4

I prefer method 2, which has the student simplifying first. Even if the student doesn't know that $ \frac{1}{9} = 0.\overline{1} $, the student can still divide 2.00 by 9. If the student uses method 1, s/he misses the chance to see the pattern in ninths and is more likely to make a mistake because s/he is dividing by 27 (a 2 digit number) instead of a ...


2

A company will use NM indicating, as you noted, "No Meaning". This is less of a right/wrong problem as it is a problem that opens up a discussion. The actual meaning of these +/- percents and what then mean for the company. I'll draw a comparison. Without explicit instructions, students often have no idea how many digits to round to in their final ...


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