#Step 3.# _a_ _b_ _c_ _d_ _e_ 92 mi. 6735 mi. $3 - 89¢ 28.4 mi. $508.40 84.15 mi. 6689 mi. 18.04 mi. 208.62 --------- -------- -------- --------- ------- #Step 2.# _a_ _b_ _c_ _d_ _e_ $25.00 $100.00 $750.00 6124 sq. mi. 7846 sq. mi. 9.36 71.28 736.50 2494 sq. mi. 2789 sq. mi. ------ ------- ------- ------------ ------------ #Step 1.# _a_ _b_ _c_ _d_ _e_ $18.64 $25.39 $56.70 819.4 mi. 67.55 mi. 7.40 13.37 45.60 209.2 mi. 36.14 mi. ------ ------ ------ --------- --------- An Average Ladder [Thorndike, '17, III, 132] Find the average of the quantities on each line. Begin with #Step 1#. Climb to the top without making a mistake. Be sure to copy the numbers correctly. Extend the division to two decimal places if necessary. #Step 6.# _a_. 2-2/3, 1-7/8, 2-3/4, 4-1/4, 3-5/8, 3-1/2 _b_. 62-1/2¢, 66-2/3¢, 40¢, 83-1/3¢, $1.75, $2.25 _c_. 3-11/16, 3-9/32, 3-3/8, 3-17/32, 3-7/16 _d_. .17, 19, .16-2/3, .15-1/2, .23-1/4, .18 #Step 5.# _a_. 5 ft. 3-1/2 in., 61-1/4 in., 58-3/4 in., 4 ft. 11 in. _b_. 6 lb. 9 oz., 6 lb. 11 oz., 7-1/4 lb., 7-3/8 lb. _c_. 1 hr. 4 min. 40 sec., 58 min. 35 sec., 1-1/4 hr. _d_. 2.8 miles, 3-1/2 miles, 2.72 miles #Step 4.# _a._ .03-1/2, .06, .04-3/4, .05-1/2, .05-1/4 _b._ .043, .045, .049, .047, .046, .045 _c._ 2.20, .87-1/2, 1.18, .93-3/4, 1.2925, .80 _d._ .14-1/2, .12-1/2, .33-1/3, .16-2/3, .15, .17 #Step 3.# _a._ 5-1/4, 4-1/2, 8-3/8, 7-3/4, 6-5/8, 9-3/8 _b._ 9-5/8, 12, 8-1/2, 8-3/4, 6, 5-1/4, 9 _c._ 9-3/8, 5-3/4, 4-1/8, 7-1/2, 6 _d._ 11, 9-1/2, 10-1/3, 13, 16-2/3, 9-1/2 #Step 2.# _a._ 13.05, .97, 4.8, 10.625, 3.37 _b._ 1.48, 7.02, .93, 5.307, 4.1, 7, 10.4 _c._ 68, 71.4, 59.8, 112, 96.1, 79.8 _d._ 2.079, 3.908, 4.165, 2.74 #Step 1.# _a._ 4, 9-1/2, 6, 5, 7-1/2, 8, 10, 9 _b._ 6, 5, 3.9, 7.1, 8 _c._ 1086, 1141, 1059, 1302, 1284 _d._ $100.82, $206.49, $317.25, $244.73 As such tests are widened to cover the whole task of the elementary school in respect to arithmetic, and accepted by competent authorities as adequate measures of achievement in computing, they will give, as has been said, a working definition of the task. The reader will observe, for example, that work such as the following, though still found in many textbooks and classrooms, does not, in general, appear in the modern tests and scales. Reduce the following improper fractions to mixed numbers:-- 19/13 43/21 176/25 198/14 Reduce to integral or mixed numbers:-- 61381/37 2134/67 413/413 697/225 Simplify:-- 3/4 of 8/9 of 3/5 of 15/22 Reduce to lowest terms:--