[C, CN, ME, PS, R, T]
| (a) |
Provide a justification for the placement of a decimal in a sum or difference of decimals up to thousandths (e.g., for 4.5 + 0.73 + 256.458, think 4 + 256 so the sum is greater than 260; thus, the decimal will be placed so that the sum is in the hundreds). |
| (b) |
Provide a justification for the placement of a decimal in a product (e.g., for $12.33 × 2.4, think $12 × 2, so the product is greater than $24; thus, the decimal in the final product would be placed so that the answer is in the tens). |
| (c) |
Provide a justification for the placement of a decimal in a quotient (e.g., for 51.50 m ÷ 2.1, think 50 m ÷ 2 so the quotient is approximately 25 m; thus, the final answer will be in the tens). (Note: If the divisor has more than one digit, students should be allowed to use technology to determine the final answer.) |
| (d) |
Solve a problem involving the addition, or subtraction, of two or more decimal numbers. |
| (e) |
Solve a problem involving the multiplication or division of decimal numbers with 2-digit multipliers or 1-digit divisors (whole numbers or decimals) without the use of technology. |
| (f) |
Solve a problem involving the multiplication or division of decimal numbers with more than a 2-digit multiplier or 1-digit divisor (whole number or decimal), with the use of technology. |
| (g) |
Check the reasonableness of solutions using estimation. |
| (h) |
Solve a problem that involves operations on decimals (limited to thousandths) taking into consideration the order of operations. |
| (i) |
Explain by using examples why it is important to follow a specific order of operations when calculating with decimals and/or whole numbers. |
