now examined addition and subtraction rather carefully. In what ways do you
33. Joanna was driving from Fresno to Bakersfield. When she left
2u6u 2 6 4 8 22u1 2u similarities between the two operations? In what ways do you see differences? Think
Fresno, her odometer read 67,324. Unfortunately, she forgot to
check her odometer in Bakersfield. On the way home, she saw
3 1 9 4 5 6u u6 2 0 9 and then read on. . . .
a sign that said she was 24 miles from Fresno. At that point, her
23. Take no more than 5 to 10 seconds to determine whether this odometer read 67,564. She now had enough information to de-
answer is reasonable. Briefly explain your reasoning. termine the distance from Fresno to Bakersfield. How far is it?
8482 FROM STAnDARDizeD ASSeSSMenTS One way in which the two processes are alike is illustrated with the part–whole dia-
22627
6865 necAP 2006, grade 5 gram used to describe each operation. These representations help us to see connections
24. Find the differences in the given base. between
34. Mrs. Lombardi had 2 hours to prepare for a party. addition and subtraction. In one sense, addition consists of adding two parts to
The chart below
shows the amount of time she spent completing different tasks.
a. 41six b. 401six c. 742eight d. 3040eight
Time mRS. lombaRdi SPenT on
make a whole. In one sense, subtraction consists of having a whole and a part and needing
2 22six 2 222six 2 364eight 2 507eight
diffeRenT TaSkS to find the value of the other part.
25. Determine the missing numbers that will complete the follow- Task Time
ing subtraction problem in base five.
We see another similarity between the two operations when we watch children de-
Decorated cake 20 minutes
3 u 2 u five 2 441five 5 20 u 4five Made punch 15 minutes velop methods for subtraction; it involves the “missing addend” concept. That is, the
DeePening yOUR UnDeRSTAnDing
Made sandwiches
Put up balloons
50 minutes
?
problem c 2 a can be seen as a 1 ? 5 c.
26. Place the digits 1, 2, 3, 6, 7, and 8 in the We saw a related similarity in children’s strategies. Just as some children add large
How much time did Mrs. Lombardi have to put up the bal-
boxes to obtain
2 loons? (1 hour 5 60 minutes)
numbers by “adding up,” some children subtract larger numbers by “subtracting down.”
a. The greatest difference
a. 15 minutes b. 25 minutes Earlier in this section, subtraction was formally defined as c 2 b 5 a if
b. The least difference
27. Choose among the digits 1, 2, 3, 4, 5, 6, 7, 8,
c. 35 minutes a 1 b 5 c. The negative numbers strategy that some children invent brings us to an-
d. 45 minutes
and 9 to make the difference 234. You necAP 2005, grade 5 other way of defining subtraction, which we will examine further in Chapter 4 when
2
can use each digit only once. How many 35. The students at Maple Grove School are selling flowers. Their
different ways can you make 234? goal is to sell 1500 flowers. we examine negative numbers. That is, we can define subtraction as adding the inverse:
28. With three boys on a large scale, it read 170 pounds. When a 2 b 5 a 1 2b.
• On the first day, the students sold 547 flowers.
Adam stepped off, the scale read 115 pounds. When both
Adam and Ben stepped off, the scale read 65 pounds. What is
• On the second day, the students sold 655 flowers.
A very important way in which the two operations are different is that the commuta-
the weight of each boy? How many flowers must the students sell on the third day to
meet their goal? tive and associative properties hold for addition but not for subtraction.
29. A mule and a horse were carrying some bales of cloth. The
mule said to the horse, “If you give me one of your bales, I a. 298 b. 308 c. 1202 d. 2702
shall carry as many as you.” “If you give me one of yours,” necAP 2007, grade 4
replied the horse, “I will be carrying twice as many as you.”
36. The students in Mr. Hill’s class are solving this problem.
How many bales was each animal carrying?
30. From each of the following lists, select two numbers whose Peter had 10 pennies. Then he
difference will be closest to the target difference. found more pennies.
Numbers Target Now Peter has 16 pennies. How
many pennies did Peter find?
