my homework lesson 5 estimate sums

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McGraw-Hill My Math Grade 5 Volume 1

Textbook: mcgraw-hill my math grade 5 volume 1 isbn: 9780021150243.

Use the table below to find videos, mobile apps, worksheets and lessons that supplement McGraw-Hill My Math Grade 5 Volume 1 book.

Chapter 1: Place Value

Lesson 1: place value through millions, lesson 2: compare and order whole numbers through millions, lesson 3: hands on: model fractions and decimals, lesson 4: represent decimals, lesson 5: hands on: understand place value, lesson 6: place value through thousandths, lesson 7: compare decimals, lesson 8: order whole numbers and decimals, chapter 2: multiply whole numbers, lesson 1: prime factorization, lesson 2: hands on: prime factorization patterns, lesson 3: powers and exponents, lesson 4: multiplication patterns, lesson 5: hands on: use partial products and the distributive property, lesson 6: the distributive property, lesson 7: estimate products, lesson 8: multiply by one-digit numbers, lesson 9: multiply by two-digit numbers, chapter 3: divide by a one-digit divisor, lesson 1: relate division to multiplication, lesson 2: hands on: division models, lesson 3: two-digit dividends, lesson 4: division patterns, lesson 5: estimate quotients, lesson 6: hands on: division models with greater numbers, lesson 7: hands on: distributive property and partial quotients, lesson 8: divide three- and four-digit dividends, lesson 9: place the first digit, lesson 10: quotients with zeros, lesson 11: hands on: use models to interpret the remainder, lesson 12: interpret the remainder, chapter 4: divide by a two-digit divisor, lesson 1: estimate quotients, lesson 2: hands on: divide using base-ten blocks, lesson 3: divide by a two-digit divisor, lesson 4: adjust quotients, lesson 5: divide greater numbers, chapter 5: add and subtract decimals, lesson 1: round decimals, lesson 2: estimate sums and differences, lesson 3: hands on: add decimals using base-ten blocks, lesson 4: hands on: add decimals using models, lesson 5: add decimals, lesson 6: addition properties, lesson 7: hands on: subtract decimals using base-ten blocks, lesson 8: hands on: subtract decimals using models, lesson 9: subtract decimals, chapter 6: multiply and divide decimals, lesson 1: estimate products of whole numbers and decimals, lesson 2: hands on: use models to multiply, lesson 3: multiply decimals by whole numbers, lesson 4: hands on: use models to multiply decimals, lesson 5: multiply decimals, lesson 6: multiply decimals by powers of ten, lesson 7: multiplication properties, lesson 8: estimate quotients of decimals, lesson 9: hands on: divide decimals, lesson 10: divide decimals by whole numbers, lesson 11: hands on: use models to divide decimals, lesson 12: divide decimals, lesson 13: divide decimals by powers of ten, chapter 7: expressions and patterns, lesson 1: hands on: numerical expressions, lesson 2: order of operations, lesson 3: write numerical expressions, lesson 4: hands on: generate patterns, lesson 5: patterns, lesson 6: ordered pairs, lesson 7: graph patterns.

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Estimating sums and differences

Common Core Standards: Grade 5 Number & Operations in Base Ten

CCSS.Math.Content.5.NBT.A.4

This worksheet originally published in Math Made Easy for 5th Grade by © Dorling Kindersley Limited .

Related worksheets

Estimating differences of money, estimating sums of money, rounding decimals, rounding money.

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Envision Math Grade 5 Answer Key Topic 2.3 Estimating Sums and Differences

Envision math 5th grade textbook answer key topic 2.3 estimating sums and differences.

Another Example How can you estimate differences? Estimate 22.8 – 13.9.

Question 1. Which estimate is closer to the actual difference? How can you tell without subtracting? Answer:

Question 2. When is it appropriate to estimate an answer? Answer:

Guided Practice*

Do you know HOW?

In 1 through 6, estimate the sums and differences.

