Category: Envision Math

Envision Math 3rd Grade Textbook Answer Key Topic 2.4 Problem Solving

Problem Solving

Try, Check, and Revise
Tad, Holly, and Shana made 36 posters all together. Shana made 3 more posters than Holly. Tad and Holly made the same number of posters.

Question.
How many posters did Shana make?
Answer:

Guided Practice

Do you know HOW?
Question 1.
Peg and Pat are sharing 64 crayons. Pat has 10 more crayons than Peg. How many crayons does each girl have?

Answer:

Do you UNDERSTAND?
Question 2.
Look at the diagram for Problem 1. Why aren’t Peg’s part and Pat’s part of the rectangle the same size?
Answer:

Question 3.
Write a Problem Write a problem that can be solved by using reasoning to make good tries.
Answer:

Independent Practice

Question 4.
All together, Rod has 38 crayons, markers, and pencils. He has 5 more crayons than markers. He has the same number of markers and pencils. How many markers does he have?

Answer:

Plan
Use reasoning to make good tries.
Then check.
Try: 10 + 10 + 13 = 33
Check: 33 < 36
Too low, I need 3 more.
Try: 12 + 12 + 15 = 39
Check: 39 > 36
Too high, I need 3 less.

Solve
Revise, using what you know.
Try: 11 + 11 + 14 = 36
Check: 36 = 36
This is correct.
Shana made 14 posters.

Use the pictures at the right for 5 and 6.

Question 5.
The clerk at the flower store puts all the roses into two vases. One vase has 2 more roses than the other vase. How many roses are in each vase?

Answer:

Question 6.
Edna, Jay, and Bob bought all of the carnations in the flower store. Edna bought 2 more than Jay. Bob and Jay bought the same number. How many carnations did Edna buy?
Answer:

Question 7.
Mr. Tyler bought one iris for $1.25 and 3 roses for $3 each. How much did Mr. Tyler spend for the roses?
Answer:

Question 8.
Cam bought an iris for $1.25. He paid with 6 coins. What coins did he use?
Answer:

Question 9.
Jared is thinking of two numbers. They have a sum of 12 and a difference of 6. What are the two numbers?
A. 11 and 1
B. 10 and 2
C. 9 and 3
D. 8 and 4
Answer:

Question 10.
Hanna read that there are 22 types of crocodiles and alligators in all. There are 6 more types of crocodiles than alligators. How many types of crocodiles are there? How many types of alligators are there?
Answer:

Envision Math 3rd Grade Textbook Answer Key Topic 2.1 Finding the Halfway Number

Review What You Know

Vocabulary
Choose the best term from the box,

Question 1.
In 259, the 2 is in the ? place.
Answer:

Question 2.
In 259, the 9 is in the ? place.
Answer:

Question 3.
The answer in addition is the ?.
Answer:

Place Value

Copy and complete,
Question 4.
35 = ☐ tens ☐ ones
Answer:

Question 5.
264 = ☐ hundreds ☐ tens ☐ ones
Answer:

Question 6.
302 = ☐ hundreds ☐ tens ☐ ones
Answer:

Addition Facts

Write each sum
Question 7.
3 + 5
Answer:

Question 8.
1 + 8
Answer:

Question 9.
6 + 4
Answer:

Question 10.
4 + 3
Answer:

Question 11.
8 + 2
Answer:

Question 12.
6 + 6
Answer:

Question 13.
7 + 6
Answer:

Question 14.
8 + 6
Answer:

Question 15.
9 + 9
Answer:

Question 16.
Janika bought 3 books on Monday and 6 books on Tuesday. How many books did she buy in all?
Answer:

Question 17.
Writing to Explain Derrick has 4 red, 2 blue, 2 green, 2 yellow, and 2 orange balloons. Explain how to skip count to find how many balloons he has in all.
Answer:

Finding the Halfway Number

How can you find the number halfway between two numbers?
What number is halfway between 80 and 90?
Answer:
85 is halfway between 80 and 90.

Guided Practice

Do you know HOW?
Find the number halfway between each pair of numbers.
Question 1.
40 and 50

Answer:

Question 2.
9,000 and 10,000

Answer:

Do you UNDERSTAND?
Question 3.
Writing to Explain Look at the number line above that shows 6,000 and 7,000. How do you know that 6,800 is not the halfway number?
Answer:

Question 4.
A road has a mile marker every mile. Marge has stopped at a rest area at mile marker 60. There is a gas station at mile marker 70. What mile marker is halfway between Marge and the gas station?
Answer:

Independent Practice

Find the number halfway between each pair of numbers. You may draw number lines to help.
Question 5.
20 and 30
Answer:

Question 6.
40 and 50
Answer:

Question 7.
90 and 100
Answer:

Question 8.
700 and 800
Answer:

Question 9.
300 and 400
Answer:

Question 10.
800 and 900
Answer:

Question 11.
4,000 and 5,000
Answer:

Question 12.
8,000 and 9,000
Answer:

Question 13.
8,800 and 8,900
Answer:

Question 14.
6,300 and 6,400
Answer:

Question 15.
2,000 and 3,000
Answer:

Question 16.
7,600 and 7,700
Answer:

What is the number halfway between 400 and 500?

450 is halfway between 400 and 500.
What is the number halfway between 6,000 and 7,000?

6,500 is halfway between 6,000 and 7,000.

When you find the number that is the same distance from both of the other numbers.

Problem Solving

For 17-19, find the halfway number for each number line.
Question 17.

Answer:

Question 18.

Answer:

Question 19.

Answer:

Question 20.
Look back at your answers for problems 17–19. How are they alike?
Answer:

Question 21.
Jack read 132 pages in one week. Jim read 125 pages in the same week. Who read more pages? Explain how you know?
Answer:

Question 22.
The length of the world’s largest American flag is halfway between 500 feet and 510 feet. How many feet long is this flag?
Answer:

Question 23.
Ricardo says that 5,600 is halfway between 5,000 and 6,000. Is he correct? Why or why not?
Answer:

Question 24.
Writing to Explain Explain how to find the number halfway between 500 and 600.
Answer:

Question 25.
The number 650 is halfway between which pair of numbers?
A. 65 and 6,500
B. 500 and 600
C. 600 and 700
D. 6,000 and 7,000
Answer:

Question 26.
Which set of numbers is in order from least to greatest?
A. 121, 119, 118, 115
B. 115, 119, 121, 118
C. 118, 115, 121, 119
D. 115, 118, 119, 121
Answer:

Envision Math 3rd Grade Textbook Answer Key Topic 1.4 Comparing Numbers

Comparing Numbers

How do you compare numbers?
Answer:
When you compare two numbers you find out which number is greater and which number is less.