3.2 exercises
a. 315 475 764 300
b. 185 372 953 650 three students wrote these number sentences to solve the
c. 382 723 793 350 problem.
Section 3.2 Understanding Subtraction 113
31. One of my students asked me this question after she had read 16 2 10 5 u 10 2 u 5 16 10 1 u 5 16
the text: “Why do we have addition and multiplication1. Make up aElla
tables, subtractionConniestory problem
Andy for each of the following 4. Represent the following problems on a number line. Explain
21. This problem requires some nice thinking. Find a, b, c,
contexts. Who
but not subtraction and division tables?” Write your response Briefly
wrote aexplain whysentence?
correct number the story problem is an example each problem as though you were talking to someone who32.isRespond
and d that will make the subtraction problem work. Is there
not to the following as though you were talking to a
principal who is familiar with the Common Core and NCTM
to her question.
of the particular model.
a. Only Connie and Andy b. Only Connie taking thismore
class.
than one solution? Why or why not? standards. You want to convince the principal to hire you. The
c. Only Andy and Ella d. Only Ella principal has just said that she has only recently realized that the
a. 6ab b. 6xx
a. Take-away a. 5 1 4 2c8b 21y8
b. 8 2 3 words borrowing and carrying are no longer used by effective
math teachers. Rather, such teachers use alternative terms like
1da 47y
b. Missing addend 5. a. Explain why the operation of subtraction is not commutative.
trading or regrouping. The principal asks whether you agree
22. Find the missing digits. with the change in language and, if so, why.
c. Comparison b. Explaina.why
8 uthe
6 operation
b. 5 uof
u 3subtraction
c. 8is2 not
u u associative.
6 33. Joanna was driving from Fresno to Bakersfield. When she left
2u6u 2 6 4 8 22u1 2u Fresno, her odometer read 67,324. Unfortunately, she forgot to
2. Which model of subtraction best illustrates each of the prob- 6. Determine the following differences mentally. Briefly describe
check her odometer in Bakersfield. On the way home, she saw
71360_ch03_ptg01_hr_075-162.indd 113 18/09/14 11:05 AM 3 1 9 4 5 6u u6 2 0 9
lems below: how you obtained your estimate. a sign that said she was 24 miles from Fresno. At that point, her
23. Take no more than 5 to 10 seconds to determine whether this odometer read 67,564. She now had enough information to de-
a. Reena had 25 quilts and sold 10 of them at the show. How a. 87 b. is reasonable.
answer c. explain
70 Briefly 82 yourd.reasoning.
500 e. 502
termine the distance from Fresno to Bakersfield. How far is it?
b. 185 372 953 650 three students wrote these number sentences to solve the
c. 382 723 793 350 problem.
31. One of my students asked me this question after she had read 16 2 10 5 u 10 2 u 5 16 10 1 u 5 16
the text: “Why do we have addition and multiplication tables, Ella Connie Andy
but not subtraction and division tables?” Write your response Who wrote a correct number sentence?
to her question.
a. Only Connie and Andy b. Only Connie
c. Only Andy and Ella d. Only Ella
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xix
Section 3.2 Understanding Subtraction 111
section summary →
Each section ends with a summary SUMMARy 3.2 We have now examined addition and subtraction rather carefully. In what ways do you
see similarities between the two operations? In what ways do you see differences? Think
that reviews the main ideas and and then read on. . . .
important concepts discussed.
One way in which the two processes are alike is illustrated with the part–whole dia-
gram used to describe each operation. These representations help us to see connections
between addition and subtraction. In one sense, addition consists of adding two parts to
make a whole. In one sense, subtraction consists of having a whole and a part and needing
to find the value of the other part.
We see another similarity between the two operations when we watch children de-
velop methods for subtraction; it involves the “missing addend” concept. That is, the
problem c 2 a can be seen as a 1 ? 5 c.
We saw a related similarity in children’s strategies. Just as some children add large
numbers by “adding up,” some children subtract larger numbers by “subtracting down.”
