5. Students are sometimes uncertain about which zerosin decimals can be dropped and which can't (with-out changing the meaning of the number). Give ex-amples of zeros in decimals that can be dropped andzeros that can't be dropped. Consider whole num-bers as well as decimals that require a decimal point.Choose a small set of examples that neverthelesscovers all the types of cases where zeros can bedropped and where zeros can't be dropped. 4. Jerome says that the unlabeled tick mark on thenumber line in Figure 1.38 should be 7.10. Whymb. Plot 0.193 on a number line on which the longtick marks are tenths.c. Plot 26.9999 on a number line on which the longtick marks are thousandths.d. Plot 2.379 on a number line on which the longtick marks are tenths.e. Plot 7.148 on a number line on which the longtick marks are whole numbers.f. Plot 9.075132 on a number line on which thelong tick marks are thousandths.

Name: 5. Students are sometimes uncertain about which zerosin decimals can
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Description: 5. Students are sometimes uncertain about which zerosin decimals can be dropped and which can't (with-out changing the meaning of the number). Give ex-amples of zeros in decimals that can be dropped andzeros that can't be dropped. Consider whole num

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Students are sometimes uncertain about which zeros in decimals can be dropped and which can't (with- out changing the meaning of the number). Give ex- amples of zeros in decimals that can be dropped and zeros that can't be dropped. Consider whole num- bers as well as decimals that require a decimal point. Choose a small set of examples that nevertheless covers all the types of cases where zeros can be dropped and where zeros can't be dropped.