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Practice Tests
Chapter 10: Decimals
- Some students think that decimals are always parts of wholes. Would
you be comfortable if your students had that opinion? Explain.
- In what way do decimals link fraction and whole number concepts?
- Why is the use of more decimal places associated with measurement
precision?
- Why is it helpful to students to immediately recognize some fraction/decimal
conversions, e.g. 0.5 = ½ or 0.25 = ¼?
- A student says that 0.19 > 0.4 since 19 > 4. How would you respond?
- Why might using base ten blocks to represent decimals be difficult
for some students?
- Some teachers say that to subtract, for example 2.85 from 3, you should
change 3 to 3.00. Explain why that is not essential.
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