Earlier in this section, subtraction was formally defined as c 2 b 5 a if
a 1 b 5 c. The negative numbers strategy that some children invent brings us to an-
other way of defining subtraction, which we will examine further in Chapter 4 when
we examine negative numbers. That is, we can define subtraction as adding the inverse:
a 2 b 5 a 1 2b.
A very important way in which the two operations are different is that the commuta-
tive and associative properties hold for addition but not for subtraction.
Looking
158
Back
cHAPTeR 3 The Four Fundamental Operations of Arithmetic
3.2 exercises
Each
73. Mark chapter
tried to add the concludes
numbers 489 and 263with Looking
on his calcu- 74. LynnBack—a
had only quarters,study toolto buy
dimes, and nickels that brings together all the
her lunch.
lator. What is the sum of these numbers? The display on She spent all of the money and received no change. Could she
158 cHAPTeR 3 The Four Fundamental Operations of Arithmetic important
Mark’s 1. Make points
calculator up a
showed hisfrom
subtraction
answer to the
story chapter.
beproblem
128607? for
Mark each Looking
of the following
have Back
spent $1.98? 4. includes
Represent the Questions
following problems toon Summarize
a number line. ExplainBig
had pressed a wrongBriefly
key when trying to add.the
Which wrong
Ideaskey did(NEW!),
contexts.
whichexplain
ask
why
students
story
to
problem is an
reflect
example
on forthe Statistics. ideas from the chapter; Chapter
main
each problem as thoughofyou were talking to someone who is not
Source: NAEP Mathematics Assessment, 1992. U.S. Department Educa-
he press? tion, National Center Education
73. Mark tried to add the numbers 489 and 263 on his calcu- 74. Lynn of
hadthe
onlyparticular
quarters, model.
dimes, and nickels to buy her lunch. taking this class.
lator. What is the sum of these numbers? The display on Summary, of which lists major take-aways and terminology from the chapter; and Review
Source: Results of the Seventh NAEP Mathematics Assessment, p. 152.
U.S. She spent all of the money
a. Take-away
Department Education, andCenter
National received
for no change.
Education Could she
Statistics. a. 5 1 4 b. 8 2 3
Mark’s calculator showed his answer to be 128607? Mark have spent $1.98?
had pressed a wrong key when trying to add. Which wrong Exercises, Source:b.NAEP which
Missing addend
Mathematics provide
Assessment, an
1992. U.S. Department opportunity
of Educa- for students
5. a. Explain to put
why concepts
the operation from
of subtraction thecommutative.
is not chapter
key did he press? tion, National Center for Education Statistics.
Source: Results of the Seventh NAEP Mathematics Assessment, p. 152. into practice.
c. Comparison b. Explain why the operation of subtraction is not associative.
Review Exercises 159
U.S. Department of Education, National Center for Education Statistics. 2. Which model of subtraction best illustrates each of the prob- 6. Determine the following differences mentally. Briefly describe
LookinG lems below:BAck on chapter three
addition properties: how you obtained Section your estimate.
3.4: Understanding Division
division contexts
82and models:
QUeSTiOnSa.TOReena had 25Big
quilts and sold 10 of them
identity commutative 79 a.
78 at the show. How 87 b. 70 c. d. 500 e. 502
SUMMARize iDeAS
many does she have left? associative 79 closure 79 229 137
223partitioning234 subtraction 137
2134 repeated 2206
1. What are some of the different modelsalgorithms
for addition,
forsubtraction,
addition: multiplication, and division?
LookinG BAck on chapter three 2. Howb. can
The hall holds 100 people. Currently 65 tickets have been
common
you use base ten blocks to model 86
the algorithms for each oflattice 87
f.
the operations?
