Part 1: In some cases, it would be more useful to use fractions. That is when for example we have a question:
color in 4/9 of the square. How much of the square isn't shaded?
If we solve this problem with fractions it would be visually easier to tell the difference and comprehend. Since 9 is an odd number, and not a multiple of 10, it would be MUCH harder to solve.
In other cases, it would be more appropriate to use decimals for example money. The reason we use decimals for money is so that we can tell between dollars and cents. Let's take 8/10 as an example. Reading 8/10 as 0.80 would be much easier and less confusing when it comes to money.
Part 2: When we compare whole numbers, the one with more digits is greater. This doesn't apply for decimals though. In decimals, the deeper into the place value we go, the number or portion becomes smaller and smaller. That is because in decimal place value we work with "th"s. For example, which is greater, 0.04 or 0.004? 0.04 would be greater because 4/100 is shaded more than 4/1000, which would be really small in quantity.
color in 4/9 of the square. How much of the square isn't shaded?
If we solve this problem with fractions it would be visually easier to tell the difference and comprehend. Since 9 is an odd number, and not a multiple of 10, it would be MUCH harder to solve.
In other cases, it would be more appropriate to use decimals for example money. The reason we use decimals for money is so that we can tell between dollars and cents. Let's take 8/10 as an example. Reading 8/10 as 0.80 would be much easier and less confusing when it comes to money.
Part 2: When we compare whole numbers, the one with more digits is greater. This doesn't apply for decimals though. In decimals, the deeper into the place value we go, the number or portion becomes smaller and smaller. That is because in decimal place value we work with "th"s. For example, which is greater, 0.04 or 0.004? 0.04 would be greater because 4/100 is shaded more than 4/1000, which would be really small in quantity.
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