I believe that the rubric for this question said "or an equivalent answer". I guess it is up to us as teachers to decide if we taught our students to leave the answer as it appears on the calculator or to round, and what we would consider equivalent. Is pi really 3.14? Some accept it and some do not.
--- Nancy Barnett <firstname.lastname@example.org> wrote: > I read somewhere that if a problem does not indicate > rounding an answer, > then all the digits which appear on the calculator > screen must be shown > on the answer sheet. Rounded answers are not > supposed to be given full > credit. I also read that students would be told to > round answers like > this in future exams....guess they forgot that > "rule" and used it again > this Jan. I think it is ridiculous to penalize > students who rounded, > but where do we draw the line? Is 42.9 acceptable? > What about 43? > Frankly, we should demand that the directions > include rounding > instructions. > > Ken Krause wrote: > > > This question asks for the percent of change from > 1982 to 1999 of the > > world. Apparently the correct answer is > "42.85714286 an equivalent > > answer". Are you kidding me? What the heck is "an > equivalent answer" > > anyway. I think, using signifcant digits that > either 42.9 or 43% are > > the only acceptable answers to this question. > What student in their > > right mind would write down 8 decimal places. It > asks what percent. > > So is 43% good enough? > > > > Ken Krause > > Hilton Central School district >
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