Children, especially the less gifted intellectually, need more experiences as a basis for and as applications of an arithmetical abstraction or concept than are usually given them. For example, in paving the way for the principle, "Any number times 0 equals 0," it is not safe to say, "John worked 8 days for 0 minutes per day. How many minutes did he work?" and "How much is 0 times 4 cents?" It will be much better to spend ten or fifteen minutes as follows:[14] "What does zero mean? (Not any. No.) How many feet are there in eight yards? In 5 yards? In 3 yards? In 2 yards? In 1 yard? In 0 yard? How many inches are there in 4 ft.? In 2 ft.? In 0 ft.? 7 pk. = .... qt. 5 pk. = .... qt. 0 pk. = .... qt. A boy receives 60 cents an hour when he works. How much does he receive when he works 3 hr.? 8 hr.? 6 hr.? 0 hr.? A boy received 60 cents a day for 0 days. How much did he receive? How much is 0 times $600? How much is 0 times $5000? How much is 0 times a million dollars? 0 times any number equals.... 232 (At the blackboard.) 0 time 232 equals what? 30 I write 0 under the 0.[15] 3 times 232 equals what? ---- 6960 Continue at the blackboard with 734 321 312 41 20 40 30 60 etc." --- --- --- -- [14] The more gifted children may be put to work using the principle after the first minute or two. [15] 232 30 If desired this form may be used, with the appropriate --- difference in the form of the questions and statements. 000 696 ---- 6960