TMIDL #4: Recurring Decimals To Fractions

A series of posters on teaching methods I don't like, including details of the original method, my pedagogical complaints, and my preferred method.

Mr Garratt

2nd May 2018 Flag Comment

I see your point about removing the element of choice. From my experience some of my students struggle understand the concept of multiplying recurring decimals so by doing 10, 100, 1000 etc they are gain a bit more experience of that and will usually end up spotting that there is a pattern as to which number to multiply by. I always ask my students to look for 'matching' recurring sections so that each number subtracted from the one above cancels out to 0, thus eliminating the recurring part.

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