Chapter 3 Adding and Subtracting Decimals

Chapter 3 Adding and Subtracting Decimals
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Lesson 3-1 Representing Decimals
Adding and Subtracting Decimals 3 Lesson 3-1 Representing Decimals Lesson 3-2 Comparing and Ordering Whole Numbers and Decimals Lesson 3-3 Rounding Whole Numbers and Decimals Lesson 3-4 Problem-Solving Strategy: Use Logical Reasoning Lesson 3-5 Estimating Sums and Differences Lesson 3-6 Problem-Solving Investigation: Use Estimation Lesson 3-7 Adding and Subtracting Decimals Chapter Menu

Five-Minute Check (over Chapter 2) Main Idea California Standards
3-1 Representing Decimals Five-Minute Check (over Chapter 2) Main Idea California Standards Example 1 Example 2 Example 3 Modeling Decimals Lesson 1 Menu

I will represent decimals on a number line.
3-1 Representing Decimals I will represent decimals on a number line. Lesson 1 MI/Vocab

3-1 Representing Decimals Standard 5NS1.5 Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers. Lesson 1 Standard 1

3-1 Representing Decimals Graph 1.3 on a number line. Since 1.3 is between 1 and 2, draw a number line from 1 to 2. Use increments of one tenth since 1.3 is written to the tenths place value. Lesson 1 Ex1

A B C D Which is the correct location for 1.9? 3-1
Representing Decimals Which is the correct location for 1.9? A B C D Lesson 1 CYP1

3-1 Representing Decimals Graph 1.75 on a number line. Since 1.75 is between 1.7 and 1.8, draw a number line from 1.7 to 1.8. Use increments of one hundredth since 1.75 is written to the hundredths place value. Lesson 1 Ex2

3-1 Representing Decimals Lesson 1 Ex2

A B C D Which is the correct location of 1.21? 3-1
Representing Decimals Which is the correct location of 1.21? A B C D Lesson 1 CYP2

P Q R S Which letter represents 4.44 on the number line?
3-1 Representing Decimals Which letter represents 4.44 on the number line? P Q R S 4.44 is greater than 4 and less than 5. The only letter in the interval between 4 and 5 is S. Answer: So, 4.4 is represented by S on the number line. Lesson 1 Ex3

P Q R S Which letter represents –2.5 on the number line? 3-1
Representing Decimals Which letter represents –2.5 on the number line? P Q R S Lesson 1 CYP3

End of Lesson 1

Five-Minute Check (over Lesson 3-1) Main Idea and Vocabulary
3-2 Comparing and Ordering Whole Numbers and Decimals Five-Minute Check (over Lesson 3-1) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Lesson 2 Menu

I will compare and order whole numbers and decimals.
3-2 Comparing and Ordering Whole Numbers and Decimals I will compare and order whole numbers and decimals. equivalent decimals Lesson 2 MI/Vocab

3-2 Comparing and Ordering Whole Numbers and Decimals Reinforcement of Standard 4NS1.2 Order and compare whole numbers and decimals to two decimal places. Lesson 2 Standard 1

3-2 Comparing and Ordering Whole Numbers and Decimals Use the table below. Use > or < to compare the area of the Mediterranean Sea with the area of the South China Sea. Lesson 2 Ex1

One Way: Use place value.
3-2 Comparing and Ordering Whole Numbers and Decimals One Way: Use place value. South China Sea: ,974,600 Line up the digits at the ones place. Mediterranean Sea: 2,509,960 Starting at the left, find the first place the digits differ. Compare the digits. Since 9 > 5, 2,974,600 > 2,509,960 Lesson 2 Ex1

Another Way: Use a number line.
3-2 Comparing and Ordering Whole Numbers and Decimals Another Way: Use a number line. Graph and then compare the numbers. Numbers to the right are greater than numbers to the left. So, 2,974,600 > 2,509,960. Answer: The South China Sea has a greater area than the Mediterranean Sea. Lesson 2 Ex1

3-2 Comparing and Ordering Whole Numbers and Decimals Use the table below. Use > or < to compare the area of the Sea of Okhotsk with the area of the Bering Sea. Choose the correct answer. 2,261,100 < 1,392,100 2,515,900 > 1,392,100 2,261,100 > 1,392,100 2,974,100 > 2,261,100 Lesson 2 CYP1

