decimal notation

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Related to decimal notation: scientific notation
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• noun

Words related to decimal notation

any notation that uses 10 different characters (usually the digits 0 to 9)

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The pre-op examination included visual acuity recordings on Snellen's visual acuity charts/logMAR charts, uncorrected and corrected, however converted into logarithm of the minimum angle of resolution (logMAR) and decimal notations. Cyclopegic (Objective) refraction, Manifest (subjective) refraction is done for every case.
For example, in Singapore decimal notation is taught through money in Year 3 and expanded rapidly to three places in Year 4 (Ministry of Education, 2007).
To be included in the study, visual field defects had to be present, visual acuity had to be greater than 0.1 (decimal notation, equivalent to 1.0 logMAR), and participants had to have sufficient and recent driving experience, defined as a minimum of 2000 km during the last 2 years.
Decimal notation, for example, may appear not to be grasped in a compositional manner.
Finally, the exponent of the result is given in decimal notation. When the precision t is not a multiple of 4, leading zero bits are added to obtain [t/4] x 4 bits, which are then written in hexadecimal notation.
In modem terms, incommensurable quantities are those which cannot be expressed by a common fraction (such as 1/3) and which, if put in decimal notation, are expressed by an infinite decimal.
Although students first learn about decimal notation in primary schools, it is well known that secondary students in many countries, including Australia, do not have an adequate knowledge of the concepts involved.
A longitudinal study of students' developing understanding of decimal notation has been conducted by testing over 3000 students in Grades 4 to 10 up to 7 times.
Add the results in each column from left to right, and record the answer in standard decimal notation. In this example, add 20+ [3.sup.-]; the result is 17.
In modern terms, incommensurable quantities are those which cannot be expressed by a common fraction (such as 1/3) and which, if put in decimal notation, are expressed by an infinite decimal.
Many of our students are not actively listening to our explanations, partly because they are not convinced that they need to re-think their understanding of decimal notation.
I proceeded to explain to Trissy the structure of decimal notation (Figure 2):
The results of question 1-2 seem to further highlight a deficiency understanding decimal notation.
The use of fractional language helps to create a strong link between the fraction notation, the decimal notation and the decimal place value.
This paper describes features of a group of misconceptions about decimal notation that lead to students selecting as larger, decimals that look smaller.
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