Round each number to the nearest 10 and to the nearest 100.

1. 63

2. 350

3. 485

A point P is located on the number line and represents a number.

1. Round P to the nearest multiple of 100. Explain your reasoning.
2. Can you tell what P is if the value is rounded to the nearest multiple of 10? Explain your reasoning.

Find the value of each expression. Show your thinking. Organize it so it can be followed by others.

1. \(523 + 278\)
2. \(418 - 235\)

Here are three numbers: 265, 652, and 526. For each question, explain your reasoning.

1. Does the digit 6 have a greater value in 265 or 652?
2. Does the digit 5 have a greater value in 265 or 652?
3. In which number does the digit 2 have the greatest value? In which number does the digit 2 have the least value?

Each large square represents 1.

1. Write the number that represents the shaded part of the large square as a fraction and in decimal notation.

   

   
   Fraction: __________

   Decimal Notation: __________

2. Shade part of each square to represent the given number. Then write the number in the format that is not given.

   

   
   Fraction: \(\frac{13}{100}\)

   Decimal Notation: __________

   

   
   Fraction: __________

   Decimal Notation: 0.44

Select all the numbers equivalent to \(\frac{2}{10}\).

1. Locate and label 0.6 and 0.35 on the number line.

   

2. Compare 0.6 and 0.35 using < or >.

Order the numbers from least to greatest.

Order the numbers from least to greatest.

In an earlier lesson, you learned about the lengths of the jumps made by Carl Lewis and other athletes.

Create and label a number line to show the distances of all 10 jumps made by the athletes.