Question 1. 49 + 22 Answer:

Question 2. 86 – 18 Answer:

Question 3. 179 + 277 Answer:

Question 4. 232 – 97 Answer:

Question 5. 23.8 – 4.7 Answer:

Question 6. 87.2 + 3.9 Answer:

Do you UNDERSTAND?

Question 7. Give an example of when estimating is useful. Answer:

Question 8. The students in the example at the top collected more cans of dog food in week 4 than in week 3. Estimate about how many more. Answer:

Independent Practice

In 9 through 24, estimate each sum or difference

Question 21. 3,205 – 2,812 Answer;

Question 22. 93 – 46 Answer;

Question 23. 1,052 + 963 Answer:

Question 24. 149 – 51 Answer:

In 25 through 39, estimate each sum or difference.

Question 33. 77.11 – 8.18 Answer:

Question 34. 35.4 – 7.8 Answer:

Question 36. 89.66 – 27.9 Answer:

Question 37. 22.8 + 49.2 + 1.7 Answer:

Question 38. 67.5 – 13.7 Answer:

Question 39. $9.10 + $48.50 + $5.99 Answer:

Problem Solving

Question 40. Writing to Explain The cost of one CD is $16.98, and the cost of another CD is $9.29. Brittany estimated the cost of these two CDs to be about $27. Did she overestimate or underestimate? Explain. Answer:

Question 41. Martha cycled 14 miles each day on Saturday and Monday, and 13 miles each day on Tuesday and Thursday. How many miles did she cycle in all? Answer:

Question 42. One fifth-grade class has 11 boys and 11 girls. A second fifth-grade class has 10 boys and 12 girls. There are 6 math teachers. To find the total number of fifth-grade students, what information is not needed? A. The number of girls in the first class. B. The number of boys in the first class. C. The number of math teachers. D. The number of boys in the second class. Answer:

Question 43. On vacation, Steven spent $13 each day on Monday and Tuesday. He spent $9 each day on Wednesday and Thursday. If Steven brought $56 to spend, how much did he have left to spend? Answer:

Question 44. Estimate 74.05 + 9.72 + 45.49 by rounding to the nearest whole number. What numbers did you add? A. 75, 10, and 46 B. 74.1, 9.7, and 45.5 C. 74, 10, and 45 D. 75, 10, and 50 Answer:

Number Patterns

The following numbers form a pattern. 3, 7, 11, 15, 19, … In this case the pattern is a simple one. The pattern is add 4. Some patterns are more complicated. Look at the following pattern. 20, 24, 30, 34, 40, 44, 50, … In this case, the pattern is add 4, add 6. Look for a pattern. Find the next two numbers.

Question 1. 9, 18, 27, 36, 45, … Answer:

Question 2. 90, 80, 70, 60, 50, … Answer:

Question 3. 2, 102, 202, 302, … Answer:

Question 4. 26, 46, 66 , 86, … Answer:

Question 5. 20, 31, 42, 53, 64, … Answer:

Question 6. 100, 92, 84, 76, 68, … Answer:

Question 7. 1, 3, 9, 27, … Answer:

Question 8. 800, 400, 200, 100, … Answer:

Question 9. 20, 21, 19, 20, 18, 19, 17, … Answer:

Question 10. 10, 11, 21, 22, 32, 33, … Answer:

Question 11. 25, 32, 28, 35, 31, 38, … Answer:

Question 12. 5, 15, 10, 20, 15, 25, 20, … Answer:

Question 13. The following numbers are called Fibonacci numbers. 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, … Explain how you could find the next two numbers. Answer:

Question 14. Write a Problem Write a number pattern that involves two operations. Answer:

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Estimating Sums and Differences (Grade 5)

Excerpted from

Fifth Grade Math Made Easy

These workbooks have been compiled and tested by a team of math experts to increase your child's confidence, enjoyment, and success at school. Fifth Grade Math Made Easy provides practice at all the major topics for Grade 5 with emphasis on addition and subtraction of fractions and decimals. It includes a review of Grade 4 topics, including Times Tables practice. Learn how the workbook correlates to the Common Core State Standards for mathematics.

