Learning
Edition 11 | November 2025
From Learning Data to Classroom Instruction
Explore how data-driven insights can transform teaching by addressing
misconceptions and fostering deeper understanding.
Source: Ei ASSET Class 6
Correct Answer: C
Skill Tested: Understanding of ordering of decimal fractions
What is the Question Testing?
This question tests students’ understanding of ordering decimal fractions. Students are expected to identify the smallest decimal fraction out of four given numbers.
What is the Most Common Wrong Answer and Possible Misconception?
Most Common Wrong Answer: Option B (Bhawna) – 41.9%
Why learners go wrong:Students who selected Option A, B, or D did not accurately order the decimal fractions, often missing the importance of comparing tenths, hundredths, and thousandths.
The most common error is scanning quickly and choosing a number that ‘’looks’ smallest at first glance, without fully evaluating all place values.
The most common wrong choice (B) by the students indicate a learning gap called WHOLE NUMBER THINKING which is the incorrect application of whole number rules to other number systems, like decimals, which can lead to errors like believing a number with more digits is always larger or vice versa.
Consequences of Children Not Developing This Concept
Difficulty in interpreting data: Students will struggle with everyday scenarios involving decimals (money, measurements, timings).
Errors in calculations: Incorrect ordering of decimals can lead to repeated mistakes in mathematics and science, particularly in higher grades.
Long-term academic impact: Inability to compare and order decimals can hinder progress in curricular topics such as statistics, data handling, and scientific notation.
How Should I Remediate This in My Class?
Model place value comparison: Teach students to line up decimals and compare digit by digit, focusing especially on tenths, hundredths, and thousandths.
Practice ordering in context: Use activities like leaderboard rankings, timings, money, and measurements to compare and order decimals regularly.
Address common misconceptions directly: Show why an answer is wrong by organising all numbers from least to greatest and discussing the correct process.
Encourage detailed cross-checking: Having students verbalise their method before choosing a final answer builds accuracy.
Teacher Takeaway
This question demonstrates that many students lack a strong grasp of ordering decimal fractions, a skill essential for accuracy in Mathematics and data interpretation. Teachers should emphasise systematic comparison of decimals and provide repeated, context-rich practice to support mastery, ensuring students can confidently identify and order decimal numbers in any scenario.
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