625 g. 4000
missing-factor 138
division terminology:
number line 139
sold. How many more tickets can be sold? 2475 2555dividend 137
other terminology: divisor 137
QUeSTiOnS TO SUMMARize Big iDeAS 3. How are these models similar and different in a base other than ten?
c. The sixth grade has sold 58 raffle tickets
matrix 79 and the fifth grade
carry, borrow 81 Determine these differences
quotient mentally
137 by a means other than the
4. Which
1. What are some of the different models for addition, subtraction, has sold only
algorithms
multiplication, 45.
the How
fordivision?
and manyare
operations more has the
different
algorithm 85sixth
from whatgrade sold?
you learned in elementary
decompose school?algorithm.division concepts:
87 standard
2. How can you use base ten blocks to model the algorithms for 3.
5. each
Whatofare
For the
each
the tools for determining
number
operations? line problemdivisibility
below, and 87
why the
identify
compose do they work?
computation h. 145 2 98 i. division
815 2 by zero 139
399 j. 562 2 228division algorithm 141
it models andMathematical
briefly justify yourSection
answer. other terminology:
6. Look
3. How are these models similar and different in a base other than ten? back at the Practices of the3.2: Understanding
Common Subtraction
Core State Standards. In what
k. ways
575 2did197
you engage
l. in1004
those2 97
indirect proof 140 operation sense 147
practices
a.
4. Which algorithms for the operations are different from what you learned
during this chapter?
in elementary school? b.Subtraction contexts:
take-away 98 In Exercises 7–10, determine
comparison 99 theofexact
order answer
operations 152mentally.
7. What parts of this chapter are less clear to you at this point? What will you do to clarify those ideas?
5. What are the tools for determining divisibility and why do they work?0 1 2 3 4 5 6 7 8 9 algorithms for division:
0 missing
1 2 3 addend
4 5 6 7100
8 9 7. Peter bought a house for $116,000 and sold it for $145,000.
standard 141
c. Standards. In what ways did youSubtraction
6. Look back at the Mathematical Practices of the Common Core State terminology:
engage in those How much profit did he make?
practices during this chapter? subtraction 100 minuend 100 scaffolding 143
8. I left my house at 3:34 p.m. and 147arrived at 6:15 p.m. How long
cHAPTeR 3
0 1 2 3 4 5 6 7 8 9
7. What parts of this chapter are less clear to you at this point? What will you do to clarify those ideas? SUmmArYsubtrahend 100
Subtraction models:
difference 100
did the trip take me?
divisibility
Number sense and operation sense:
Unless otherwise noted, all content on this page is © pictorial
Cengage Learning
100 number line 102 number sense:
1. Many students have said that really understandingalgorithms • The ability to apply properties of the operations, with
base ten andfor subtraction: addition 93
especially with subtraction 110
cHAPTeR 3 SUmmArY
the four operations, was, for them, the beginning of a new
toward mathematics. We will continue to examine new and impor-
attitude106
standard the commutative,
9. Numbers
Section 3.3: Understanding
tant mathematical ideas throughout this book, but the foundation
alternative associative,
108 with multiplication 130
and distributive properties
operation sense 147
in real-life settings are sometimes exact, sometimes
Multiplication
with division 146
b. d.
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 10 11 12
71360_ch03_ptg01_hr_075-162.indd 158 18/09/14 11:07 AM
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
71360_ch03_ptg01_hr_075-162.indd 159 18/09/14 11:07 AM
xx PREFACE
explorations
The icon that appears throughout the text references additional activities that may
12834_ch01_rev02_lores_Bassarear-Explorations 26/09/14 9:31 AM Page 13
be found in the Explorations Manual. Explorations present new ideas and concepts for
students to engage with “hands on.”
CHAPTER 1 Foundations for Learning Mathematics 13
even/odd, etc.
2. Compare your observations with others in your group.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xxi
sUppLeMents
FoR the stUdent FoR the instRUCtoR
Instructor’s Edition
(isBn: 978-1-305-07137-7)
The Instructor’s Edition includes answers to all exercises in the
text, including those not found in the student edition. (Print)
Student Solutions Manual Instructor’s Manual
(isBn: 978-1-305-10833-2) The Instructor’s Manual provides worked-out solutions to all of
Go beyond the answers—see what it takes to get there and the problems in the text. In addition, instructors will find helpful
improve your grade! This manual provides worked-out, step-by- aids such as “Teaching the Course,” which shows how to teach in
step solutions to the odd-numbered problems in the text. This a constructivist manner. “Chapter by Chapter Notes” provide
gives you the information you need to truly understand how commentary for the Explorations manual as well as solutions
these problems are solved. (Print) to exercises that appear in the supplement. This manual can be
found on the Instructor Companion Site.