3-2 Comparing and Ordering Whole Numbers and Decimals Use the table below. Use > or < to compare the scores of Takahura Nakai and Ross Powers. Lesson 2 Ex2

First line up the decimal points.
3-2 Comparing and Ordering Whole Numbers and Decimals Takahura Nakai: First line up the decimal points. Ross Powers : Then, starting at the left, find the first place the digits differ. Compare the digits. Since 0 < 6, 40.7 < 46.1. Answer: So, Takahura Nakai’s score is less than Ross Powers’ score. Lesson 2 Ex2

3-2 Comparing and Ordering Whole Numbers and Decimals Use the table below. Use > or < to compare the scores of Giacomo Kratter and Danny Kass. Choose the correct answer. 42.5 < 42.0 42.0 > 40.7 46.1 > 42.5 42.5 > 42.0 Lesson 2 CYP2

Order 18, 17.87, 18.9, 18.07 from greatest to least.
3-2 Comparing and Ordering Whole Numbers and Decimals Order 18, 17.87, 18.9, from greatest to least. 18 17.87 18.9 18.07 18.00 17.87 18.90 18.07 18.90 18.07 18.00 17.87 Answer: The order from greatest to least is, 18.9, 18.07, 18, and Lesson 2 Ex3

3-2 Comparing and Ordering Whole Numbers and Decimals Which answer below puts the numbers 24, 23.56, 24.8, and from least to greatest? 23.56, 24.08, 24.8, 24 23.56, 24, 24.08, 24.8 23.56, 24, 24.8, 24.08 24, 23.56, 24.8, 24.08 Lesson 2 CYP3

End of Lesson 2

Five-Minute Check (over Lesson 3-2) Main Idea California Standards
3-3 Rounding Whole Numbers and Decimals Five-Minute Check (over Lesson 3-2) Main Idea California Standards Key Concept: Round Decimals Example 1 Example 2 Example 3 Example 4 Lesson 3 Menu

I will round whole numbers and decimals.
3-3 Rounding Whole Numbers and Decimals I will round whole numbers and decimals. Lesson 3 MI/Vocab

3-3 Rounding Whole Numbers and Decimals Standard 5NS1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g. thousandths) numbers. Lesson 3 Standard 1

3-3 Rounding Whole Numbers and Decimals Lesson 3 Key Concept 1

Round 3,765,734 to the nearest hundred thousand.
3-3 Rounding Whole Numbers and Decimals Round 3,765,734 to the nearest hundred thousand. 3,765,734 Lesson 3 Ex1

3-3 Rounding Whole Numbers and Decimals On the number line, 3,765,734 is closer to 3,800,000 than 3,700,000. To the nearest hundred thousand, 3,765,734 rounds to 3,800,000. Lesson 3 Ex1

Round 4,352,676 to the nearest million.
3-3 Rounding Whole Numbers and Decimals Round 4,352,676 to the nearest million. 4,300,000 4,400,000 4,000,000 4,350,000 Lesson 3 CYP1

Round 5.686 to the nearest whole number.
3-3 Rounding Whole Numbers and Decimals Round to the nearest whole number. 5.686 Lesson 3 Ex2

3-3 Rounding Whole Numbers and Decimals On the number line, 5.6 is closer to 6.0 than to 5.0. To the nearest whole number, rounds to 6. Lesson 3 Ex2

3-3 Rounding Whole Numbers and Decimals Round to the nearest whole number. 3.4 3.5 3 4 Lesson 3 CYP2

Round 93.889 to the nearest hundredth.
3-3 Rounding Whole Numbers and Decimals Round to the nearest hundredth. 93.889 Lesson 3 Ex3

3-3 Rounding Whole Numbers and Decimals On the number line, is closer to than to To the nearest hundredth, rounds to Lesson 3 Ex3

Round 45.632 to the nearest hundredth.
3-3 Rounding Whole Numbers and Decimals Round to the nearest hundredth. 45 45.63 45.6 45.632 Lesson 3 CYP3

3-3 Rounding Whole Numbers and Decimals In February 2006, the Dairy Institute of California reported that California butter producers received $0.014 cents less per pound of butter than producers that sold their product on the Chicago Mercantile Exchange. To the nearest cent, how much less did California butter producers receive? 0.014 Answer: To the nearest cent, the California butter producers received $0.01 less. Lesson 3 Ex4

