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Rounding and Significant Figures
Goals:
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To promote class discussion on the issues of rounding and
significant figures
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Year level:
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Grade 6 to Year 10
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Group size:
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Whole class
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Equipment:
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Calculators and handout for
students (both optional)
Overhead transparency of number line diagrams.
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Time:
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5 minutes per discussion point
- the items can be used as a collection or separately |
Activity Instructions:
Select for discussion items from the handout (included below
for convenience). Emphasise:
(i) the need for sensible decisions about rounding up or
down, depending on the context
(ii) how the number of figures given indicates the degree
of accuracy of a measurement
Remember that students are likely to forget a rule for rounding
unless they understand the basic principles demonstrated on
the number lines.
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Item 1: Buses
A school wants to take 236 students on a school excursion and
each bus will hold 28 students. They divide 236 by 28 and get 8.42857.
Should they order 8.42857 buses?
This is an example where the numbers have been counted rather
than being measured but rounding is required to make sense in
the problem. Rounding to the nearest whole number (8) is not appropriate
as this leaves 12 students at the bus stop. So 9 buses is a better
answer (unless the school predicts a lot of absentees). In this
case, rounding up to the nearest whole number is sensible.
Item 2: Robbers
A witness told police that the bank robber is about 6 foot tall.
The police put out a description for a man who is 182.88 cm tall.
Using a conversion of 2.54 cm to 1 inch and then 12 inches to 1
foot gives 6 feet as 182.88 cm. However, the witness only estimated
the height as about 6 feet and the degree of accuracy conveyed by
writing 182.88 cm is inappropriate. The following tape measure marked
in both feet and cm suggests that the robber's height may be between
175 and 190 cm and so saying 180 cm would be more suitable. The
result from the calculator has thus been rounded to the nearest
10 cm. (Note that 182.88 cm is a valid height, but it could only
be obtained using a very accurate measuring device. The smallest
mark on a normal measuring tape is in millimetres, which are tenths
of centimetres, and so the most accurate measurement using a tape
would be something like 182.9 cm.)

Item 3: Parking the car
How close to a fire hydrant can you park a car? The Victorian
traffic rules (1995) state that it is not permitted to park within
1 metre of a fire hydrant, within 3 metres of a letter box, within
9 metres of the departure side of a bus stop or within 18 metres
of the approach side of a bus stop. (Victorian Traffic Handbook,
VicRoads, 1995.) Does it assume that people can estimate distances
to the nearest 1 metre? When ought a police officer book you?
When the conversion to metric occurred in Australia, the traffic
rule books were reprinted with measurements given in the new system.
So instead of being unable to park within 4 feet of a fire hydrant,
it became not within 1.2192 metres of a fire hydrant. Converting
inches and feet to centimetres as above would give 4 ft as 1.2192
m, however, it is impossible for a driver to make this estimate
as it involves tenths of millimetres! Using the tape measure below
suggests 1.2 m would be a suitable answer. As in Item 2 above, 1.2192
m is a valid distance but it could only be obtained using a very
accurate measurement device.

Item 4: Cutting String
a) A 12 m length of string was cut into 3 equal pieces, so each
piece was 4 m long.
b) A 14 m length of string was cut into 3 equal pieces, so each
piece was 4.666666667 m long.
The original measurements of 12 m and 14 m were made with some
kind of measuring device and the level of accuracy or confidence
in the measurement is indicated in how the length is written. For
example, if the lengths were accurate to the nearest millimetre,
they should be written as 12.000 m or 12 000 mm. The accuracy of
the first measurement affects the accuracy of the answer, or how
much confidence we have in our answer after calculations are performed.
a) How was the 12 m string measured in the first place? Just because
it given as a whole number 12, don't be tricked into treating it
as a counting number, rather than as a distance! The string is originally
between 11 1/2m and 12 1/2 m and so when the string is cut into
3 equal pieces the string would then be between 3 5/6m and 4 1/6m.
While the answer of 4 m is acceptable, 4.00 m (400 cm) would be
unsuitable, as this suggests the original length was accurate to
the nearest centimetre too.
b) The calculator may display results of calculations to 9 decimal
places, but this is not always appropriate. As in (a) we cannot
pretend that accuracy to the nearest millimetre has been achieved
as the original length of 14 m did not indicate this. The following
number lines represent the original length and the length after
cutting. The shaded region around the 14 on the top line indicates
some inaccuracy, and the corresponding region on the lower line
likewise. It would be sensible to give an answer like 4.7 m rather
than 4.666666667 m.

Item 5: Strange but True
When Mount Everest's height was carefully calculated to the
nearest foot they found that it was 29 000 feet.
Usually a number written like this (with zeros) indicates that
the measurement was made to the nearest thousand feet, and that
the actual height is somewhere between 28 1/2 thousand and 29 1/2
thousand feet. Rather than convey this false message, it was decided
to record the height as 29 002 feet, indicating the level of accuracy
of the measurement. It is ironic that in an attempt to convey the
degree of accuracy, they actually introduced a deliberate error!
Sainsbury's recipe for lentil and tomato soup includes 1 large
onion and 397-gram of chopped tomatoes.
The vagueness of one of the masses (the large onion) contrasts
bizarrely with the extreme precision of the other, especially since
Sainsbury's sells 400 g cans of tomatoes! The measurement 397 grams
implies it is accurate to the nearest 1 g. Giving a measurement
of 400 grams instead would imply less accuracy is required - very
sensibly. (Source: New Scientist, 7 Feb 1998, p 63).
Item 6: When is 1 cm = 0.3937 inch?
In the following letter published in New Scientist, the inappropriate
conversion of 1 cm to 0.3937 inches is discussed:
"Talking of excessive precision..., when I was a child, my father
had an English translation of a manual on violin playing by the
great Hungarian-German teacher Carl Flesch. It told budding violinists
to lift their fingers 0.3937 inches from the finger board. I still
have occasional visions of music students trying to measure this
with micrometers." (Source: Kenneth Goodare, Letters, New Scientist
2 May, 1998, p53)
Item 7: When is 32/64 = 1/2?
In this letter published in New Scientist, the topic is the precision
implied by the way the number is written:
"If you look at Charles Darwin's notebooks, you find meticulously
recorded measurements such as 3 32/64 inch. As a schoolboy I would
have been taught to simplify this to 3 1/2 inch, one half inch being
preferred to the cumbersome thirty-two sixty-fourths of an inch.
However, Darwin recorded the length in sixty-fourths to indicate
the level of precision of his measurements." (Source: John Aitken,
Letters, New Scientist 2 May, 1998, p53).
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