| Decimals seem to pose more problems for | | | | students do not align the decimals properly which |
| students than they should. As adults, it is hard for | | | | results in the wrong answer. |
| us to see why students cannot grasp most | | | | · Provide a variety of restaurant menus (print |
| decimal concepts. Much like fractions, decimals are | | | | some off, borrow them from a restaurant, or |
| difficult to conceptualize because they are not | | | | make your own) and have your child select items |
| whole numbers. | | | | for a meal and calculate the cost. Or, you can do |
| Furthermore, most students do not see the | | | | this when you are actually at the restaurant (it's a |
| connection between every day life and decimals. | | | | great way to spend time together before the |
| Students comprehend math skills more effectively | | | | meal comes!). |
| when the skills are related to their own lives. | | | | · Have your child do rote counting by decimals |
| In order for students to get a grasp on the | | | | (e.g. 0.2, 0.4, 0.6, and 0.8 etc...) |
| basics of decimals, they must a) know place value | | | | · Have your child earn a hypothetical income and |
| (i.e. in the number 2.34, the 2 is in the ones, the 3 | | | | solve money-related math problems using |
| is in the tenths, and the 4 is in the hundredths), | | | | decimals (e.g. taxes, savings, rent, food, clothing...) |
| and b) be able to relate decimals to real life. | | | | · Get your child to solve math problems involving |
| You can help your child learn decimals by trying | | | | decimals using tangible objects (e.g. three dollar bills |
| the following tips: | | | | and two quarters equals $3.50 etc...) |
| · Show your child how to add decimal numbers | | | | You can use these home lessons to help improve |
| and pay particular attention to the way he/she | | | | your child's understanding of decimals. See which |
| lines up the numbers. The decimals must be | | | | types of 'home' lessons work best for your child |
| exactly above and below each other. Quite often, | | | | and try to use them as often as you can. |