Question.
Which is taller, the Statue of Liberty or its base?

Answer:

Another Example

How can you use place value to compare numbers?
Answer:
Compare 3,456 and 3,482 using a place-value chart.
Line up the digits by place value.
Compare the digits starting from the left.

So 3,456 is less than 3,482.
3,456 < 3,482

Explain It

Question 1.
In this example, why don’t you need to compare the digits in the ones place?
Answer:

Question 2.
Why can’t you tell which number is greater by just comparing the first digit in each number?
Answer:

You can use symbols.

You can compare 151 and 154 with place value.
154 is greater than 151.

The place-value blocks also show that 151 is less than 154.
151 < 154
So, the base is taller than the statue.

Guided Practice

Do you know HOW?
Compare the numbers. Use <, >, or =.
Question 1.

141 64
Answer:

Question 2.

343 352
Answer:

Question 3.
2,561 2,261
Answer:

Question 4.
6,807 6,807
Answer:

Do you UNDERSTAND?
Question 5.
Number Sense Cara says that since 4 is greater than 1, the number 496 is greater than 1,230. Do you agree? Why or why not?
Answer:

Question 6.
Writing to Explain The total height of the Statue of Liberty is 305 feet. The height of the Washington Monument is 555 feet. Which is taller?
Explain how you know.
Answer:

Independent Practice

Compare the numbers. Use <, >, or =.
Question 7.

93 120
Answer:

Question 8.

243 234
Answer:

Question 9.
679 4,985
Answer:

Question 10.
9,642 9,642
Answer:

Question 11.
5,136 5,163
Answer:

Question 12.
8,204 8,402
Answer:

Question 13.
3,823 3,853
Answer:

Question 14.
2,424 2,242
Answer:

Number Sense Write the missing digits to make each number sentence true.
Question 15.
☐ 24 > 896
Answer:

Question 16.
6 ☐ 7 < 617
Answer:

Question 17.
29 ☐ = 2 ☐ 0
Answer:

Question 18.
☐,000 < 1,542
Answer:

Question 19.
3,☐ 12 > 3,812
Answer:

Question 20.
2,185 > 2, ☐ 85
Answer:

Problem Solving

Use the pictures for 21 and 22.

Question 21.
Writing to Explain Which is taller, the Washington Monument or the General Sherman tree? How do you know?
Answer:

Question 22.
Which is taller, the Gateway Arch or the Space Needle?
Answer:

Question 23.
Reasoning Mark is thinking of a 3-digit number. Rory is thinking of a 4-digit number. Whose number is greater? How do you know?
Answer:

Question 24.
Number Sense Suppose you are comparing 1,272 and 1,269. Do you need to compare the ones digits? Explain.
Answer:

Question 25.
Which number sentence is true if the number 537 replaces the box?
A. 456 > ☐
B. ☐ = 256
C. 598 < ☐ D. ☐ > 357
Answer:

Algebra Connections

Number Patterns
Remember that skip counting can be used to make a number pattern. Skip counting can also be used to find missing numbers in a given pattern.
Copy and complete. Write the number that completes each pattern.

Examples: 2, 4, 6, 8, ☐, 12
Think: Can you skip count by a certain number to get each number in the pattern?
Skip count by 2s for this pattern. 2, 4, 6, 8, 10, 12

Question 1.
3, 6, 9, 12, ☐, 18
Answer:

Question 2.
14, ☐, 18, 20, 22, 24
Answer:

Question 3.
20, 30, ☐, 50, 60, 70
Answer:

Question 4.
25, 50, 75, 100, 125, ☐
Answer:

Question 5.
3, 8, 13, 18, 23, ☐
Answer:

Question 6.
9. 90, 80, 70, ☐, 50, 40
Answer:

Question 10.
22, 20, 18, 16, ☐, 12
Answer:

Question 11.
86, 81, ☐, 71, 66, 61
Answer:

Question 12.
150, ☐, 100, 75, 50, 25
Answer:

For 13 and 14, copy and complete each pattern. Use the pattern to help solve the problem.
Question 13.
Rusty saw that the house numbers on a street were in a pattern. First he saw the number 101. Then he saw the numbers 103, 105, and 107. There was a missing number, and then the number 111. What was the missing number?
101, 103, 105, 107, ☐, 111
Answer:

Question 14.
Alani was skip counting the pasta shapes she made. The numbers she said were 90, 95, 100, 105, 110, 115. She needed to say one more number in the count to finish counting the pasta. How many pasta shapes did Alani make?
90, 95, 100, 105, 110, 115, ☐
Answer:

Question 15.
Write a Problem Copy and complete the number pattern below. Write a problem to match the number pattern.
5, 10, 15, 20, 25, 30, ☐
Answer:

Envision Math 1st Grade Textbook Answer Key Topic 2.2 Ordering Three Numbers

Ordering Three Numbers

Home Connection Your child made cube towers and compared three numbers to put them in order from least to greatest.
Home Activity Have your child make a set of number cards from 1 through 12 on slips of paper. Mix up the cards. Have your child select three cards without looking and put them in order from least to greatest and greatest to least

Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Guided Practice

Count the cubes.
Write the numbers in order from least to greatest.
Question 1.

Question 2.

Answer:

Do you understand?
Question.
How can you tell which number is least?
Answer:

Independent Practice

Use cubes.
Write the numbers in order from least to greatest.
Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Reasoning Use cubes. Write who has the least.
Question 7.
Pat has 2 fewer cubes than Rosa. Jim has 4 cubes. Rosa has 1 more cube than Jim. ________ has the least
Answer:

Problem Solving

Solve the problems below.
Question 8.
Jen draws 4 trees. Steve draws 8 trees. Luca draws 3 trees. Who draws the least number of trees? Draw a picture to solve.
______________

Answer:

Question 9.
Stacy paints 6 pots. Yin paints 2 pots. Mario paints 4 pots. Which shows the number of pots from least to greatest?

Answer:

Question 10.
Journal Choose three numbers less than 10. Put your numbers in order from greatest to least.
Answer:

Envision Math 4th Grade Textbook Answer Key Topic 2.6 Adding Whole Numbers

Adding Whole Numbers

How do you add whole numbers?

If an artificial coral reef grew 257 inches last year and 567 inches this year, how much did it grow in all?


Estimate: 300 + 600 = 900

Another Example
How do you add more than two numbers?

Find the sum.
9,348 + 102 + 5,802 + 1,933
A. 17,185
B. 17,175
C. 16,175
D. 15,175

Estimate: 9,000 + 100 + 6,000 + 2,000 = 17,100

Step 1

Add the ones.
Regroup if necessary

Step 2

Add the tens.
Regroup if necessary.

