1. List three models that help support students' exploration of decimals.
2. How can we help students think about very small place values such as thousandths in the same way we get students to think about very large place values such as millons?
3. Use an example of base-ten pieces to explain the role of the decimal point in identifying the units position.
4. Explain how the "line-up-the-decimals" rule for adding and subtracting can be developed through practice with estimation.
5. Explain what it means to measure something. Does this explanation work equally well for length, area, weight, volume, and time?