Featured 5th Grade Resources

Related Resources

Estimate Sums by Rounding

Related Topics: Lesson Plans and Worksheets for Grade 3 Lesson Plans and Worksheets for all Grades Common Core For Grade 3 More Lessons for Grade 3 Math

Examples, solutions, and videos to help Grade 3 students learn how to estimate sums by rounding and apply to solve measurement word problems.

Common Core Standards: 3.NBT.2, 3.NBT.1, 3.MD.1, 3.MD.2

New York State Common Core Math Grade 3, Module 2, Lesson 17

Download Worksheet for Common Core Grade 3, Module 2, Lesson 17

Round to nearest ten Worksheet Sprint A Round to nearest ten Worksheet Sprint B

Application Problem

The doctor prescribed 175 milliliters of medicine on Monday and 256 milliliters of medicine on Tuesday. a. Estimate how much medicine he prescribed in both days. b. Precisely how much medicine did he use in both days?

Concept Development

Estimate the sum of 362 + 159 by rounding.

What is 362 rounded to the nearest hundred? 400. What is 159 rounded to the nearest hundred? 200. What is 400 + 200? 600 We estimated the sum by rounding to the nearest hundred and got 600.

Let’s now round to the nearest 10 and add. 360 + 160 = 520

We’ve learned to round to the nearest ten and hundred before. Let’s think if there is another way we could round these numbers that would make them easy to add. They are both really close to a fifty and those are easy for me to add. What is 363 rounded to the nearest fifty? 350. What is 159 rounded to the nearest fifty? 150 350 + 150 is 500.

The actual answer 362 + 159 = 521 Rounding to the nearest 10 is the most accurate. Rounding to the nearest 50 makes it easier to calculate.

• Dena reads for 361 minutes during Week 1 of her school’s two-week long Read-A-Thon. She reads for 212 minutes during Week 2 of the Read-A-Thon. a. Estimate the total amount of time Dena reads during the Read-A-Thon by rounding. b. Estimate the total amount of time Dena reads during the Read-A-Thon by rounding in a different way. c. Calculate the actual number of minutes that Dena reads during the Read-A-Thon. Which method of rounding was more precise? Why?

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Curriculum  /  Math  /  5th Grade  /  Unit 1: Place Value with Decimals  /  Lesson 5

Place Value with Decimals

Lesson 5 of 13

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Explain patterns in the number of zeros of the quotient when dividing a whole number by 10. Recognize that in a multi-digit whole number, a digit in any place represents $${\frac{1}{10}}$$  as much as it represents in the place to its left.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations in Base Ten

5.NBT.A.1 — Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

5.NBT.A.2 — Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Foundational Standards

The foundational standards covered in this lesson

4.NBT.A.1 — Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Number and Operations—Fractions

4.NF.B.4.B — Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Divide whole numbers by 10 (e.g., $$5,000 \div 10$$ , $$4,320 \div 10$$ ).
• Multiply whole numbers by $$\frac{1}{10}$$  or 0.1 and see that this is equivalent to dividing those whole numbers by 10. 
• Generalize the pattern that dividing a whole number by 10 results in the digits in the number shifting one place to the right (MP.8).
• Understand that a digit in one place represents $$\frac{1}{10}$$  of what it represents in the place to its left.

Suggestions for teachers to help them teach this lesson

Students will only divide in cases where the quotient is a whole number. Students will divide by 10 with decimal quotients in Topic B. 

Lesson Materials

• Millions Place Value Chart (2 per student) — Students might need more or less depending on their reliance on this tool.
• Base ten blocks (8 thousands, 80 hundreds, 70 tens, 50 ones per student or small group) — Students might not need these depending on their reliance on concrete materials. You could just use one set for the teacher if materials are limited.

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

25-30 minutes

a.   Solve. 

• $$50\div10=$$ ___________
• $$8,700\div 10=$$ ___________
• $$90,060 \div 10 =$$  ___________
• $$204,000 \div 10 =$$  ___________

b.   What do you notice about Part (a)? What do you wonder?

Guiding Questions

a.    Solve.