Round $4.568 to the nearest cent.
3-3 Rounding Whole Numbers and Decimals Round $4.568 to the nearest cent. $4.57 $4.56 $4.00 $5.00 Lesson 3 CYP4

End of Lesson 3

3-4 Problem-Solving Strategy: Use Logical Reasoning Five-Minute Check (over Lesson 3-3) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 4 Menu

I will solve problems by using logical reasoning.
3-4 Problem-Solving Strategy: Use Logical Reasoning I will solve problems by using logical reasoning. Lesson 4 MI/Vocab

3-4 Problem-Solving Strategy: Use Logical Reasoning Standard 5MR2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. Lesson 4 Standard 1

3-4 Problem-Solving Strategy: Use Logical Reasoning Standard 5MG1.4 Differentiate between, and use appropriate units of measures for, two- and three-dimensional objects (i.e., find the perimeter, area, volume). Lesson 4 Standard 1

Sam and the girl with the green notebook are in the same class.
3-4 Problem-Solving Strategy: Use Logical Reasoning Mora, Sam, Aisha, and Jamal each have a different colored notebook (blue, red, purple, and green). Use the clues to determine which person owns each notebook. Sam and the girl with the green notebook are in the same class. The purple notebook is owned by a girl. Jamal and the person with the red notebook eat lunch together. Mora is not in the same class as Sam. Lesson 4 Ex1

Understand What facts do you know?
3-4 Problem-Solving Strategy: Use Logical Reasoning Understand What facts do you know? You know the four clues that are listed previously. What do you need to find? Which person owns each notebook? Lesson 4 Ex1

3-4 Problem-Solving Strategy: Use Logical Reasoning Plan Use logical reasoning to find which person owns each notebook. Make a table to help sort out the information. Lesson 4 Ex1

Solve Place an “X” in each box that cannot be true.
3-4 Problem-Solving Strategy: Use Logical Reasoning Solve Place an “X” in each box that cannot be true. Clue 3 shows that Jamal does not own the red notebook. Clues 1 and 2 show that girls own the green and purple notebooks and the boys own the blue and red notebooks. Clue 4 shows that Mora is not in the same class as Sam, so she does not own the green notebook. Lesson 4 Ex1

3-4 Problem-Solving Strategy: Use Logical Reasoning Solve Answer: So, Mora owns the purple notebook, Sam owns the red notebook, Aisha owns the green notebook, and Jamal owns the blue notebook. Lesson 4 Ex1

3-4 Problem-Solving Strategy: Use Logical Reasoning Check Look back. Reread the clues to see if the answers that you determined match the clues. Since all of the answers match the clues, the answers are reasonable. Lesson 4 Ex1

End of Lesson 4

Five-Minute Check (over Lesson 3-4) Main Idea and Vocabulary
3-5 Estimating Sums and Differences Five-Minute Check (over Lesson 3-4) Main Idea and Vocabulary California Standards Concept Summary: Estimation Methods Example 1 Example 2 Example 3 Example 4 Example 5 Lesson 5 Menu

I will estimate sums and differences of decimals.
3-5 Estimating Sums and Differences I will estimate sums and differences of decimals. clustering front-end estimation Lesson 5 MI/Vocab

3-5 Estimating Sums and Differences Standard 5NS1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g. thousandths) numbers. Lesson 5 Standard 1

3-5 Estimating Sums and Differences Lesson 5 Key Concept 1

3-5 Estimating Sums and Differences Using the graph below, estimate the total number of passengers that travel through Hartsfield-Atlanta and Dallas/Ft. Worth. Lesson 5 Ex1

Round each number to the nearest ten for easier adding.
3-5 Estimating Sums and Differences Round each number to the nearest ten for easier adding. 41.596 40 rounds to 40. 27.746 + 30 + rounds to 30. 70 Answer: About 70 million passengers travel through these two airports. Lesson 5 Ex1

3-5 Estimating Sums and Differences Which choice is a correct estimate of the amount of people who travel through Chicago O’Hare and Las Vegas airports? about 40 million about 50 million about 60 million about 30 million Lesson 5 CYP1

3-5 Estimating Sums and Differences Using the graph below, estimate how many more passengers travel through Hartsfield-Atlanta than Dallas/Ft. Worth? Lesson 5 Ex2

3-5 Estimating Sums and Differences 41.596 40 rounds to 40. 27.746 – 30 – rounds to 30. 10 Answer: About 10 million more passengers travel through Hartsfield-Atlanta. Lesson 5 Ex2