Step 3

Add the hundreds, regroup, and then add the thousands.

The correct answer is A

Explain It

Question 1.
How are the ones regrouped in the example above?
Answer:

Question 2.
Reasonableness In Step 3 above, how can you tell that the answer is reasonable?
Answer:

Step 1

Add 257 + 567.
Add the ones.
Regroup if necessary.

Step 2

Add the tens.
Regroup if necessary.

Step 3
Add the hundreds. Regroup if necessary

The reef grew 824 inches in all.

Other Examples

Adding larger numbers
Add 36,424 + 24,842.
Estimate:
36,000 + 25,000 = 61,000

The sum is reasonable because it is close to the estimate of 61,000.

Adding more than two numbers
Add 130,283 + 263,823 + 396,538.
Estimate:
130,000 + 264,000 + 397,000 = 791,000

The sum is reasonable because it is close to the estimate of 791,000.

Guided Practice*

In 1 through 6, find each sum.

Question 1.
821 + 4,543
Answer:

Question 2.
14,926 + 3,832
Answer:

Question 3.
1,321 + 2,246
Answer:

Question 4.
24,593 + 16,861
Answer:

Question 5.

Answer:

Question 6.

Answer:

Do You Understand?

Question 7.
When adding 36,424 and 24,842 above, why is there no regrouping in the 2nd step?
Answer:

Question 8.
Volunteer teams identified 73 fish species, 30 corals, and 71 other invertebrates on the reef. How many species of fish, coral, and
invertebrates were found in all?
Answer:

Independent Practice

In 9 through 24, find each sum.

Question 9.

Answer:

Question 10.

Answer:

Question 11.

Answer:

Question 12.

Answer:

Question 13.

Answer:

Question 14.

Answer:

Question 15.

Answer:

Question 16.

Answer:

Question 17.

Answer:

Question 18.

Answer:

Question 19.
9,634 + 2,958
Answer:

Question 20.
4,673 + 262
Answer:

Question 21.
7,845 + 509 + 3,746
Answer:

Question 22.
526 + 276 + 1,086
Answer:

Question 23.
2,868 + 865
Answer:

Question 24.
15,891 + 527 + 1,086
Answer:

Problem Solving

Question 25.
In 1972, the Apollo 16 lunar rover set the current lunar speed record at 11 miles per hour. In order to break free from Earth’s orbit, Apollo missions had to go 24,989 miles per hour faster than the record speed of the lunar rover. How fast did the Apollo rockets travel?
Answer:

Question 26.
There were 10,453 items checked out of the public library one week. The next week 12,975 items were checked out. A week later, 9,634 items were checked out. How many items were checked out in three weeks?
Answer:

Question 27.
Sandy read 235 pages of a book. She had 192 more pages to read before she was done. How many pages are there in the book?

Answer:

Question 28.
Cheryl and Jason collect baseball cards. Cheryl has 315 cards, and Jason has 186 cards. How many cards do they have altogether?

Answer:

Question 29.
Number Sense The sum of 86, 68, and 38 is 192. What do you know about the sum of 68, 38, and 86?
Answer:

Question 30.
Estimation Maria added 45,273 and 35,687. Will her answer be greater or less than 80,000?
Answer:

Question 31.
The population of New City is 23,945. Eastdale has a population of 12,774. What is the total population of the two communities?
A. 35,719
B. 36,619
C. 36,719
D. 37,619
Answer:

Mixed Problem Solving

Question 1.
Estimate how much higher Mount Shasta is than Lassen Peak.
Answer:

Question 2.
Estimate how much higher above sea level Mount Whitney is than the depth of Death Valley.
Answer:

Question 3.
Estimate the range of the width of Death Valley.

Question 4.
Estimate how many years the Spanish governed California.
Answer:

Question 5.
Estimate which group governed California for a longer period of time: the Spanish government or the Mexican government.
Answer:

Question 6.
About how many years has the United States been governing the State of California?
Answer:

Question 7.
About how many years have passed since the Spanish government first started to govern California?
Answer:

Question 8.
It is about 50 miles from San Jose to San Francisco. From San Francisco to Sacramento, it is about 80 miles. Following that route, about how far is it from San Jose to Sacramento?
Answer:

Question 9.
Mammoth Lakes, elevation 7,920 feet, is the town with the highest elevation in California. Mount Whitney, with an elevation of 14,495,
feet is the highest point in California. Estimate how much higher Mount Whitney is than Mammoth Lakes.
Answer:

Go through the enVision Math Common Core Kindergarten Answer Key Topic 13 Analyze, Compare, and Create Shapes regularly and improve your accuracy in solving questions.

enVision Math Common Core Kindergarten Answers Key Topic 13 Analyze, Compare, and Create Shapes

Essential Question:
How can solid figures be named, described, compared, and composed?

enVision STEM Project: How Do Objects Move? Directions Read the character speech bubbles to students. Find Out! Have students observe and describe how objects move using the terms roll, stack, and slide. Say: Objects move in different ways. Talk to your friends and relatives about everyday objects that are cones, cylinders, spheres, or cubes. Ask them how each one moves and whether they roll, stack, or slide. Journal: Make a Poster Have students make a poster that shows everyday objects that are cones, cylinders, spheres, and cubes, and then tell how each one moves.
Answer:
When a force pushes or pulls the object, the object will move in the direction of the force. Then the force can make things move, change shape or change their speed. Some forces are direct and happen when two things touch (like a foot kicking a ball)
Objects move in different ways. The motion of an object might be circular, curved, back-and-forth so on.
The object which has a curved surface that is all circular objects can roll.
Examples: Ball, lemon, orange, apple, football, etc.
The object which has a flat surface can slide.
Example: Rubber, laptop, duster, book, plate, etc.
POSTER:

Review What You Know

Directions Have students: 1 draw a circle around the triangie; 2 draw a circle around the shapes that are the same shape. 3 draw a circle around the circle; 4 – 6 draw a circle around the square;
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Pick a Project

Directions Say: You will choose one of these projects. Look at picture A. Think about this question: Have you eaten any circles or squares lately? If you choose Project A, you will make a kitchen shops poster. Look at picture B. Think about this question: Do you enjoy puppet shows? If you choose Project B, you will create a puppet show. Look at picture C. Think about this question: How would you describe the shapes in this quilt? If you choose Project C, you will design a patchwork quilt.