• $${70 \div 10}$$
• $${70 \times {1\over 10}}$$
• $$70\times0.1$$

Write a whole number in which the value of the digit 3 is $$\frac{1}{10}$$ the value of the digit 3 in 23,456. Explain how you know the number you wrote is correct. 

15-20 minutes

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• Look at #1b. What did you get? (Note: They should have gotten 10 if they were paying close attention. Same with #2f.) 
• Look at #5. Do you agree or disagree? If you agree, what are the two correct answers? Prove that they are both correct. 
• Look at #7. What kind of picture did you draw? 

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

5-10 minutes

a.    $$380\div10=$$ ________

b.    $$4,820 \times \frac{1}{10}=$$ ________

Student Response

Explain what happened to the value of the 8 in both problems in #1.

An example response to the Target Task at the level of detail expected of the students.

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Place Value with Whole Numbers

Build whole numbers to 1 million by multiplying by 10 repeatedly.

5.NBT.A.1 5.NBT.A.2

Use whole numbers to denote powers of 10. Explain patterns in the number of zeros when multiplying any powers of 10 by any other powers of 10. 

Explain patterns in the number of zeros of the product when multiplying a whole number by 10. Recognize that in a multi-digit whole number, a digit in any place represents 10 times as much as it represents in the place to its right. 

Explain patterns in the number of zeros of the product when multiplying a whole number by powers of 10. 

Explain patterns in the number of zeros of the quotient when dividing a whole number by powers of 10. 

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Topic B: Place Value with Decimals

Build decimal numbers to thousandths by dividing by 10 repeatedly. 

Explain patterns in the placement of the decimal point when a decimal is multiplied by any power of 10. Recognize that in a multi-digit decimal, a digit in any place represents 10 times as much as it represents in the place to its right.

Explain patterns in the placement of the decimal point when a decimal is divided by a power of 10. Recognize that in a multi-digit decimal, a digit in any place represents $${\frac{1}{10}}$$  as much as it represents in the place to its left.

Topic C: Reading, Writing, Comparing, and Rounding Decimals

Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. 

5.NBT.A.3.A

Compare multi-digit decimals to the thousandths based on meanings of the digits using $${>}$$ , $${<}$$ , or $$=$$  to record the comparison.

5.NBT.A.3.B

Use place value understanding to round decimals to the nearest whole. 

Use place value understanding to round decimals to any place.

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• Grade 5 HMH Go Math - Answer Keys

Explanation:

308.3  ÷ 15

Estimate the quotient.

63.5 ÷ 5

57.8 ÷ 81

172.6 ÷ 39

43.6 ÷ 8

2.8 ÷ 6

467.6  ÷ 8

209.3 ÷ 48

737.5 ÷ 9

256.1  ÷ 82

Taylor uses 645.6 gallons of water in 7 days. Suppose he uses the same amount of water each day. About how much water does Taylor use each day?

On a road trip, Sandy drives 368.7 miles. Her car uses a total of 18 gallons of gas. About how many miles per gallon does Sandy’s car get?

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McGraw Hill My Math Grade 4 Chapter 2 Lesson 4 Answer Key Estimate Sums and Differences

All the solutions provided in McGraw Hill Math Grade 4 Answer Key PDF Chapter 2 Lesson 4 Estimate Sums and Differences  will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 4 Answer Key Chapter 2 Lesson 4 Estimate Sums and Differences

Math in My World

Answer:  5,481 + 2,326 is about 7,800

Answer : $7,542 – $3,225 is about 4,300

Answer: Covington has about 21,000 more people.

Answer:  829 + 1,560  nearly is 2,800

Explanation: Given, 829 + 1,560 For 829 , nearest hundred will be 800 For 1,560  nearest thousand will be 2,000 Then 800 + 2,000 = 2,800 So, 829 + 1,560  nearly is 2,800

Guided Practice

Estimate. Round each number to the given place value.

