Why is teaching students to convert quantities from one unit to another more difficult in the customary system than in the metric system?
What will be an ideal response?
Teaching students to convert quantities from one unit to another is more difficult in the customary system than in the metric system for three specific reasons. First, in metric conversions the students always multiply or divide by a multiple of 10, but in conversion problems with customary units, the number to multiply or divide by varies from problem to problem; converting inches to feet requires division by 12, and converting feet to yards requires division by 3. A second reason for increased difficulty involves the procedures used when the converted unit is not a multiple of the original unit. In that case, the answer must be expressed in terms of a mixed number with two different units (7 feet = 2 yards, 1 foot). A final reason why customary conversions are more difficult is that conversions are sometimes made to a unit two or more steps removed.
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What will be an ideal response?