Representing Numbers. Chapter 2. Represent 3-digit numbers in different ways Write each number as a numeral. a) three hundred twenty-one
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1 -n U Representing Numbers 7.; />* M,**i\to.+%m,, Represent 3-digit numbers in different ways. 1 V... ) 1. Write each number as a numeral. a) three hundred twenty-one b) two hundred ninety-five c) five hundred sixty 2. Write each number using numerals and words. a) four hundred twenty-three b) seven hundred sixty-six 3. Lee has one hundred forty-three model cars in his collection. Write the number of cars using numerals and words. A numeral is the written symbol for a number. For example, 4, 16, and 392 are numerals. A digit is one of 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9. You can show numbers in different ways. For example, the numeral 274 has three digits: 2, 7, and 4. The digit 2 in 274 means two hundred. The digit 7 in 274 means seventy. The digit 4 in 274 means four. The number 274 is read two hundred seventyfour. It can be written as 2 hundreds 7 tens 4 ones. 4. Write the numeral for each model a),..l.. - I b) Q 10 Nelson Math Focus 3 Workbook Blackline Masters Copyright 2010 by Nelson Education Ltd.
2 Representing and e e^ 2_ Renaming Numbers chapter 2 ^ ^3 Use regrouping to rename numbers. ^^ You will need base ten blocks. If you do not have base ten blocks, just sketch your model. 1. There are 521 flowers in Nala's garden. a) Model 521 with the least number of blocks. Sketch your model. b) Regroup 1 hundreds block as 10 tens blocks. Sketch your new model. ( Hundreds Tens Ones ) BilfllffnfliHfflk Regrouping is when you trade 10 smaller units for 1 larger unit, or trade 1 larger unit for 10 smaller units. For example, 2 tens and 12 ones can be regrouped as 3 tens and 2 ones. You can rename a number by regrouping. For example, the numeral 474 can be written as 4 hundreds 7 tens 4 ones. You can rename 474 by regrouping: Regroup 1 hundred as 10 tens: 3 hundreds 17 tens 4 ones Regroup 1 ten as 10 ones: 4 hundreds 6 tens 14 ones Regroup 2 hundreds as 20 tens: 2 hundreds 27 tens 4 ones 2. There are 134 houses on oseph's block. Model 134 in 2 different ways. Sketch your models. f Hundreds Tens Ones V V Copyright 2010 by Nelson Education Ltd. : Numeration 11
3 Modelling Numbers I'M Model 3-digit numbers. You will need counters. 1. Lee, oseph, and Rosa ran a race. Model each race time using counters. Sketch your models. a) Lee's time: 157 seconds I b) oseph's time: 319 seconds \ You can use counters to model a number on a place value chart. For example, if you place 3 counters in the hundreds column, this is the same as 3 hundreds blocks, or 300 if you place 1 counter in the tens column, this is the same as 1 tens block, or 10 if you place 5 counters in the ones column, this is the same as 5 ones blocks, or 5 V... c) Rosa's time: 203 seconds \ ) 2. Write the numeral for each model. a) 1 ooo b) o ooo OO 12 Nelson Math Focus 3 Workbook Blackline Masters Copyright 2010 by Nelson Education Ltd.
4 chafer 2 ^ 3 S S m ( * } Numbers Comparing and Ordering Compare and order whole numbers. You will need counters and a place value chart. 1. Is the first number greater or less than the second number? a) 134 b) 356 c) 752 d) 481 e) 397 f) 171 than 135. than 256. than 762. than 184. than 739. than List the numbers in order from least to greatest. Use a place value chart and counters to help you. a) You can model numbers on a place value chart to help you compare and order them. For example, you can model 341 and 431 on place value charts. OO O r Hundreds OO Tens o o Ones 341 has 1 hundred less than 431. So 431 is greater. o b) Lucy and her friends played a board game. a) Organize the game scores from greatest to least. Game Scores Lucvy 237 Henri >\2 b) Who had the greatest score? c) Who had the lowest score? _ Copyright 2010 by Nelson Education Ltd. : Numeration 13
5 Using Number Lines Represent, compare, and order 3-digit numbers on number lines. 1, Place these numbers on the number line below: < I h -\ 1 1 f-> SO a) Label the number line below to show counting by 10s from 420 to 520. You can use a number line to compare numbers. For example, to figure out if 301 or 270 is greater, place both numbers on a number line is farther to the right, so it is greater than 270. < I 1- b) Place these numbers on the number line: c) List the numbers in part b) from least to greatest. 3. Marco compared bicycle prices in a store. $399, $372, $420, $355, $435, $489 a) Place the prices on the number line. < ) ) 1 1 ) 1 i ) h - > HIO H20 H30 HH H10 HS b) Which price is the greatest? 14 Nelson Math Focus 3 Workbook Blackline Masters Copyright 2010 by Nelson Education Ltd.
