**Rounding With Mixed Decimals **

Students in grade 5 should be taught the concept of mixed decimals and how to round them to the nearest tenth. This study will describe a format on how to teach rounding with decimals to the nearest tenth. On the same note, the essay will identify some of the instances that develop difficulties to students when subjected to decimal related activities. In order to teach the concept effectively, students should have some prerequisites so as to understand easily. Skills on rounding off whole numbers and skills on the concept of place value are important in developing the concept of rounding with mixed decimals. Our study will revolve around the idea of rounding decimal numbers to their nearest tenth, (Solomon, 2007).

Students learning the lesson of rounding with mixed decimals commonly develop several errors. Some common errors include errors done during the process of solving the problem or those problems developed out of the concept given for the problem. Tutors teaching rounding with mixed decimal concepts should be in a position to provide clear instructions to students thus help them understand the expected concept. Some of the common mistakes developed during rounding with mixed decimals is when students rounds whole numbers instead of those numbers that are in the decimal section.

It is common for students to develop such mistakes thus during lesson teaching, the teacher should make sure that students have fully understood the whole concept. Another common mistake done by students is that of not rounding but putting down the only number (tenth place) of the assigned task. Tutors should ensure that students have acquired to right skills so that they can manage to solve any problem assigned, (Joannou, 2006).

In this study, demonstration with practical examples enables students understands the whole concept. I will use some common examples as well as complex tasks so as to enable students have the right lesson in relation to rounding with mixed numbers. With the help of my examples, I will be in a position to know whether students have understood what I have presented for them and also know some of the common errors they have with the task. Those errors on the other hand will assist me in developing a well developed plan of explaining and teaching the concept of rounding with mixed decimals. For instance, consider a situation where students are required to work on 0.654 and 3.147 to the nearest tenth. Different students will develop different solutions which are not right. This could be as a result of procedural errors and others might be as a result of conceptual errors. Rounding the above example to the nearest tenth the students should come up with 0.7 for 0.654 and 3.1 for 3.147, (Brechner, 2012).

The start point of teaching students the above concept will require a revisit of some common skills that are required. We shall revisit the concept of rounding up whole numbers and also the concept of place values. With the help of those skills, teaching how to round decimals to the nearest tenth will be possible. What is important on rounding with mixed decimals is for students to understand on where or what they are required to do. First, rounding should be done right of the decimal point. Having known that rounding should be done right of the decimal point, students should also know that the number to be rounded is that which is immediate to the decimal point. The concept of rounding with mixed decimals usually takes the same route and idea with that of whole numbers, (Solomon, 2007).

Consider the following instruction. Rounding to the nearest tenth for 4.184 will result to 4.2. The reason for this is that the hundredths place in this situation is more than 5 which is the half of a portion. The 0.1 digit changes to 0.2 for it have the same concept with whole numbers. It always changes with one. In order to get this right, students will be required to go through several examples which are in the same field. My examples will help students understand the concept of rounding with mixed numbers and where to place what. Students will be provided some worksheet that explains fully the concept of rounding with mixed numbers, (Grayson, 2004).

It is the duty of any teacher to ensure that students have got the idea right. Consider this situation. Some students may develop their answers for instance 2.82 to be 3.0. Students some times develop some errors like those thus I will ensure that I have all possible examples as well as instructions so as to prepare students in the right format. Students should understand that the task behind rounding with mixed decimals should be done to the right of the decimal. Whole numbers should not change whatsoever simply because the task only requires the right side operation. The important thing about this is to remind students that there are procedural errors and conceptual errors that develop during problem solving process, (Brechner, 2012).

**Reference:**

Brechner, R. A. (2012). Contemporary mathematics for business and consumers: Cengage Learning** **

Grayson, N. F. (2004).

Joannou, P. V. (2006). Step-by-step maths: Pascal Press

Solomon, P. G. (2007). The math we need to know and do in grades 6-9: concepts, skills, standards, and assessments: Corwin Press