Project : A
POSTER :

Project : B
puppets are loved by young children for different reasons at different times in their lives. “Puppets have enduring appeal. Children can express these emotions too without upsetting anyone. Their puppet character is the one to feel these emotions. Playing with the emotions of the puppets helps to develop the characteristics of sympathy and empathy too. Children also experience this kind of expression when engaging in symbolic play. So in play schools puppet shows plays a vital role.
Materials required to play puppet show.
Paper ,glue, scissors, cardboards, markers etc.,
Use your scraps to make eyebrows, and lips.
Cut out lots of pieces. You can create lots of characters.
Use other paper with different colors and patterns to make clothing for your puppet.
Once the preparation is done with desired characters suitable for the story, by using our fingers, strings or holding sticks puppet show can be shown to the students.
POSTER:

Math Modeling
Pieced Together

Directions Read the robot’s speech bubble to students. Generate Interest Ask students about their experience with shapes. Say: Can you use smaller rectangles to make a Targer one? Can you use triangles to make a rectangle? Give students a chance to practice making shapes out of smaller shapes.
I can … model with math using 2-D shapes to solve a problem.

Answer:

Lesson 13.1 Analyze and Compare Two Dimensional (2-D) Shapes

Solve & Share
Directions Say: Emily wants to figure out which shapes are behind the door. The mystery shapes that are behind the door have only 4 vertices (corners). Use the shapes shown above the door to help you decide which shapes are behind the door. Draw the shapes that match the clue on the door. How many shapes did you draw? Write that number next to the door. Now mark an X on the shapes that are NOT behind the door. Count those shapes and write the number. Look at the two numbers you wrote. Circle the number that is greater than the other number. If the numbers are the same, circle both numbers. Name the shapes that are behind the door.

I can … analyze and compare 2-D shapes

Answer:

 

Visual Learning Bridge

Guided Practice

Directions Have students listen to the clues, mark an X on the shapes that do NOT fit the clues, draw a circle around the shape that the clues describe, and then tell how the shapes they marked with an X are different from the shape they drew a circle around. 1 I have 4 sides. I do NOT have 4 sides that are the same length. What shape am I? 2 I do NOT have 4 sides. I do NOT have any vertices. What shape am I?
Answer:
The shape which is marked with X is triangle as it has only 3 sides and 3 vertices.
The shape which is marked with circle is square and rectangle as they have 4 sides and 4 vertices.
The object with 4 sides is rectangle.
The object without 4 sides and vertices is circle.

Question 1.

Answer:

Question 2.

Answer:

Directions Have students listen to the clues, mark an X on the shapes that do NOT fit the clues, draw a circle around the shape that the clues describe, and then tell how the shapes they marked with an X are similar to the shape they drew a circle around. 3 Number Sense I am NOT round. I have less than 4 sides. What shape am I? 4 I am NOT a rectangle. I have o sides. What shape am I? 5 I have 4 vertices. I am a special kind of rectangle because all my sides are the same length. What shape am I?
Answer:
The shape which is not round and less than 4 sides is triangle. So students can mark X

The shape which is not a rectangle and no sides is circle. So students can draw circle around the shape easily.

The shape with special kind of rectangle and 4 vertices of same length is square.

Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Independent Practice

Directions Have students listen to the clues, mark an X on the shapes that do NOT fit the clues, draw a circle around the shape that the clues describe, and then tell how the shapes they marked with an X are different from the shape they drew a circle around. 6 All of my sides are NOT the same length. I have 3 vertices. What shape am I? 7 I have 4 sides. I am the same shape as a classroom door. What shape am I? 8 Have students listen to the clues, and then draw the shape the clues describe: I have more than 3 sides. The number of vertices I have is less than 5. All of my sides are the same length. What shape am I? 9 Higher Order Thinking Have students draw a shape with 4 sides and 4 vertices that is NOT a square or rectangle, and then explain why it is not. 10 Higher Order Thinking Have students draw a circle around the rectangles. Have them color all the squares, and then explain how the shapes are both similar and different from one another.
Question 6.

Answer:
The shape with 3 different sides and 3 vertices is triangle.

Question 7.

Answer:
4 sides and same as the shape of class door is rectangle.

Question 8.
Answer:
The shape which has more than 3 sides less than 5 vertices and all side sare of same length is square.

Question 9.
Answer:
A shape with 4 sides and 4 vertices that is not a square or rectangle,

Question 10.

Answer:

Lesson 13.2 Analyze and Compare Three Dimensional (3-D) Shapes

Solve & Share
Directions Say: Jackson wants to find a solid figure. The solid figure has more than one flat side and it rolls. Color the solid figures that match the description. Then count them. How many are there? How many shapes do you see in all?

I can…. analyze and compare 3-D shapes.

Answer:

Visual Learning Bridge

Guided Practice

Directions Have students: 1 look at the stacked solid figures on the left, and then draw a circle around the other solid figures that stack; 2 look at the rolling solid figure on the left, and then draw a circle around the other solid figures that roll.
Question 1.

Answer:

Question 2.

Answer:

Directions Have students: 3 look at the sliding solid figure on the left, and then draw a circle around the other solid figures that slide; 4 look at the stacked solid figures on the left, and then draw a circle around the other solid figures that can stack on top of the cubes; 5 draw a circle around the solid figure that rolls and stacks; 6 draw a circle around the solid figures that slide and roll; 7 draw a circle around the solid figures that stack and slide. 8 en Vision® STEM Have students draw a circle around the solid figure that does NOT stack or slide. Then ask them what would cause a sphere to roll.
Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Question 7.

Answer:

Question 8.

Answer:

Independent Practice

Directions Have students: 9 look at the rolling object on the left, and then draw a circle around the other objects that roll; 10 look at the sliding object on the left, and then draw a circle around the other objects that slide. 11 Higher Order Thinking Have students draw 2 solid figures that can stack on each other. 12 Higher Order Thinking Have students draw a circle around the cube, and then explain why the other solid is NOT a cube.
Question 9.

Answer:

Question 10.

Answer:

Question 11.
Answer:

Question 12.

Answer:

Explanation:
Blue color solid figure is Cube, all side are of equal lengths and height is of same length, Red color solid figure is NOT Cube, because of the sides are of NOT same lengths

Lesson 13.3 Compare 2-D and 3-D Shapes

Solve & Share
Directions Say: Jackson needs to find a circle that is a flat surface of a solid figure. Which of these solids has a flat circle as part of the figure? Draw a circle around each solid figure that has a flat circle part. Mark an X on the solid figures that do NOT have a flat circle part. How many shapes in all are there on the page? How many shapes did you circle? Without counting, how many shapes have an X? Count the shapes with an X to check your answer.

I can… analyze and compare 2-D and 3-D shapes.