Explorations, Mathematics for Elementary School Explorations, Mathematics for Elementary School
Teachers, 6e Teachers, 6e
(isBn: 978-1-305-11283-4) (isBn: 978-1-305-11283-4)
This manual contains open-ended activities for you to practice This manual contains open-ended activities for students to prac-
and apply the knowledge you learn from the main text. When tice and apply the knowledge they learn from the main text.
you begin teaching, you can use the activities as models in your When students begin teaching, they can use the activities as
own classrooms. (Print) models in their own classrooms. (Print)
Math Manipulatives Kit Math Manipulatives Kit
(isBn: 978-1-305-11287-2) (isBn: 978-1-305-11287-2)
Get hands-on experience when you use the Manipulatives Kit. By These Manipulatives Kits provide preservice teachers with hands-
using this tool you will see the benefits that will help elementary on experience and gives an understanding of why manipulatives
school students understand mathematical concepts. The kit are used in the elementary school classroom. The kits include
includes pattern blocks, pentominoes, base ten flats, base ten pattern blocks, pentominos, base ten flats, base ten rods, base
rods, base ten units, tangrams, and a Geoboard. ten units, Tangrams, and a Geoboard.
Enhanced WebAssign® Enhanced WebAssign®
Instant Access Code: 978-1-285-85803-6 Instant Access Code: 978-1-285-85803-6
Printed Access Card: 978-1-285-85802-9 Printed Access Card: 978-1-285-85802-9
Enhanced WebAssign combines exceptional mathematics content Enhanced WebAssign combines exceptional mathematics content
with the powerful online homework solutions, WebAssign. with the powerful online homework solutions, WebAssign.
Enhanced WebAssign engages students with immediate feedback, Enhanced WebAssign engages students with immediate feedback,
rich tutorial content, and an interactive, fully customizable eBook, rich tutorial content, and an interactive, fully customizable
the Cengage YouBook, which helps students to develop a deeper eBook, the Cengage YouBook, which helps students to develop
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www.cengage.com/ewa to learn more.
CengageBrain.com Instructor Companion Site
To access additional course materials, visit www.cengagebrain.com. Everything you need for your course is in one place! This collec-
At the CengageBrain.com home page, search for the ISBN of your tion of book-specific lecture and classroom tools is available
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xxii PREFACE
Acknowledgments
We would like to thank the reviewers of this edition:
Marilyn Ahrens, Missouri Valley College; Mary Beard, Kapiolani Community College;
Timothy Comar, Benedictine University; Edward DePeau, Central Connecticut State
University; Sue Ann Jones Dobbyn, Pellissippi State Community College; April Hoffmeister,
University of Illinois; Judy Kasabian, El Camino College; Cathy Liebars, The College
of New Jersey; Kathleen McDaniel, Buena Vista University; Ann McCoy, University of
Central Missouri; Martha Meadows, Hood College; Anthony Rickard, University of
Alaska, Fairbanks; Mark Schwartz, Southern Maine Community College; Sonya Sherrod,
Texas Tech University; Allison Sutton, Austin Community College; Osama Taani, Plymouth
State University; Michael Wismer, Millersville University; and Ronald Yates, College of
Southern Nevada.
In addition, we would like to thank the many reviewers of previous editions noted below
for their thoughtful and helpful comments throughout development: Andrew T. Wilson,
Austin Peay State University; Anita Goldner, Framingham State College; Art Daniel,
Macomb Community College; Bernadette Antkoviak, Harrisburg Area Community
College; Beverly Witman, Lorain County Community College; Charles Dietz, College
of Southern Maryland; Clare Wagner, University of South Dakota; Deborah Narang,
University of Alaska–Anchorage; Dennis Raetzke, Rochester College; Donald A. Buckeye,
Eastern Michigan University; Doug Cashing, St. Bonaventure University; Dr. Connie S.
