.289 vs. 200.089
Consider this question from a "programmed math" text (1987):
"Sammy's teacher asked for someone to go to the board and write two hundred and eighty-nine thousandths. Sammy, Sally, and Fred raised their hands. The teacher called on Sammy and Sally.
Sammy wrote: .289
Sally wrote: 200.089
Who was right?"
Now, according to this text, neither was correct! In fact Fred said it was impossible to "write a number no matter what the number was."
Then, the teacher asked the students to write a numeral for two hundred and eighty-nine thousandths...and, Sally was now correct!
Ah, the good old days of the New Math movement of the 1970s. As a teacher, it was so much easier to ignore the heated arguments on number-numeral distinctions..than it is today to ignore the heated arguments on algorithmics skills vs. problem solving.
Source: Wills' Helping Students Read Mathematics, 1987, Frames 245-248