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Round to Nearest 10 or 100 - 3rd Grade Math

  1. A toy store has 673 action figures. What is 673 rounded to the nearest ten?
    Answer: 670 673 is between 670 and 680. Since 673 is closer to 670, it rounds to 670, matching choice B. Choice A rounds up to the wrong nearest ten. Choices C and D are rounded to the nearest hundred instead of the nearest ten.
  2. Round 47 to the nearest ten.
    Answer: 50 Since 47 is closer to 50 than to 40, it rounds up to 50. Choice B (70) is much too far from 47 to be the nearest ten. Choice C (40) rounds down when 47 should round up. Choice D (60) is also too far from 47 to be the nearest ten.
  3. Round 237237 to the nearest hundred.
    Answer: 200 200 is correct because 237 is closer to 200 than to 300 when rounding to the nearest hundred. 500 is incorrect; it isn't a plausible rounding of 237. 300 is incorrect because 237 is below the midpoint of 250, so it rounds down. 400 is incorrect; it's too far from 237 to be correct.
  4. Round 465465 to the nearest hundred.
    Answer: 500 This question tests 3rd grade place value and rounding: using place value understanding to round whole numbers to the nearest 10 or 100 (CCSS.3.NBT.1). To round to the nearest ten, look at the ones digit: if it's 0-4, round down (keep tens digit); if it's 5-9, round up (increase tens digit by 1). To round to the nearest hundred, look at the tens digit: if it's 0-4, round down (keep hundreds digit); if it's 5-9, round up (increase hundreds digit by 1). The result is always a multiple of 10 or 100. The number 465 is being rounded to the nearest hundred. We look at the tens digit, which is 6. Choice C is correct because the tens digit is 6, which is ≥5, so we round up from 400 to 500. This shows understanding of rounding rules and place value. Choice A represents truncating instead of rounding. This typically happens because students just drop the tens and ones digits (465→400) instead of properly rounding. To help students: Use number lines to show proximity to tens or hundreds. For 465, mark 400 and 500, show 465 is closer to 500. Teach the rule as '5 or more, round up the floor; 4 or less, let it rest.' Practice identifying the critical digit: 'To round to nearest hundred, circle the TENS digit. If 0-4, stay at current hundred. If 5-9, go to next hundred.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (ones digit when rounding to nearest hundred), students who truncate (547→500 by dropping), and students who don't recognize multiples of 100 (100,200,300...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'
  5. A library has 425425 books on one shelf. What is 425425 rounded to the nearest hundred?
    Answer: 400400 425 is between 400 and 500. Since the tens digit is 2, which is less than 5, round down to 400. Choice B, 500, comes from rounding up instead of down. Choice C, 430, rounds to the nearest ten instead of the nearest hundred. Choice D, 420, is also a nearest-ten value, not the nearest hundred.
  6. Round 782782 to the nearest hundred.
    Answer: 800 The tens digit in 782 is 8, which is 5 or more, so round up to 800. Choice B, 780, rounds to the nearest ten instead of the nearest hundred. Choice C, 900, rounds up too far past the correct hundred. Choice D, 700, rounds down instead of up.
  7. Round 34 to the nearest ten.
    Answer: 30 Since 34 is closer to 30 than to 40, it rounds down to 30. Choice A (20) is too far from 34 to be the nearest ten. Choice B (40) rounds up when 34 should round down. Choice D (50) is much too far from 34 to be the nearest ten.
  8. Round 4444 to the nearest ten.
    Answer: 40 The ones digit in 44 is 4, which is less than 5, so round down to 40. Choice B, 50, comes from rounding up instead of down. Choice C, 30, is too small to be the nearest ten. Choice D, 60, is not close to 44 at all.
  9. Round 365 to the nearest hundred.
    Answer: 400 The tens digit in 365 is 6, which is 5 or more, so 365 rounds up to 400. Choice A (200) rounds down by two hundreds instead of one. Choice B (300) rounds down instead of up. Choice C (500) rounds up by two hundreds instead of one.
  10. Maya collected 538 bottle caps for a recycling project. What is 538 rounded to the nearest ten?
    Answer: 540 538 is between 530 and 540, and since 8 is closer to 10 than to 0, it rounds up to 540. Choice B comes from rounding to the nearest hundred instead of the nearest ten. Choice C comes from rounding down instead of up. Choice D comes from rounding to the nearest hundred and then rounding up incorrectly.
  11. Round 782782 to the nearest hundred.
    Answer: 800 782 is between 700 and 800, and since the tens digit is 8, which is 5 or greater, we round up to 800, making Choice D correct. Choice B (700) rounds down instead of up. Choice A (900) rounds to the wrong hundred entirely. Choice C (780) rounds to the nearest ten instead of the nearest hundred.