3-5 Estimating Sums and Differences Use the graph to choose which answer is about how many more people travel through Hartsfield-Atlanta than Los Angeles airports. about 20 million about 40 million about 50 million They are about the same. Lesson 5 CYP2

Estimate 4.89 + 5.16 + 5.02 using clustering.
3-5 Estimating Sums and Differences Estimate using clustering. The addends are clustered around 5. Round each decimal to 5. 4.89 5 5.16 5 + 5.02 + 5 15 Answer: Using clustering, is about 15. Lesson 5 Ex3

3-5 Estimating Sums and Differences Use clustering to estimate Choose the correct answer. 12.22 12 11 11.22 Lesson 5 CYP3

3-5 Estimating Sums and Differences Dao runs on the track team at Burbank Middle School. One week he ran 4.626, 5.219, 4.992, 5.433, and miles at practice. Use clustering to determine the total amount of miles he ran for the week. Lesson 5 Ex4

The addends are clustered around 5. Round each decimal to 5.
3-5 Estimating Sums and Differences The addends are clustered around 5. Round each decimal to 5. 4.626 5 5.219 5 4.992 5 5.443 5 + 4.905 + 5 25 Answer: Dao ran about 25 miles during the week. Lesson 5 Ex4

3-5 Estimating Sums and Differences Shao rode his bike , , , , and miles last week. Use clustering to determine the correct amount of miles Shao rode his bike in a week. 80 75 70 72 Lesson 5 CYP4

Estimate 22.35 – 11.14 using front-end estimation.
3-5 Estimating Sums and Differences Estimate – using front-end estimation. 22.35 20.00 Subtract the leftmost digits. – 11.14 – 10.00 10.00 Answer: Using front-end estimation, – is about Lesson 5 Ex5

3-5 Estimating Sums and Differences Estimate using front-end estimation. Choose the best answer. 77 80 60 70 Lesson 5 CYP5

End of Lesson 5

3-6 Problem-Solving Investigation: Use Estimation Five-Minute Check (over Lesson 3-5) Main Idea California Standards Example 1: Problem-Solving Investigation Lesson 6 Menu

I will solve problems by estimating.
3-6 Problem-Solving Investigation: Use Estimation I will solve problems by estimating. Lesson 6 MI/Vocab

3-6 Problem-Solving Investigation: Use Estimation Standard 5MR2.6 Make precise calculations and check the validity of the results from the context of the problem. Standard 5NS1.1 Estimate, round, and manipulate very large and very small numbers. Lesson 6 Standard 1

YOUR MISSION: Find about how far Ping’s family traveled.
3-6 Problem-Solving Investigation: Use Estimation PING: My family drove to North Carolina for our vacation. We drove miles the first day, miles the second day, and miles the third day. We are following the same route to return home. YOUR MISSION: Find about how far Ping’s family traveled. Lesson 6 Ex1

Understand What facts do you know?
3-6 Problem-Solving Investigation: Use Estimation Understand What facts do you know? You know that the family drove miles, miles, and miles. What do you need to find? You need to find about how far Ping’s family traveled. Lesson 6 Ex1

3-6 Problem-Solving Investigation: Use Estimation Plan Since you don’t need an exact answer, you can estimate the number of miles traveled each day. Add the total for the three days and double that to account for the trip to North Carolina and then back home. Lesson 6 Ex1

Solve Day One 356.8 400 Day Two 305.2 300 Day Three 283.1 + 300 1,000
3-6 Problem-Solving Investigation: Use Estimation Solve Day One 356.8 400 Day Two 305.2 300 Day Three 283.1 + 300 1,000 Answer: The one-way trip was about 1,000 miles. The return trip was another 1,000 miles, for a total of 2,000 miles. Lesson 6 Ex1

Check Use clustering. The miles are clustered around 300.
3-6 Problem-Solving Investigation: Use Estimation Check Use clustering. The miles are clustered around 300. 6 × 300 = 1,800 Since 1,800 ≈ 2,000, a total of 2,000 is reasonable. Lesson 6 Ex1

End of Lesson 6

Adding and Subtracting Decimals
3-7 Adding and Subtracting Decimals Five-Minute Check (over Lesson 3-6) Main Idea California Standards Example 1 Example 2 Example 3 Example 4 Example 5 Adding and Subtracting Decimals Lesson 7 Menu