Schrock, Emporia State University; Elise Grabner, Slippery Rock University; Elizabeth
Cox, Washtenaw Community College; Forrest Coltharp, Pittsburg State University;
Fred Ettline, College of Charleston; Gary Goodaker, West Community and Technical
College; Gary Van Velsir, Anne Arundel Community College; Glenn Prigge, University
of North Dakota; Helen Salzberg, Rhode Island College; Isa S. Jubran, SUNY College
at Cortland; J. Normon Wells, Georgia State University; J.B. Harkin, SUNY College
at Brockport; James E. Riley, Western Michigan University; Jane Ann McLaughlin,
Trenton State College; Jean M. Shaw, University of Mississippi; Jean Simutis, California
State University–Hayward; Jeanine Vigerust, New Mexico State University; Jerry Dwyer,
University of Tennessee–Knoxville; Jim Brandt, Southern Utah University; John Long,
University of Rhode Island; Juan Molina, Austin Community College; Julie J. Belock,
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University of Vermont; Kathy C. Nickell, College of DuPage; Larry Feldman, Indiana
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College; Marvin S. Weingarden, Madonna University; Mary Ann Byrne Lee, Mankato
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University; Susan K. Herring, Sonoma State University; Tad Watanabe, Towson State
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Kansas City; William Haigh, Northern State University.
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creatures, does not presently see the infinite wisdom and goodness
of their Creator: and he must be mad, who will not own those
attributes.”
27. Mr. Rittenhouse observes, (in his Oration delivered before the
American Philosophical Society, in 1775,) that “Galileo not only
discovered these moons of Jupiter, but suggested their use in
determining the longitude of places on the earth; which has since
been so happily put in practice, that Fontenelle does not hesitate to
affirm, they are of more use to geography and navigation, than our
own moon.”—This great man, one of the first restorers of the true
principles of physics, was condemned by, and suffered the penalties
of the Inquisition, in 1535, for defending the system of Copernicus!
He died in 1542.
W. B.
Mr. Smart, in the poem before quoted, has prettily expressed this
idea, in the following lines:—
Mr. Dryden has thus translated the original into English verse:—
40. The lines here referred to were written about eight years after
Sir Isaac Newton’s death. Voltaire supposes an apotheosis of
Newton to have taken place, among the planets personified by some
of the deities of the heathen mythology. Thus ascribing intelligence
to the stars, he considers them, by a poetical fiction, as being in the
confidence of the Most High—the true God; and to those subordinate
deities, or, perhaps, a fancied superior order of angelic beings, the
poet makes his figurative address; which may be thus rendered in
English verse:—
41. Godfrey Kirch was born in the year 1640, at Guben in Lower
Lusatia, and lived with Hevelius. He published his Ephemerides in
1681, and became established at Berlin in 1700. This astronomer
made numerous observations.
42.
It may not be thought superfluous, to add, that Dr. Rush well knew
Mr. Rittenhouse. A personal friendship of an early date subsisted
between them: it probably originated when the latter established his
residence in Philadelphia, about six and twenty years before his
death. In the summer of 1772, Mr. Rittenhouse (in a letter to the Rev.
Mr. Barton) expressed his friendly estimation of the doctor in these
few words—“The esteem I have for Dr. Rush is such, that his
friendship for Mr. —— would, alone, give me a very good opinion of
that gentleman.”
54. “Biography, or the writing of Lives,” says Dr. Hugh Blair, “is a
very useful kind of composition; less formal and stately than history;
but to the bulk of readers, perhaps, no less instructive; as it affords
them the opportunity of seeing the characters and tempers, the
virtues and failings of eminent men, fully displayed; and admits them
into a more thorough and intimate acquaintance with such persons,
than history generally allows. For, a writer of lives may descend, with
propriety, to minute circumstances and familiar incidents. It is
expected of him, that he is to give the private, as well as public life,
of the person whose actions he records; nay, it is from private life,
from familiar, domestic, and seemingly trivial occurrences, we often
receive most light into the real character.”—Lectures on Rhetoric and
Belles Lettres, sect. 36. In addition to so respectable an opinion as
that of Professor Blair, respecting the utility and characteristic
features of biographical works, the writer of these memoirs hopes he
will be excused for giving the sentiments on the same subject,
contained in the following extracts from Dr. Maty’s Memoirs of the
Life of Lord Chesterfield, “tending to illustrate the civil, literary, and
political history of his own time.”