Answer:

10 shapes in all are there on the page
5 shapes circled
5 shapes marked X

Visual Learning Bridge

Guided Practice

Directions Have students: 1 and 2 look at the shape on the left, and then draw a circle around the solid figures that have a flat surface with that shape.
Question 1.

Answer:

Question 2.

Answer:

Directions 3 Vocabulary Have students draw the flat surface of the solid figures that have circles around them. 4-6 Have students look at the shape on the left, and then draw a circle around the solid figures that have a flat surface with that shape.
Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Independent Practice

Directions Have students: 7 and 8 look at the shape on the left, and then draw a circle around the objects that have a flat surface with that shape. 9 Higher Order Thinking Have students look at the solid figures that have a circle around them, and then draw the shape of the flat surfaces of these solid figures.
Question 7.

Answer:

Question 8.

Answer:

Question 9.

Answer:

Lesson 13.4 Problem Solving

Make Sense and Persevere
Solve & Share
Directions Say: Jackson wants to put flat shapes behind Door I and solid figures behind Door 2. Draw a line from each shape to the correct door to show how he should sort the shapes. Count all the shapes on the shelves. Then cover one door. Count the number of shapes that are behind the door you can see. Without counting tell how many shapes you think are behind the other door. Then count to check your answer.
I can … make sense of problems about shapes.

Answer:
10 shapes on the shelves

5 the shapes behind door 1

5 the shapes behind door 2

Visual Learning Bridge

Guided Practice

Directions Have students listen to the clues, mark an X on the shapes that do NOT fit the clues, and then draw a circle around the shape that the clues describe. Have students name the shape, and then explain their answers. 1 I am a solid figure. I can roll. I have only a flat surface. What shape am I? Explain which clues helped you solve the mystery. 2 I am a solid figure. I can roll. I can also stack. What shape am I? Explain which clues helped you solve the mystery.
Question 1.

Answer:

Question 2.

Answer:

Independent Practice

Directions Have students listen to the clues, mark an X on the shapes that do NOT fit the clues, and then draw a circle around the shape that the clues describe. Have students name the shape, and then explain their answers. 3 I am a solid figure. I can stack and slide. I have 6 flat surfaces. What shape am I? 4 I am a solid figure. I can slide. I have only I flat surface. What shape am I? 5 I am a solid figure. I can roll. I do NOT have any flat surfaces. What shape am I? 6 I am a flat shape. I have 4 sides. All of my sides are the same length. What shape am I? 7 I am a flat shape. I do NOT have any straight sides. What shape am I? 8 lam a solid figure. I can roll. I have 2 flat surfaces. What shape am I?
Question 3.

Answer:
Cube

Question 4.

Answer:
Cone

Question 5.

Answer:
Sphere

Question 6.

Answer:
Square

Question 7.

Answer:
Circle

Question 8.

Answer:
Cylinder

Problem solving

Performance Task
Directions Read the problem to students. Then have them use multiple problem-solving methods to solve the problem. Have students look at the shape at the top of the page. Say: Emily’s teacher teaches the class a game. They have to give a classmate clues about the mystery shape. What clues can Emily give about this shape? 9 Make Sense What is the shape? What makes it special? 10 Be Precise What clues can you give about the shape? Think about how it looks, and whether or not it can roll, stock, or slide. 11 Explain What if your classmate gives you the wrong answer? Can you give more clues to help him or her?
Question.

Answer:
9.  Answer : Cylinder

10 . Answer : it is a solid figure with 2 flat surfaces up and down and it can roll. Water Bottle

11. Answer : it looks like coca cola tin cool drink tin shape

Lesson 13.5 Make 2-D Shapes from Other 2-D Shapes

Directions Say: Emily has 4 triangles. She thinks she can use them to make other 2-D shapes by matching the sides exactly AND by connecting the 4 triangle shapes by their sides only. Use 4 yellow triangles like the ones Emily is holding. Make as many different shapes as you can using all 4 triangles. As you make each shape, tell what shape you made or describe it and tell where the triangles are. Then draw all four triangles on your page to show your favorite shape.

I can … make 2-D shapes using other 2-D shapes.

Answer:
FISH

Visual Learning Bridge

Guided Practice

Directions 1 Have students use the pattern block shown to cover the shape, draw the lines, and then write the number that tells how many pattern blocks to use.
Question 1.

Answer:

Directions 2-3 Have students use the pattern block shown to cover the shape, draw the lines, and then write the number that tells how many pattern blocks to use. 4 Have students use the pattern blocks shown to create the fish, and then write the number that tells how many of each pattern block to use.
Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Independent Practice

Directions 5 and 6 Have students use the pattern block shown to cover the shape, draw the lines, and then write the number that tells how many pattern blocks to use. 7 and 8 Have students use the pattern block shown to create a 2-D shape, draw the shape, and then write the number of pattern blocks used. 9 Higher Order Thinking Have students use pattern blocks to create a picture, and then draw it in the space.
Question 5.

Answer:

Question 6.

Answer:

Question 7.

Answer:

Question 8.

Answer:

Question 9.
Answer:

Lesson 13.6 Build 2-D Shapes

Solve & Share
Directions Say: Use yarn, string, or pipe cleaners to build a circle. Then use yarn, string, pipe cleaners, or straws to build a shape that is NOT a circle, and then tell what shape you built. Explain how the shapes you built are different from one another

I can …build 2-D shapes that match given attributes.

Answer:

 

Visual Learning Bridge

Guided Practice

Directions Provide students with yarn, pipe cleaners, or straws to make each shape. Students should attach the shapes they make with materials to the page. Have students draw or build: 1 a square; 2 a shape that is NOT a square.
Question 1.

Answer:

Question 2.

Answer:

Directions Provide students with yarn, pipe cleaners, or straws to make each shape. Students should attach the shapes they make with materials to the page. Have students draw or build: 3 a rectangle; 4 a shape that is NOT a rectangle; 5 a triangle; 6 a shape that is NOT a triangle.
Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Independent Practice

Directions Have students: 7 draw a rectangle; 8 draw a triangle; 9 draw a square. 10 Higher Order Thinking Have students choose yarn, string, pipe cleaners, or straws to build a circle. Have them attach it to this page, and then explain why some materials are better than others for building circles.
Question 7.
Answer:

Question 8.
Answer:

Question 9.
Answer:

Question 10.
Answer:

Explanation:
Circle has no vertices or corners, for circle shape objects must have flexible material like pipe cleaners

Lesson 13.7 Build 3-D Shapes

Solve & Share
Directions Say: Jackson wants to build this building with solid figures. Which solid figures con he use? Tell how you know.
I can … use materials to build 3-D shapes.

