Objective 3.1A

Vocabulary to Review

standard form [1.1B]

place value [1.1B]

New Vocabulary

decimal notation

decimal

whole-number part

decimal point

decimal part

Discuss the Concepts

1. Name the first seven place values to the left of the decimal point. Name the first five place values to the right of the decimal point.

2. What is the purpose of a decimal point in a number?

3. Name three situations in which decimals are used.

Concept Check

1. Why is the fraction equivalent to the decimal 0.13?

2. When writing a number in standard form, when is it necessary to use the digit 0?


Objective 3.1B

Vocabulary to Review

rounding [1.1D]

Discuss the Concepts

Explain how to round a decimal to the nearest hundredth.

Optional Student Activity

Bring some newspapers to class. Arrange the students in small groups. Have students find and list situations in which decimals are used. Also ask them to determine whether the decimals they find are exact or approximations. For example, large numbers (such as 3.2 billion) used for describing the balance of trade or the national debt, are approximations, whereas numbers used to describe business transactions, such as the exchange rate or stock dividends, are exact.


Objective 3.2A

Vocabulary to Review

addend [1.2A]

sum [1.2A]

Discuss the Concepts

When we add decimals using a vertical format, why must the decimal points be aligned?

Concept Check

Place plus signs between three of the numbers below so that the sum is 19.24.

0.12

3.45

6.78

9.01

2.34

3.45 + 6.78 + 9.01 = 19.24


Optional Student Activity

The sum of six different positive numbers is 11. Four of the six numbers are 4, 3, 2, and 1. Find the other two numbers.

This problem has a number of possible solutions. For example, the answer could be 0.2 and 0.8, 0.7 and 0.3, or 0.6 and 0.4.

Objective 3.3A
Vocabulary to Review

minuend [1.3A]

subtrahend [1.3A]

difference [1.3A]

Discuss the Concepts

Explain how to subtract 2.6357 from 4.79. Why is 4.79 rewritten as 4.7900 before the subtraction is performed?

Optional Student Activity

Find the pattern in each of the following lists of numbers. Then name the next three numbers in the list.

1. 0.379, 0.329, 0.279, 0.229, . . . 0.179, 0.129, 0.079

2. 1.684, 1.574, 1.464, 1.354, . . . 1.244, 1.134, 1.024

3. 9.5, 8.75, 8, 7.25, . . . 6.5, 5.75, 5

Objective 3.3B

Optional Student Activity

As of this writing, the biggest hole ever in the ozone layer was 4.63 million square miles, recorded in 1998. In 1999, the hole was 3.86 million square miles. (Source: World Meteorological Organization) What is the difference between these two measurements? 0.77 million square miles

Note: According to the World Meteorological Organization, we are working toward recovery of the ozone level. Ask students to find current data and then determine the difference between the 1998 measurement and the current one.

Objective 3.4A

Vocabulary to Review

product [1.4A]

power of 10 [1.6A]

Discuss the Concepts

1. Explain how to place the decimal point in a product when multiplying decimals.

2. How do you determine how many places to move the decimal point in a number being multiplied by a power of 10 that is written in exponential notation?

Concept Check

Light travels at a speed of 1.86 * 105 miles per second. Write the speed of light, expressing the number in standard form. 186,000 miles per second

Optional Student Activity

Provide an example of multiplying tenths by hundredths using fractions. Rewrite the example using decimals in place of the fractions. Show that the results are the same.

Optional Student Activity

Each ◊ in the problem below represents one of the digits 2, 3, 4, 5, 6, 7, 8, and 9. The digits 0 and 1 are provided for you. Fill in the remaining digits.

.927 * .63 = .58401

Objective 3.4B

Optional Student Activity

Light from the star Alpha Centauri takes 4.3 years to reach Earth. Light travels 1.86 3 105 miles per second. (See the Concept Check for Objective 3.4A.) How far is Alpha Centauri from Earth? Round to the nearest trillion.

25,000,000,000,000 miles

Answers to Writing Exercises

135. When a number is multiplied by 10, 100, 1000, 10,000, etc., the decimal point is moved as many places to the right as there are zeros in the multiple of 10. For example, the decimal point in a number multiplied by 1000 would be moved three places to the right.

136. Add the number of decimal places in each of the numbers being multiplied. The number of decimal places in the product is equal to this sum.


