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.

B Venckus

17th May 2022 Flag Comment

I completely agree

B Venckus

17th May 2022 Flag Comment


D Person

22nd Oct 2021 Flag Comment

Ms H Adey

19th May 2019 Flag Comment

I agree that more capable student should be recognising what power they need to mutiply issue is with questions such as 0.1888888...., if they attempt to use 10^1 they will not get the recurring decimal to 'line up' with the right place value; hence they must understand the principle behind 10, 10^2, 10^3, etc???

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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