I will add and subtract decimals.
3-7 Adding and Subtracting Decimals I will add and subtract decimals. Lesson 7 MI/Vocab

3-7 Adding and Subtracting Decimals Standard 5NS2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of results. Lesson 7 Standard 1

Line up the decimal points + 6.3
3-7 Adding and Subtracting Decimals Find the sum of 98.5 and 6.3. Estimate ≈ or 105 98.5 Line up the decimal points + 6.3 104.8 Add as with whole numbers. Answer: So, = Check for Reasonableness 104.8 ≈ 105  Lesson 7 Ex1

3-7 Adding and Subtracting Decimals Find the sum of 24.7 and 5.8. 30.5 31.2 39.5 31.5 Lesson 7 CYP1

Line up the decimal points
3-7 Adding and Subtracting Decimals Find – Estimate 8.632 – ≈ 9 – 3 or 6 8.632 Line up the decimal points – 3.231 5.401 Subtract as with whole numbers. Answer: So, – = Check for Reasonableness 5.401 ≈ 6  Lesson 7 Ex2

3-7 Adding and Subtracting Decimals Find – 2.562 2.256 2.526 2.565 Lesson 7 CYP2

Annex zeros so that both numbers have the same place value.
3-7 Adding and Subtracting Decimals Find 3 – 1.73. Estimate 3 – ≈ 3 – 2 or 1 3.00 Annex zeros so that both numbers have the same place value. – 1.73 1.27 Subtract as with whole numbers. Answer: So, 3 –1.73 = 1.27. Check for Reasonableness 1.219 ≈ 1  Lesson 7 Ex3

3-7 Adding and Subtracting Decimals Find 4 – 2.373 1.373 2.627 1.627 Lesson 7 CYP3

Annex zeros so that both numbers have the same place value.
3-7 Adding and Subtracting Decimals Find 46 – Estimate 46 – ≈ 46 – 6 or 40 46.000 Annex zeros so that both numbers have the same place value. – 5.719 40.281 Subtract as with whole numbers. Answer: So, 46 – = Check for Reasonableness ≈ 40  Lesson 7 Ex4

3-7 Adding and Subtracting Decimals Find 57 – 53.628 52.873 52.372 53.372 Lesson 7 CYP4

3-7 Adding and Subtracting Decimals Every element found in the Periodic Table has an atomic weight. The elements hydrogen and oxygen have the following atomic weights, respectively, 1.01, and What is the difference of the atomic weights for hydrogen and oxygen? Lesson 7 Ex5

Line up the decimal points.
3-7 Adding and Subtracting Decimals Estimate 15.99 – 1.01 ≈ 16 – 1 or 15 15.99 Line up the decimal points. – 1.01 14.98 Subtract as with whole numbers. Answer: So, – 1.01 = Check for Reasonableness 14.98 ≈ 15  Lesson 7 Ex5

3-7 Adding and Subtracting Decimals The element chlorine has an atomic weight of , and helium has an atomic weight of How much more does chlorine weigh? 31.45 30.45 31.54 30.54 Lesson 7 CYP5

End of Lesson 7

Five-Minute Checks Modeling Decimals Adding and Subtracting Decimals
CR Menu

Lesson 3-1 (over Chapter 2) Lesson 3-2 (over Lesson 3-1)
5Min Menu

(over Chapter 2) Write an integer to represent the data The stock market gained 16 points yesterday. an increase of 16 16 a decrease of 16 –16 5Min 1-1

(over Chapter 2) Write an integer to represent the data. The reef is located 35 feet below sea level. 35 35 feet below 35 feet above –35 5Min 1-2

(over Chapter 2) Write an integer to represent the data. The team gained 8 yards on the last play. +8 moved up by 8 –8 moved back by 8 5Min 1-3

(over Chapter 2) Write an integer to represent the data. The cat lost 2 pounds last week. 2 raised by 2 decreased by 2 –2 5Min 1-4

(over Chapter 2) Write an integer to represent the data Ms. Steinberg withdrew $80 from her savings account. reduced by $80 $80 –$80 lost $80 5Min 1-5

Graph 0.8 in the approximate position on a number line.
(over Lesson 3-1) Graph 0.8 in the approximate position on a number line. A. A B. B C. C 5Min 2-1