“Besides the great utility which general history derives from private
authorities, other advantages no less important,” says this learned
and ingenious biographer, “may be obtained from them. It is from
observing individuals, that we may be enabled to draw the outlines of
that extraordinary, complicated being, man. The characteristics of
any country or age must be deduced from the separate characters of
persons, who, however distinguishable in many respects, still
preserve a family-likeness. From the life of almost any one
individual, but chiefly from the lives of such eminent men as seemed
destined to enlighten or to adorn society, instructions may be drawn,
suitable to every capacity, rank, age or station. Young men, aspiring
to honours, cannot be too assiduous in tracing the means by which
they were obtained: by observing with what difficulty they were
preserved, they will be apprized of their real value, estimate the risks
of the purchase, and discover frequent disappointment in the
possession.”
“It is from the number and variety of private memoirs, and the
collision of opposite testimonies, that the judicious reader is enabled
to strike out light, and find his way through that darkness and
confusion in which he is at first involved.”
“Who does not wish that Cæsar had lived to finish his
Commentaries; and that Pompey’s sons, instead of fighting their
father’s cause, had employed themselves in writing his life?—What a
valuable legacy would Cicero have left us, if, instead of his
philosophical works, he had written the memoirs of his own times! Or
how much would Tyro, to whom posterity is so much indebted for the
preservation of his master’s letters, have encreased that obligation,
if, from his own knowledge, he had connected and explained them!
The life of Agricola, by his son-in-law Tacitus, is undoubtedly one of
the most precious monuments of antiquity.”
The information derived from this respectable old man, was, that
his forefathers had long been established at Arnheim; that his father,
Nicholas, was a paper-manufacturer in that city, as others of the
family had been; and that his father’s brother, William, went with his
family to North America, where he some time afterward, as he had
understood, established the paper-mills near Germantown. He
further stated, that he had only one child, a daughter, who was
married, and resided at the Hague; and that he was, himself, as he
believed, the last of his family-name, remaining in the United
Provinces.
Such, also, was the curiosity of Dr. Benjamin Franklin. While the
Doctor was in England, he undertook a journey to Eaton, in
Northamptonshire, (a village situated between Wellingborough and
Northampton,) the residence of his forefathers, for the purpose of
obtaining information, as he tells us himself, concerning his family.
—“To be acquainted with the particulars of my parentage and life,
many of which are unknown to you,” (said Dr. Franklin in his Life,
which he addressed to his son,) “I flatter myself, will afford the same
pleasure to you as to me—I shall, relate them upon paper.”
59. The Dutch were early and long distinguished for the superior
quality of the paper manufactured in their country. It excelled, in its
whiteness and the closeness of its texture, as well as its goodness in
other respects, the paper made elsewhere; and it was an article of
great importance to the republic, both for the internal consumption
and for exportation, until the Hollanders were rivalled in this
manufacture by the perfection to which it was afterwards brought in
other parts of Europe.
Paper, made from linen rags (for that made from cotton, silk, and
some other substances, was of a much elder date,) is said to have
been originally introduced into Germany from Valencia and
Catalonia, in Spain, as early as the year 1312, and to have appeared
in England eight or ten years afterwards. But the first paper-mill in
Great Britain was erected at Dartford in Kent, by Mr. Speelman, a
German, jeweller to queen Elizabeth, in the year 1558: and it was
not until more than a century after, that any other paper than of an
inferior quality was manufactured in England. Little besides brown
paper was made there, prior to the revolution in 1688: yet, soon after
that period, the English were enabled to supply themselves with
much the greater part of the various kinds of paper used in their
country, from their own mills; and the perfection to which the
manufacture of this important article has since been carried, not only
in England, but in France, Italy and Germany, has greatly diminished
the consumption of Dutch paper.