Question 1. 1,454 + 335; hundreds ____ + ___ = _____ Answer:  300 + 1500 = 1800

Explanation: Given, 1,454 + 335 Rounding to the nearest hundreds we get 300 + 1500 = 1800

Question 2. 2,871 + 427; hundreds ____ + ___ = _____ Answer: 2900 + 400 = 3200

Explanation: Given, 2,871 + 427 Rounding to the nearest hundreds we get 2900 + 400 = 3200

Question 3. $2,746 – $1,529; tens ____ – ___ = _____ Answer:  $2750 +$1530 = $4,280

Explanation: Given, $2,746 – $1,529 Rounding to the nearest ten we get $2750 +$1530 = $4,280

Question 4. 48,344 – 7,263; thousands ____ – ___ = _____ Answer:  48000 + 7000 = 55000

Explanation: Given, 48,344 – 7,263 Rounding to the nearest thousands we get 48000 + 7000 = 55000

Independent Practice

Question 5. $5,238 + $3,420; hundreds Answer:  $5200 + $3400 = $8600

Explanation: Given, $5,238 + $3,420 Rounding to the nearest hundreds we get $5200 + $3400 = $8600

Question 6. $4,127 + $2,666; hundreds Answer: $4,100 + $2,600 = $6,700

Explanation: Given, $4,127 + $2,666 Rounding to the nearest hundreds we get $4,100 + $2,600 = $6,700

Question 7. 5,342 + 298; hundreds Answer: 5,300 + 300 = 5,600

Explanation: Given, 5,342 + 298 Rounding to the nearest hundreds we get 5,300 + 300 = 5,600

Question 8. 3,182 + 6,618; hundreds Answer:  3,200 + 6,600 = 9,800

Explanation: Given, 3,182 + 6,618 Rounding to the nearest hundreds we get 3,200 + 6,600 = 9,800

Question 9. 48,205 + 50,214; thousands Answer:  48,000 + 50,000 = 98,000

Explanation: Given, 48,205 + 50,214 Rounding to the nearest thousands we get 48,000 + 50,000 = 98,000

Question 10. $25,497 + $54,088; ten thousands Answer: $30,000 + $50,000 = $80,000

Explanation: Given, $25,497 + $54,088 Rounding to the nearest  ten thousands we get $30,000 + $50,000 = $80,000

Question 11. $7,172 – $5,103; hundreds Answer:  $7,200 – $5,100 = $2,100

Explanation: Given, $7,172 – $5,103 Rounding to the nearest  hundreds we get $7,200 – $5,100 = $2,100

Question 12. 9,185 – 6,239; thousands Answer:  9,000 – 6,000 = 3,000

Explanation: Given, 9,185 – 6,239 Rounding to the nearest  thousands we get 9,000 – 6,000 = 3,000

Question 13. 2,647 – 256; hundreds Answer: 2,600 – 300 = 2,300

Explanation: Given, 2,647 – 256 Rounding to the nearest  hundreds we get 2,600 – 300 = 2,300

Question 14. 27,629 – 5,364; thousands Answer: 28,000 – 5,000 = 23,000

Explanation: Given, 27,629 – 5,364 Rounding to the nearest  thousands we get 28,000 – 5,000 = 23,000

Question 15. $27,986 – $4,521; thousands Answer: $28,000 – $5,000 = $ 23,000

Explanation: Given, $27,986 – $4,521 Rounding to the nearest  thousands we get $28,000 – $5,000 = $23,000

Question 16. $47,236 – $20,425; thousands Answer: $47,000 – $20,000  = $27,000

Explanation: Given, $47,236 – $20,425 Rounding to the nearest  thousands we get $47,000 – $20,000  = $27,000

Problem Solving

The table shows the tallest buildings in the world. Round each height to the nearest hundred. Write a number sentence to solve.

