2 Arithmetic with Decimals
§ A Decimal Counting and Adding Methods:
§ B Decimal Comparing and Subtracting Methods:
§ C Decimal Multiplication Methods:
§ D Decimal Long Division Methods:
Notes
Four site section with 40 lessons and more than 40 flash videos lessons
follow. These lessons offer tutors and instructor background information
for use in lesson planning and delivery. Instructor should also see the
earlier account of decimal place value. The account below include
thought-based developments. The extra details in the accounts will help
some students but be overwhelming for others. Therefore the details
should be emphasized only where it helps with method mastery.
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Decimal Counting and Adding Methods folder includes two
accounts, one Appendix 2 and one in the preceding 8 lessons. Each
account has its own flaws and merits.
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Decimal Comparing and Subtractin Methods folder offers 9
lessons, three standalone videos to develop and explain column methods
for comparing and subtracting whole numbers and decimal fractions.
Appendix 2 by itself represents a second account.
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Decimal multiplication Methods folder in 11 lessons and two
appendices again gives two parallel accounts of multiplication methods
for decimal representation of whole and mixed numbers - decimal
fractions included.
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long division methods in 12 lessons and 2 parallel appendices
includes two accounts of two versions of long division. The first
version for whole numbers gives integral whole numbers, quotients and
remainders. The second version calculates quotients to one or more
places after the decimal point.
Decimal notation and methods for counting, comparison and arithmetic are
met in primary school and should be reviewed and mastered in full by
students 12 to 14 years of age in school. In that, seeing the domino
effect of errors and learning to do and record steps carefully in
multistep methods has value work and study, as well as take-home.
Site accounts of counting and arithmetic with decimal may serve as a
reference for skill development with full or partial comprehension, in
accordance with needs and abilities. While higher mathematics values
comprehension and depends on it, elementary mathematics will greater take
home and long-term value if students learn about the domino effects of
errors in arithmetic, and also learn how to do and record their work in
an observable and verifiable or recordable manner. In arithmetic and in
all further subjects, skill and competence needs to be observable in
order to shown and mastered. Just as skill in cooking does not require a
mastery of theorectical chemisty, skill in arithmetic does not require
full comprehension of all steps - that option can be left for gifted or
older students.
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