Standards with the same topic and subject but for other grades
Select a reasonable order of magnitude for a given set from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, or 500 jelly beans in jars) in a familiar problem situation. (a)
Explain why a particular estimate was chosen as the most reasonable from three given quantities (a one-digit numeral, a two-digit numeral, and a three-digit numeral), given a familiar problem situation. (b)
Magnitude refers to the size of a set.
Round decimals to the nearest whole number, tenth, and hundredth.
Exploring ways to estimate the number of objects in a set, based on appearance (e.g., clustering, grouping, comparing), enhances the development of number sense.
To estimate means to determine a number that is close to the exact amount. When asking for an estimate, teachers might ask, “About how much?” or “About how many?” or “Is this about 10 or about 50?”
Students should be provided opportunities to estimate a quantity, given a benchmark of 10 and/or 100 objects.
Read and write decimals expressed through thousandths, using base-ten manipulatives, drawings, and numerical symbols. (a)
Round a given whole number, 9,999 or less, to the nearest ten, hundred, and thousand. (b)
Round decimals expressed through thousandths to the nearest whole number. (b)