Abstract: This paper is a continuum of (I) with the same title. It continues toanalyze the developmental characteristics of schoolchildren's cognition ofthe structures of applied arithmetical problems. This analysis is made fromthe part-and-whole relationship point of view between numbers based onthe solving process of 36 different types of applied problems. The authorclaims that the different levels of relationship between two comparingnumbers constitute a "net". The children's acquisition of the "net" is aprocess of transformation of cognition from simple to complex, whichplays an important role in problem solving. It suggests that a teacher ofarithmetic must pay attention to the children's knowledge of the quanti-tative relation in applied problems. The author also advances some newideas for analyzing the structure of quantitative relation in simple ari-thmetical applied problems.

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