  12. Round 237 to the nearest hundred.
    Answer: 200 This question tests 3rd grade place value and rounding: using place value understanding to round whole numbers to the nearest 10 or 100 (CCSS.3.NBT.1). To round to the nearest ten, look at the ones digit: if it's 0-4, round down (keep tens digit); if it's 5-9, round up (increase tens digit by 1). To round to the nearest hundred, look at the tens digit: if it's 0-4, round down (keep hundreds digit); if it's 5-9, round up (increase hundreds digit by 1). The result is always a multiple of 10 or 100. The number 237 is being rounded to the nearest hundred. We look at the tens digit, which is 3. Choice B is correct because the tens digit is 3, which is <5, so we round down to 200. This shows understanding of rounding rules and place value. Choice A represents rounding up incorrectly or off by one century. This typically happens because students reverse the rounding rule (thinking 3 rounds up), look at the wrong digit (looking at ones instead of tens for rounding to nearest 100), just drop the digits instead of properly rounding, or don't recognize the pattern of multiples of 100. To help students: Use number lines to show proximity to tens or hundreds. For 237, mark 200 and 300, show 237 is closer to 200. Teach the rule as '5 or more, round up the floor; 4 or less, let it rest.' Practice identifying the critical digit: 'To round to nearest hundred, circle the TENS digit. If 0-4, stay at current hundred. If 5-9, go to next hundred.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (ones digit when rounding to nearest hundred), students who truncate (237→200 by dropping 37) instead of properly rounding to closest hundred, and students who don't recognize multiples of 100 (100,200,300...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'
  13. Jamal counted 74 birds. Round this number to the nearest ten.
    Answer: 70 70 is correct because the ones digit in 74 is 4, which is less than 5, so we round down to 70. 60 is incorrect because it rounds to a ten too low. 90 is incorrect because it rounds up too far. 80 is incorrect because it rounds up instead of down.
  14. Round 8787 to the nearest ten.
    Answer: 90 90 is correct because the ones digit in 87 is 7, which is 5 or greater, so we round up to 90. 80 is incorrect; that would mean rounding down, which doesn't apply here. 100 is incorrect because it's one ten too high. 70 is incorrect; it's too far below 87 to be the correct rounding.
  15. Round 2727 to the nearest ten.
    Answer: 30 30 is correct because the ones digit in 27 is 7, which is 5 or greater, so we round up to 30. 10 is incorrect because it rounds to a ten too low. 40 is incorrect because it rounds up too far. 20 is incorrect because it rounds down instead of up.
  16. The bike costs $384. What is the price rounded to the nearest hundred dollars?
    Answer: $400 $384 is closer to $400 than to $300, since the tens digit (8) means we round up, so Choice B is correct. Choice A ($300) would be correct if rounding down instead of up. Choice C ($200) and Choice D ($100) are too far from $384 to be the nearest hundred.
  17. Round 547547 to the nearest hundred.
    Answer: 500 500 is correct because 547 is closer to 500 than to 600 when rounding to the nearest hundred. 600 is incorrect; 547 is below the halfway point of 550, so it doesn't round up. 540 is incorrect because that rounds to the nearest ten, not the nearest hundred. 550 is incorrect; it's the halfway value, not a valid hundred to round to.
  18. Round 237237 to the nearest hundred.
    Answer: 200 This question tests 3rd grade place value and rounding: using place value understanding to round whole numbers to the nearest 10 or 100 (CCSS.3.NBT.1). To round to the nearest ten, look at the ones digit: if it's 0-4, round down (keep tens digit); if it's 5-9, round up (increase tens digit by 1). To round to the nearest hundred, look at the tens digit: if it's 0-4, round down (keep hundreds digit); if it's 5-9, round up (increase hundreds digit by 1). The result is always a multiple of 10 or 100. The number 237 is being rounded to the nearest hundred. We look at the tens digit, which is 3. Choice A is correct because the tens digit is 3, which is <5, so we round down to 200. This shows understanding of rounding rules and place value. Choice B represents rounding in the wrong direction. This typically happens because students reverse the rounding rule (thinking 3 rounds up). To help students: Use number lines to show proximity to tens or hundreds. For 237, mark 200 and 300, show 237 is closer to 200. Teach the rule as '5 or more, round up the floor; 4 or less, let it rest.' Practice identifying the critical digit: 'To round to nearest hundred, circle the TENS digit. If 0-4, stay at current hundred. If 5-9, go to next hundred.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (ones digit when rounding to nearest hundred), students who truncate (547→500 by dropping), and students who don't recognize multiples of 100 (100,200,300...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'
  19. What is 38 rounded to the nearest ten?
    Answer: 40 38 is closer to 40 than to 30, and since the ones digit (8) is 5 or greater, we round up to 40, making Choice A correct. Choice B (50) rounds to the next ten beyond 40. Choice C (30) rounds down instead of up. Choice D (20) is not the nearest ten to 38 at all.
  20. Round 340 to the nearest hundred.
    Answer: 300 340 is between 300 and 400. Since 340 is closer to 300 than to 400, it rounds to 300, matching choice C. Choice A rounds up instead of down. Choices B and D use hundreds that are not the two closest to 340.

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