Are you answering from personal knowledge (and I believe you are correct) or from what the Common Core or New York State says?
I want to be careful not to try to interpret people who have a track history of making unpredictable assumptions.
Jonathan Halabi the Bronx
On Wed, Aug 21, 2013 at 4:48 PM, Mike Schaertl <firstname.lastname@example.org>wrote:
> When multiplying and dividing *measurements*, your answer must have the > same number of significant figures as the factor with the fewest number of > significant figures. For example, the measurements of the sides of a > rectangle are 2.5 meters by 2.75 meters. The area calculation would be > 6.875 but must be rounded to 2 significant figures (because there are 2 sig > figs in 2.5) or 6.9 meters squared. > > Mike Schaertl > Red Jacket HS > > *From:* Erin Riley <email@example.com> > *Sent:* Wednesday, August 21, 2013 12:19 PM > *To:* firstname.lastname@example.org > *Subject:* CC Alg 1 Rounding Rules > > In planning for the upcoming year, I know that we are supposed to be > emphasizing using units and having students "choose a level of accuracy > appropriate to limitations on measurement when reporting quantities." Can > anyone clarify? If a calculation works out to be a terminating decimal, > leave it? If we have to round, students should go to what place? If they > have quantities to the nearest whole and others to the nearest 100th in > their calculations (like a unit conversion), where would they round to? I'm > used to their examples telling them where to round to and it seemed to be > that was no longer going to be the case! > > Thanks, > Erin > > Erin Newton > ESM High School > >