Answer:

Visual Learning Bridge

Guided Practice

Directions 1 and 2 have students use straws, clay, craft sticks, paper, or other materials to build the solid figure shown.
Question 1.

Answer:

Question 2.

Answer:

Directions Have students: 3 and 4 use tools to build the shape, and then draw a circle around the solid figures that build the shape; 5 and 6 use tools to find the shape the solid figures can build, and then draw a circle around the shape.
Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Independent Practice

Directions Have students: 7 use tools to find the shape the solid figures can build, and then draw a circle around the shapes; 8 use tools to build the shape, and then draw a circle around the solid figures that build the shape. 9 Higher Order Thinking Have students use straws, yarn, pipe cleaners, or other materials to build a solid figure that is NOT a cone. Say: Draw a sketch of the solid figure you made. 10 Higher Order Thinking Have students use straws, clay, craft sticks, paper, or other materials to build the shape shown.
Question 7.

Answer:

Question 8.

Answer:

Question 9.
Answer:

Question 10.

Answer:

Topic 13 Fluency Practice Activity

Find a Match
Directions 1 and 2 Have students find a partner. Have them point to a clue in the top row, and then solve the addition or subtraction problem in the clue. Then have them look at the clues in the bottom row to find o match, and then write the clue letter above the match. Have students find a match for every clue.
I can … add and subtract fluently within 5.

Answer:

Topic 13 Vocabulary Review

Directions Understand Vocabulary Have students: 1 draw a circle around the solid figures that roll; 2 draw a circle around the solid figures that stack; 3 draw a circle around the solid figures that slide.
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Topic 13 Reteaching

Directions Have students: 1 listen to the clues, mark an X on the shapes that do NOT fit the clues, draw a circle around the shape that the clues describe, and then tell how the shapes they marked with an X are similar to the shape they drew a circle around. I am NOT round. I have 4 sides. They are NOT all the same length; 2 draw a circle around the solid figure that does NOT stack and slide.

Set A

Question 1.

Answer:

Set B

Question 2.

Answer:

Directions Have students: 3 mark an X on the shapes that do NOT fit the clues, and then draw a circle around the shape the clues describe: I have no sides. I do NOT roll. Which shape am I? 4 draw or use yarn, pipe cleaners, or straws to make a triangle and a shape that is NOT a triangle, and then attach their shapes to this page.

Set C

Question 3.

Answer:

Set D

Question 4.
Answer:

Topic 13 Assessment Practice

Directions Have students mark the best answer. 1 Look at the shape on the left. Mark the two solid figures that have a flat surface with that same shape. 2 Which shape that was built using different materials or drawn matches the shape on the left? 3 Which shape can be built using the solid figures on the left?
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Directions Have students: 4 look at the object on the left that slides, and then draw a circle around all of the other objects that slide; 5 listen to the clues, and then draw the shape that the clues describe. I have more than 1 flat surface. I can stack on top of another shape. I can roll. What solid figure am I?; 6 write the number that tells how many triangle pattern blocks can cover the shape; 7 listen to the clues, mark an X on the shapes that do NOT fit the clues, and then draw a circle around the shape that the clues describe. I am a flat shape. I have 4 straight sides. Two of my sides are shorter than the other 2 sides. What shape am I?
Question 4.

Answer:

Question 5.
Answer:

Question 6.

Answer:

Question 7.

Answer:
Rectangle

Topic 13 Performance Task

Directions Bria’s Bash Say: Bria has a party for her friends. These are some objects that are at her party. Have students: 1 draw a circle around the objects that can slide. Have them tell how the shapes of those objects are different from the shapes of the other objects. Then have students mark an X on the objects that are cylinders. 2 draw what one flat surface of a cylinder looks like, and then name that shape. 3 Say: Bria puts her party hat on top of a present. Have students draw a circle around the solid figures that could be used to build the same shape. If needed, have students use tools to help them.
Question 1.

Answer:

Question 2.
Answer:

Question 3.

Answer:

Directions 4 Say: Bria makes a puzzle for her friends. She uses pattern blocks to make this spaceship. Show how Bria makes her puzzle. Have students use pattern blocks to cover, and then draw lines on the spaceship. Have them write the number that tells how many of each pattern block they used. 5 Say: Bria plays a game at her party. She gives her friends clues and has them tell her what object she is thinking about. Bria gives these clues: The object is NOT a solid shape. The object is NOT round. The object has 3 sides. Have students mark an X on each object that does NOT fit the clues, draw a circle around the object that Bria describes, and then name the shape of that object.
Question 4.

Answer:

Question 5.

Answer:
Triangle

Envision Math 6th Grade Textbook Answer Key Topic 1 Reteaching

Reteaching

Set A, pages 4–6

Write different forms of the number 82,700,360,000,000 and tell the place and value of the digit 6.
Word form: eighty-two trillion, seven hundred billion, three hundred sixty million
Expanded form: (8 × 10,000,000,000,000) + (2 × 1,000,000,000,000) + (7 × 100,000,000,000) + (3 × 100,000,000) + (6 × 10,000,000)
The 6 is in the ten millions place.
Its value is 6 × 10,000,000 = 60,000,000.

Remember to start at the right and work your way left to each period when finding the place and value of a whole number digit. Periods are groups of three digits separated by commas.
In 1 through 6, what is the place and value of the underlined digit?
Question 1.
327,018
Answer:

Question 2.
19,345
Answer:

Question 3.
71,329,684
Answer:

Question 4.
6,291,378
Answer:

Question 5.
632,109,874
Answer:

Question 6.
7,263
Answer:

Set B, pages 8–9

Use > or < to compare the two whole numbers.
728,316 ◯ 728,361
Compare the digits in each place.

So, 728,316 < 728,361.

Remember when you compare two whole numbers, line them up so their place values align and then compare their digits from left to right.
Use < or > to compare 1 through 4.
Question 1.
69,354 _____ 69,435
Answer:
69,354 69,435
Explanation:

Question 2.
27,461,398 ______ 27,164,398
Answer:
27,461,398 27,164,398
Explanation:

Question 3.
eighteen trillion ______ 18,000,001
Answer:
eighteen trillion 18,000,001
Explanation:

Question 4.
527 thousand ______ 527,001
Answer:
527 thousand 527,001
Explanation:

Set C, pages 10–12

Evaluate 6³.
6 is the base and 3 is the exponent.
6 is used as a factor 3 times.
6 × 6 × 6 = 216
Write 29,654 in expanded form using
exponents. (2 × 10⁴) = (9 × 10³) = (6 × 10²) = (5 × 10¹) = (4 × 100)

Remember that any base number, except zero, with an exponent of 0 has a value of 1.