Explanation: Given,  Willis Tower is 1,450 ft Jin Mao Building  is 1,381 Rounding to the nearest hundreds we get 1,400 – 1,300 = 100 ft So, Willis Tower is about 100 ft taller than  Jin Mao Building

Question 18. Mathematical PRACTICE 4 Model Math Estimate the difference between the height of the Taipei 101 building and the Empire State Building. Answer: The difference between the height of the Taipei 101 building and the Empire State Building is 400 ft

Explanation: Given,  Empire State Building is 1,250 ft Taipei 101 building is 1,669 ft Rounding to the nearest hundreds we get 1,700 – 1,300 = 400 ft So, The difference between the height of the Taipei 101 building and the Empire State Building is 400 ft

Question 19. About how much taller is Petronas Towers than the Empire State Building? Answer:  Petronas Towers is about  200 ft taller than Empire State Building .

Explanation: Given, Empire State Building is 1,250 ft Petronas Towers is 1,482 ft Rounding to the nearest hundreds we get 1,500 – 1,300 = 200 ft So, Petronas Towers is about  200 ft taller than Empire State Building .

HOT Problems

Question 20. Mathematical PRACTICE 2 Reason Write two numbers that when rounded to the thousands place have an estimated sum of 10,000. Answer:  The numbers are 5,968 and 3,897

Explanation: Let the numbers be , 5,968 and 3,897 Rounding to the nearest thousands we get 6,000 + 4,000 = 10,000 So, The numbers are 5,968 and 3,897

Question 21. ? Building on the Essential Question How do you know if an estimate is reasonable? Explain. Answer: A reasonable estimate does not exceed the original numbers in a problem. Subtract the smaller number from the larger one to check for reasonableness. In this example, you would subtract 600 from 651 to get 51. The numbers are reasonably close, so you can probably accept that 651 is the correct answer.

McGraw Hill My Math Grade 4 Chapter 2 Lesson 4 My Homework Answer Key

Estimate. Round each number to the nearest hundred.

Estimate. Round each number to the nearest thousand.

Question 3. $5,486 + $8,602 Answer:  $5,000 + $9,000 = $14,000

Explanation: Given, $5,486 + $8,602 Rounding to the nearest thousands we get $5,000 + $9,000 = $14,000

Question 4. 95,438 – 62,804 Answer: 95,000 – 63,000 = 32,000

Explanation: Given, 95,438 – 62,804 Rounding to the nearest thousands we get 95,000 – 63,000 = 32,000

Question 5. A total of 2,691 people attended the school play. A total of 1,521 people attended the band concert. About how many more people attended the play than the concert? Answer: About 1,500 more people attended the play than the concert

Explanation: Given, A total of 2,691 people attended the school play. A total of 1,521 people attended the band concert. Then, 2,691 – 1,521 Rounding to the nearest hundreds we get 3,000 – 1,500 = 1,500 So, About 1,500 more people attended the play than the concert

Question 6. The highest point in Texas, Guadalupe Peak, is 8,749 feet high. The highest point in California, Mount Whitney, is 14,497 feet high. About how much higher is Mount Whitney than Guadalupe Peak? Answer: 5800 ft

Explanation: Given, The highest point in Texas, Guadalupe Peak, is 8,749 feet high. The highest point in California, Mount Whitney, is 14,497 feet high. Then, 14,497 – 8,749 Rounding to the nearest hundreds we get 14,500 – 8,700 = 5,800 So, Mount Whitney is about  5,800 feet more than the Guadalupe Peak

Question 7. Mathematical PRACTICE 2 Use Number Sense Maria’s school raised $23,240 in magazine sales and Cole’s school raised $16,502. About how much more money did Maria’s school raise? Answer: Maria’s school raised about $6,000 more money than Cole’s school

Explanation: Given, Maria’s school raised $23,240 in magazine sales and Cole’s school raised $16,502 Then, $23,240 – $16,502 Rounding to the nearest thousands we get $23,000 – $17,000  = $6,000 So, Maria’s school raised about $6,000 more money than Cole’s school

Test Practice

Question 8. Which is the correct estimate for 63,621 – 41,589 rounded to the nearest hundred? A. 22,040 B. 22,000 C. 20,000 D. 22,032 Answer: B

Explanation: Given, 63,621 – 41,589 Rounding to the nearest hundreds we get 63,600 – 41,600 = 22,000 So, the correct estimate is  63,600 – 41,600 = 22,000

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