Graph 3.2 in the approximate position on a number line.
(over Lesson 3-1) Graph 3.2 in the approximate position on a number line. A. A B. B C. C 5Min 2-2

Graph –1.93 in the approximate position on a number line.
(over Lesson 3-1) Graph –1.93 in the approximate position on a number line. A. A B. B C. C 5Min 2-3

Graph –4.1 in the approximate position on a number line.
(over Lesson 3-1) Graph –4.1 in the approximate position on a number line. A. A B. B C. C 5Min 2-4

Use >, <, or = to compare 632,876 632,678.
(over Lesson 3-2) Use >, <, or = to compare 632, ,678. > < = 5Min 3-1

Use >, <, or = to compare 11,943,549 11,754,106.
(over Lesson 3-2) Use >, <, or = to compare 11,943, ,754,106. > < = 5Min 3-2

Use >, <, or = to compare 0.06 0.1.
(over Lesson 3-2) Use >, <, or = to compare > < = 5Min 3-3

Use >, <, or = to compare 4.50 4.5.

Use >, <, or = to compare 17.72 17.63.

(over Lesson 3-3) Round to the nearest whole number. 4 3.3 3.28 3 5Min 4-1

Round 53.86 to the nearest tenth.
(over Lesson 3-3) Round to the nearest tenth. 53.8 54 53.9 53 5Min 4-2

Round 6,594,428 to the nearest million.
(over Lesson 3-3) Round 6,594,428 to the nearest million. 6,600,000 7,000,000 6,000,000 6,500,000 5Min 4-3

Round 12,856,439 to the nearest thousand.
(over Lesson 3-3) Round 12,856,439 to the nearest thousand. 12,000,000 12,856,400 12,900,000 12,856,000 5Min 4-4

Glen drew a mouse and a dog; Fatou drew a squirrel and a cat
(over Lesson 3-4) Glen and Fatou each drew two pictures of animals. The animals they drew were a dog, cat, mouse, and squirrel. Glen did not draw a dog. Fatou did not draw a mouse. The person who drew the mouse did not draw a cat. Which animals did each person draw? Glen drew a mouse and a dog; Fatou drew a squirrel and a cat Glen drew a dog and a cat; Fatou drew a mouse and a squirrel 5Min 5-1

C. Glen drew a mouse and a squirrel; Fatou drew a dog and a cat
(over Lesson 3-4) Glen and Fatou each drew two pictures of animals. The animals they drew were a dog, cat, mouse, and squirrel. Glen did not draw a dog. Fatou did not draw a mouse. The person who drew the mouse did not draw a cat. Which animals did each person draw? C. Glen drew a mouse and a squirrel; Fatou drew a dog and a cat D. Glen drew a dog and a cat; Fatou drew a mouse and a squirrel 5Min 5-1

C. Glen drew a mouse and a squirrel; Fatou drew a dog and a cat
(over Lesson 3-4) Glen and Fatou each drew two pictures of animals. The animals they drew were a dog, cat, mouse, and squirrel. Glen did not draw a dog. Fatou did not draw a mouse. The person who drew the mouse did not draw a cat. Which animals did each person draw? C. Glen drew a mouse and a squirrel; Fatou drew a dog and a cat 5Min 5-1

(over Lesson 3-5) Basir’s basketball team scored the following points in their first 4 basketball games: 42, 23, 28, and 46. About how many points have they scored so far? 150 points 140 points 130 points 120 points 5Min 6-1

(over Lesson 3-5) The two richest men in the world are worth $46.6 and $42.9 billion, respectively. Estimate their total worth. $85 billion $87 billion $89 billion $90 billion 5Min 6-2

(over Lesson 3-5) Use clustering to estimate the sum of $29.30, $33.62, $28.75, and $31.46. $123.00 $121.00 $120.00 $100.00 5Min 6-3

Use front-end estimation to estimate 862 – 357.
(over Lesson 3-5) Use front-end estimation to estimate 862 – 357. 500 510 550 600 5Min 6-4

(over Lesson 3-6) Determine whether you need an estimate or an exact answer. Then solve. Jaya worked 6.5 hours on Monday, 6 hours on Tuesday, 7.5 hours on Wednesday, 5.5 hours on Thursday, and 6 hours on Friday. About how many hours did she work last week? estimate; 32.5 hours exact; 31.5 hours estimate; 30 hours exact; 33 hours 5Min 7-1

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Chapter 3 Adding and Subtracting Decimals

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