Evaluate 1 through 3.
Question 1.
9²
Answer:
81
Explanation:

Question 2.
99¹
Answer:
99
Explanation:

Question 3.
3,105⁰
Answer:
1
Explanation:

Question 4.
Write6,209inexpandedform using exponents.
Answer:
(6 × 10³) + (2 × 10²) + (9 × 10⁰)
Explanation:

Set D, pages 14-16

Write the place and value of the underlined digit in 2.0795.
The 7 is in the hundredths place.
Its value is 7 × 0.01 = 0.07.

Remember to pay attention to the decimal point and zeros when determining the place and value of a decimal digit.
What is the place of the underlined digit?
Question 1.
17.903
Answer:
thousandths
Explanation:

Question 2.
28.1
Answer:
tenths
Explanation:

Question 3.
68.0009
Answer:
ten thousandths
Explanation:

Question 4.
94.002
Answer:
ones
Explanation:

Set E, pages 18-19

Use <, >, or = to compare the two decimals.
37.106 ◯ 37.110
Compare the digits in each place. The digits are the same until the hundredths place.
37.106
37.110
0 < 1,
so 37.106 < 37.110.

Remember that when you compare decimals, line up their decimal points and then compare their digits from left to right.
Use <, >, or = to compare the two decimals.
Question 1.
95.17 _____ 95.71
Answer:
95.17 95.71
Explanation:

Question 2.
0.74 ______ 0.7400
Answer:
0.74 0.7400
Explanation:

Question 3.
37 _____ 0.37
Answer:
37 0.37
Explanation:

Question 4.
224.9 ______ 224.92
Answer:
224.9 224.92

Set F, pages 20-21

Elise, Jasmine, Fatima, and Nola want to jump rope at recess. In how many ways can the girls be paired to twirl the rope?
Make an organized list. Choose one of the girls. Find the possible pairs, keeping that girl fixed. Repeat with each girl. Then cross out any repeated pairs.

6 possible pairs of girls can twirl the rope.

Remember to keep each item fixed and find all the possible combinations for that item.
Question 1.
Heyden’s mom bought peaches, pears, bananas, apples, and grapes. How many ways can Heyden combine the fruit so he has two different pieces of fruit in his lunch, without repeating any combinations?
Answer:
10
Explanation:

Question 2.
How many three-letter combinations can be made from the letters in the word “MATH”?
Answer:
24
Explanation:

Envision Math 6th Grade Textbook Answer Key Topic 1.6 Problem Solving

Problem Solving

Make an Organized List
Answer:
Suppose you throw three darts at the target pictured on the right. All of the darts hit the target. How can you find all of the different total points that you could score?

Guided Practice

Do you know HOW?
Suppose two darts hit a target that has two rings.The outer ring is 50 points, and the inner ring is 150 points. Use this information to answer 1 and 2.
Question 1.
Make an organized list to show all of the possible scores.
Answer:
See margin.
Explanation:

Question 2.
How many possible totals are there?
Answer:
3; 100,200,300
Explanation:

Do you UNDERSTAND?
Question 3.
In the example at the top, how is the list organized?
Answer:
See margin.
Explanation:

Question 4.
Write a Problem Write a problem that you can solve by making an organized list.
Answer:
See margin.
Explanation:

Independent Practice

Solve 5 by making an organized list. The list has been started for you.
Question 5.
Yolanda needs a 3-digit code for her locker. She wants to use the first three digits of her phone number, 763. How many different combinations using each of these digits does Yolanda have to choose from?
Answer:
6

Read and Understand
What do you know?
There are 3 different point values on the target. All three darts hit the target.

What are you trying to find?
What are the different total points that you could score?

Plan and Solve
Make an organized list to find all the possible scores.
There are ten different totals possible.

Solve 6 using the art on the right.
Question 6.
Randy went to the school fun fair and played the beanbag toss. He tossed 3 beanbags, and each went into a hole on the board. What are the possible total numbers of points he could have scored?

Answer:
See margin.
Explanation:

Question 7.
Ariana, Mia, Ethan, and Nick are planning a one- on-one basketball tournament. In the tournament, each player will play the other three just once. How many games will be played?
Answer:
6
Explanation:

Question 8.
Estimate About how many eggs would be laid by 7 chickens if each chicken lays 36 eggs?
Answer:
Sample answer: about 280
Explanation:

Question 9.
Is your estimate of the number of eggs 7 chickens could lay more or less than the actual answer? Explain.
Answer:
See margin.
Explanation:

Question 10.
Look for a pattern in the table of values at the right. Find a rule for the table.

Answer:
Add 5 to Input to get the Output
Explanation:

Question 11.
Writing to Explain How could you find the number of different ways to arrange 4 students in a row for a photo?
Answer:
See margin.
Explanation:

Question 12.
Dani has only quarters, dimes, and nickels in her bank. She needs $0.60 for the bus. She wants to use at least one quarter. How many different ways can Dani combine the coins to pay for the bus?
Answer:
6
Explanation:

Question 13.
Think About the Process Cassie is making an organized list of all the different ways to arrange the letters WXYZ. Following Cassie’s organization, which arrangement of letters will she place on the list next?

A. WZYX
B. XWYZ
C. YWXZ
D. ZWYZ
Answer:

Envision Math 6th Grade Textbook Answer Key Topic 1.5 Comparing and Ordering Decimals

Comparing and Ordering Decimals

How can you compare decimals?
Answer:
Batting averages for a single season are shown for some baseball players. Which of the two batting averages circled is greater?

Another Example
How do you order decimals using place value?
Answer:
One Way
Use a number line to order 4.002,3.985, and 4.01 from least to greatest.

3.985 is left of 4.002 and 4.002 is left of 4.01. So, 3.985 < 4.002 < 4.01.
Another Way
Order 4.002,3.985, and 4.01 from least to greatest by lining up the numbers so their decimal points align. Then compare digits from left to right and order the digits of each place value.

Write your answer: 3.985, 4.002, 4.010

Guided Practice

Do you know HOW?
In 1 through 4, use >, <, or =.
Question 1.
1.09 _____ 1.9
Answer:

1.09 1.9
Explanation:

Question 2.
18.001 _____ 18.01
Answer:
18.001 18.01
Explanation:

Question 3.
7.25 _____ 7.3
Answer:
7.25 7.3
Explanation:

Question 4.
0.1 _____ 0.1000
Answer:
0.1 0.1000
Explanation:

Question 5.
Order 7.08, 6.257, 7.6, 6.1, 6.29 from least to greatest.
Answer:
6.1, 6.257, 6.29, 7.08, 7.6
Explanation:

Do you UNDERSTAND?
Question 6.
Explain why 46.69 is less than 46.7.
Answer:
0.7 = 0.70 and 0.69 < 0.70
Explanation:

Question 7.
In the example at the top of the page, what place value determines which batting average is greater?
Answer:
thousandths
Explanation:

One Way
Compare 0.342 and 0.344 by locating them on a number line.

