“42.689 – I don’t know how it makes sense, but it’s how I learned to do it.”.“42.689 makes sense because I used what my fifth grade teacher taught me, line up decimals, add zeros so everything is lined up and then solve.”.You do simple addition, but line up the decimal points” “42.689 – this makes sense to me because this is how I learned it.“79.41 makes sense because you do it just like an addition problem (that’s how I remember it anyway)”.Then you add and finally add the decimal back in.” “7.841 makes sense because with adding you only have to add the decimals on the top.“0.7838 makes sense because when I added I knew that it doesn’t matter how it’s lined up”.“0.11009 makes sense because I tried my best and if I remember correctly, addition problems you don’t need to line the decimals together”.I asked my 6th grade math students to solve 35.2 + 7.489 and then explain why their answer made sense.
My belief is reinforced by student comments I collected one year as we began our decimal operations unit. I believe it’s because they really don’t understand the point of ‘lining up the decimal points.’
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