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Steve Hinds demonstrates how a brief discussion of money and decimals can help students to shed common misconceptions about decimal place value. (Click here for the background essay.)
Do you feel that students must master all computations involving fractions and decimals before doing substantial work with algebra, geometry, and data? Why?
Do your students make the mistake of treating decimal numbers as if they are whole numbers?
Do you see any connection between the way we teach students to compute with decimals, and their failure to develop a deep understanding about decimal number size?
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