0.344 is right of 0.342 on the number line.
So, 0.344 > 0.342.

Another Way
Line the numbers up so their decimal points align.

So, 0.344 > 0.342.

Independent Practice

In 8 through 15, use >, <, or = to compare each pair of numbers.
Question 8.
5.084 _____ 5.84
Answer:
5.084 5.84
Explanation:

Question 9.
52.01 ______ 51.99
Answer:
52.1 51.99
Explanation:

Question 10.
0.721 _____ 0.7021
Answer:
0.721 0.7021
Explanation:

Question 11.
1.22 ____ 1.222
Answer:
1.2 1.222
Answer:
Explanation:

Question 12.
2.99 _____ 2.9900
Answer:
2.99 2.9900
Explanation:

Question 13.
438.783 _____ 438.738
Answer:
438.783 438.738
Explanation:

Question 14.
3.1428 _____ 3.1420
Answer:
3.1428 3.1420
Explanation:

Question 15.
3.35 ____ 2.44
Answer:
3.35 2.44
Explanation:

Order these numbers from least to greatest.
Question 16.
12.23, 12.223, 12.322
Answer:
12.223, 12.23, 12.322
Explanation:

Question 17.
1.01, 1.0, 1.011, 1.001
Answer:
1.0, 1.001, 1.01, 1.011
Explanation:

Question 18.
35.43, 35.435, 35.44, 35.451
Answer:
35.43, 35.435, 35.44, 35.451
Explanation:

Question 19.
0.7841, 0.834, 0.705, 0.81
Answer:
0.705, 0.7841, 0.81, 0.834
Explanation:

Problem Solving

Question 20.
Writing to Explain A redwood tree has a diameter of 30.2 ft. Lyndell says this tree has a smaller diameter than a tree with a diameter of 30.20 because 2 is less than 20. Is Lyndell correct? Explain.
Answer:
No, they are equal. 0.2 = 0.20

Question 21.
Arliss ran the fitness run in 9.65 seconds. Bonita ran it in 9.9 seconds. Cory ran it in 9.625 seconds, and Darla ran it in 10 seconds. Who ran it in the least amount of time?
A. Arliss
B. Bonita
C. Cory
D. Darla
Answer:
C. Cory

Question 22.
Reasoning Is a decimal with 4 digits always greater than a decimal with 3 digits? Give an example to explain.
Answer:
No. Sample answer: 0.1234 < 0.124
Explanation:

Question 23.
Number Sense Name three decimals between 0.55 and 0.56.
Answer:
Sample answer: 0.551, 0.552, 0.553
Explanation:

Envision Math 3rd Grade Textbook Answer Key Topic 2.3 Rounding 4-Digit Numbers

Rounding 4-Digit Numbers

How can you round four-digit numbers?
Answer:
The table shows ticket sales for two sports games. To the nearest thousand, about how many tickets were sold for the baseball game?

Question.
Round 2,379 to the nearest thousand to find out.
Answer:

Guided Practice

Do you know HOW?
Round to the nearest hundred.
Question 1.
4,569
Answer:

Question 2.
2,310
Answer:

Question 3.
9,992
Answer:

Round to the nearest thousand.
Question 4.
4,737
Answer:

Question 5.
8,333
Answer:

Question 6.
4,099
Answer:

Question 7.
3,914
Answer:

Question 8.
1,111
Answer:

Question 9.
6,274
Answer:

Do you UNDERSTAND?
Question 10.
How does the halfway number on the number line help you round 2,379?
Answer:

Question 11.
Writing to Explain Describe how to round 2,379 to the nearest hundred.
Answer:

Question 12.
In the example above, about how many tickets were sold for the football game, to the nearest hundred? to the nearest thousand?
Answer:

Independent Practice

For 13–22, round to the nearest hundred.
Question 13.
3,708
Answer:

Question 14.
5,542
Answer:

Question 15.
7,356
Answer:

Question 16.
8,929
Answer:

Question 17.
6,991
Answer:

Question 18.
4,008
Answer:

Question 19.
7,890
Answer:

Question 20.
6,555
Answer:

Question 21.
3,945
Answer:

Question 22.
9,961
Answer:

For 23–32, round to the nearest thousand.
Question 23.
2,774
Answer:

Question 24.
3,870
Answer:

Question 25.
5,077
Answer:

Question 26.
7,299
Answer:

Question 27.
8,603
Answer:

Question 28.
6,905
Answer:

Question 29.
8,500
Answer:

Question 30.
4,099
Answer:

Question 31.
2,495
Answer:

Question 32.
9,573
Answer:

One Way
You can use a number line to round.

2,379 is closer to 2,000 than to 3,000.
2,379 rounds to 2,000.
About 2,000 tickets were sold for the baseball game.

Another Way
You can use place value to round.

• Find the digit in the rounding place.
• If the next digit to the right is 5 or greater, increase the digit in the rounding place by 1. If the next digit is less than 5, keep the digit in the rounding place as it is.
• Change all the digits to the right of the rounding place to zero.

So, 2,379 rounds to 2,000.
About 2,000 tickets were
sold for the baseball game.

Problem Solving

In 33–36, write a number that rounds to the number given. Use all four of the digits at the right once in each answer.

Question 33.
4,000
Answer:

Question 34.
6,000
Answer:

Question 35.
5,500
Answer:

Question 36.
5,400
Answer:

Question 37.
The Golden Gate Bridge is 4,200 feet long. What is 4,200 rounded to the nearest thousand?
Answer:

Question 38.
Writing to Explain Describe the steps you would follow to round 3,647 to the nearest hundred.
Answer:

Question 39.
Number Sense Write a number that rounds to 7,000 when it is rounded to the nearest thousand.
Answer:

Question 40.
In 1 hour, an adult’s heart beats about 4,320 times.
a. To the nearest thousand, about how many times does an adult’s heart beat in one hour?
b. To the nearest hundred, about how many times does an adult’s heart beat in one hour?
Answer:

Question 41.
Which number rounds to 5,000 when it is rounded to the nearest thousand or to the nearest hundred?
A. 4,895
B. 5,029
C. 5,170
D. 5,956
Answer: