Chapter Questions
Describe three different base-ten models for fractions and decimals, and use each to illustrate how base-ten fractions can be represented.
How can we help students think about very small place values such as thousandths and millionths in the same way we get students to think about very large place values such as millions and billions?
Use an example involving base-ten pieces to explain the role of the decimal point in identifying the units position. Relate this idea to changing units of measurement as in money or metric measures.
Explain how the line-up-the-decimals rule for adding and subtracting can be developed through practice with estimation.
Give an example explaining how, in many problems, multiplication and division with decimals can be replaced with estimation and whole-number methods.