options: Compute fluently with multi-digit numbers and find common factors and multiples.

Perform operations on vectors.

Reason quantitatively and use units to solve problems.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Perform arithmetic operations with complex numbers.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Use properties of rational and irrational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Perform operations on matrices and use matrices in applications.

Extend the properties of exponents to rational exponents.

Represent and model with vector quantities.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Represent complex numbers and their operations on the complex plane.

Use complex numbers in polynomial identities and equations.
problem_activity: Task
Use long division to find the repeating decimal that represents $\frac{29}{13}$
Take the number obtained by including only the first two digits after the decimal point, and multiply that by $13$.
Take the number obtained by including only the first four digits after the decimal point, and multiply that by $13$.
Take the number obtained by including only the first six digits after the decimal point, and multiply that by $13$.
What do you notice about the product of $13$ and decimal approximations of $\frac{29}{13}$ as more and more digits are included after the decimal point?
How does what you observed in Part (e) help make sense of what it means for $\frac{29}{13}$ to be equal to the repeating decimal expression you found in the Part (a)?


correct_option_index: 11