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I've found that stating in terms of what they can measure or make
helps a bit. When a kid gives me an answer of 3.8675309 cm (or
anythings), I ask them if they could cut a board to that length. It
seems that they are less comfortable making something a certain
length (or weight etc...) than they are measuring to that precision.
Meaning if you give a 9th grader (or 12th grader, and I assume
college kid) a board to measure, they are happy to claim it is
3.8675309 cm long. Asking them to cut a board to that length makes
them think a bit more about what is appropriate.