Objective 3.5A

Vocabulary to Review

divisor [1.5A]

dividend [1.5A]

quotient [1.5A]

power of 10 [1.6A]

Discuss the Concepts

Explain how to divide a number by a power of 10.

Concept Check

Which of the following examples have the same quotient?

a.

b.

c.

d.

e.

a, c, and e have the same quotient.

Concept Check

Simplify:

350

Optional Student Activity

Light travels at a speed of 1.86 * 105 miles per second. (See the Concept Check for Objective 3.4A.) How long would it take light to travel 1.86 million miles? 10 seconds

Objective 3.5B

Optional Student Activity

You use a telephone credit card that charges $.08 for the first minute and $.14 for each additional minute and then adds a $.50 service charge for using the credit card. If the bill is $6.60, how long did you talk?

44 minutes

Answers to Writing Exercises

115. When a number is divided by 10, 100, 1000, 10,000, etc., the decimal point is moved as many places to the left as there are zeros in the power of 10. For example, the decimal point in a number divided by 1000 would be moved three places to the left.

116. To calculate a batting average, divide the number of hits by the number of times at bat. Round to the nearest thousandth. Nomar Garciaparra’s batting average = 190 ÷ 532 ≈ 0.357

117. To determine where a decimal point is placed in a quotient, first move the decimal point in the divisor to make it a whole number. Then move the decimal point in the dividend the same number of places to the right. The decimal point in the quotient lines up vertically with the decimal point in the dividend.

Objective 3.6A

Vocabulary to Review

numerator [2.2A]

denominator [2.2A]

Discuss the Concepts

1. Explain how to write a proper fraction as a decimal.

2. Explain how to write a mixed number as a decimal.

Concept Check

Round to the nearest tenth.

Explain why it is incorrect to write the answer as 1.

1.0 indicates that the decimal has been rounded to the nearest tenth; 1 does not.

Optional Student Activity

Stock prices used to be written as mixed numbers rather than as decimals. The table below shows the stock prices on August 28, 2003, of four companies on the New York Stock Exchange. Convert each price to a decimal. Discuss the advantage or disadvantage of switching from using fractions to using decimals.

Company / Stock Price
Choice Hotels / 32 3/10
Fairmont Hotels / 26 7/20
Four Seasons / 47 ¾
Trump Hotels / 1 4/5

$32.30, $26.35, $47.75, $1.80

Objective 3.6B

Vocabulary to Review

place value [1.1B]

Discuss the Concepts

Explain how to write a decimal as a fraction.

Objective 3.6C

Discuss the Concepts

Given both a fraction and a decimal, how can you determine which is the larger number?

Concept Check

Which of the following is true?

a. False

b. False

c. True

Optional Student Activity

Convert , , and to decimals. Describe the pattern.

Use the pattern to convert , and to decimals.

and

The pattern is a decimal with a repeating digit that is the same as the numerator of the original

fraction.

and

Answers to Writing Exercises

75. A terminating decimal ends, or stops. For example, 3.25 and 9.762104 are terminating decimals. A repeating decimal never ends. One or more digits to the right of the decimal point repeat without end. The decimals in the Optional Student Activity for Objective 3.6C are examples of repeating decimals: 0.111 . . . , 0.222 . . . , 0.333 . . . , 0.444 . . . , etc.

A nonrepeating decimal never ends, nor does it have any digits to the right of the decimal point that repeat. For example, 1.20200200020000200000 . . . is a nonrepeating decimal.

Answers to Focus on Problem Solving—Relevant Information

1 a. The amount of change is asked for.

b. No. We need to know the cost of the strawberries.

c. No.

2 a. The length of the original board is asked for.

b. No. We need to know the length of the other piece.

c. No.

3 a. The number of miles driven per day is asked for.

b. No. We are given only the total number of miles driven. We need the number of days the car is rented.

c. Yes. Only the total number of miles driven can be used to answer the question.

4 a. We are asked for the number of lots available for sale.

b. Yes.

c. Yes. We do not need the price of the land.

5 a. We are asked for the checking account balance.

b. No. We don’t know the balance before writing the checks and making the deposit.

c. No.

Answers to Projects and Group Activities—Fractions as Terminating or Repeating Decimals

1 a. Terminating

b. Terminating

c. Repeating

d. Repeating

e. Terminating

f. Repeating

g. Repeating

h. Terminating

i. Repeating

j. Repeating

k. Repeating

l. Terminating

m. Repeating

n. Terminating

2.Answers will vary.