6 Q 09Sffl ( ) Counting Money Use skip counting to count the value of coins. 1. Complete the skip-counting patterns. a) 25, 30, 35,,, _ b) 40, 50, 60,,, _ c) 50, 75, 100, 2. a) Skip count to calculate the value of 7 dimes. Write the number pattern. b) Skip count to calculate the value of 4 nickels. Write the number pattern. c) Skip count to calculate the value of 6 loonies. Write the number pattern. You can use skip counting to count coins. For example, you can skip count to figure out the value of 6 quarters and 5 dimes. First, skip count by 25s six times: 25, 50, 75, 100, 125, 150 Next, skip count by 10s five times, starting at 150: 160, 170, 180, 190, 200 The value of the coins is 200 cents. d) Skip count to calculate the value of 8 quarters. Write the number pattern. 3. Lily has 3 loonies, 2 quarters, and 4 dimes. How much money does she have? r *<,/>.... ' V;-- i. Copyright 2010 by Nelson Education Ltd. : Numeration 15
7 } ^^2XD u Estimating Quantities Use amounts you know to estimate other amounts. 1. Marco's family planted a vegetable garden. To estimate is to make a reasonable guess about a measurement or an answer. Here is one way to estimate: Draw a rectangle around 10 carrot tops. Use your rectangle to estimate the total number of carrot tops. 2. Circle the best estimate for the number of objects in each picture. a) ) Step 1: Count the number of objects in a small section of the whole (for example, a rectangle of 10 objects). Step 2: Visualize how many small sections make up the whole (for example, 7 sections). Step 3: Skip count to estimate the total number of objects (for example, skip count by 10s seven times). \ b) PR friia> PR PR PR MH PR y>m PR y PR y PR PR an& PR. PR ya PR y& PR ya PR yot PR yt PR Mtf PR y PR a*k PR y*c PR PR PR y PR y d«a^ y& *)& yik yi> «tt> Mm> frm iwtift' ya> Mat i*"** - ya Mt yfl y *Mi PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR ytf y*> y& ys> ya» y* y* yo> ya> y*» yg y*> y*> y yg y* y&' y«> yg hdsl Sitter :*t*l SM** *Ar haz 'MisZ bdaz-ma*suite: fraf ^e. hdtt -jrfd^ i^te W*.- PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR PR mmmmmmmmmmmmmmmmmmmmmmm ^P$P$^^1IMP$P1 P3 P$ p&n$p&pftp&p pttpmp p1 ink*: 1^' a^t ^if jmhkt a^ac b* foflfc frfr^ y«f ^> ^fc y^ frrf Mat ^Ifc' frr; PR W PR <P^ PR ^R T'SR PR PR!P«S ^R ^R PR y«k yat ya> y^ y& ysf yaf j**^ y«k y«c yit yaf y& y& y^ y^ y^ y^ y«spr PR PR ^R ^R PR ^R ^R PR PPT PR?R PR PR ^R PR PR 16 Nelson Math Focus 3 Workbook Blackline Masters Copyright 2010 by Nelson Education Ltd.
8 v G 03SGD 0 Exploring 1000 Explore and describe A building has 100 windows on each floor. There are 10 floors. How many windows does the building have? Skip count to calculate the answer. 100, 200, 300, 400,,, 2. Lee has 6 packs of cards. Rachel has 4 packs of cards. There are 100 cards in each pack. How many cards do Lee and Rachel have in total? Sketch hundreds blocks to model the answer. i.ooii- i' m m nioglouzicdobdocc:; DQQOOQODOOOOOOOOOOOu 3OODGOO00Q0OOOODDOOO GQ000000Q00 0O0DOOO0QQO000OOO000 ODDDDDDODODODDODOaOO ODDDOaOODOODODDDDOOO 000D0D0DDDDDD00DD00D cards 3. Continue each pattern. a) 995,996,997, b) 875, 900, 925, c) 950,960,970, d) 975, 980, 985, Copyright 2010 by Nelson Education Ltd. : Numeration 17
9 Solving Problems Using an Organized List Use an organized list to solve number problems 1. Sarah has 3 coins. They could be quarters, dimes, or nickels. Their total value is less than 30 cents. What coins might she have? Finish Sarah's organized list to solve the problem. mm\mmmmmmmmmm\l An organized list is a way of putting information in order so that you do not miss any possibilities. Quarters Dimes Nickels Value -7 1 Z i /. 0 i o 0 i Henri has 2 base ten blocks. The value of his blocks is greater than 100. What blocks might he have? Hundreds Tens Ones Value 18 Nelson Math Focus 3 Workbook Blackline Masters Copyright 2010 by Nelson Education Ltd.
10 r y ~ \ S U i p COUIltillg froiii IteS0SXD-UOj Any Number Skip count by 2s, 5s, 10s, and 100s from any number. 1. Continue each skip-counting pattern. a) 700, 600, 500,, b) 30, 32, 34,,, _ c) 55, 65, 75,,, _ d) 7, 17, 27, 37, e) 225, 325, 425, f) 88, 83, 78, 73, 2. Skip count forward by 2s. a) 26, b) 432, 3. Skip count forward by 5s. a) 40 b) Skip count backward by 10s. a) 88, b) 274, 5. Skip count backward by 100s. a) 640 b) 923 Copyright 2010 by Nelson Education Ltd. : Numeration 19
11 CIC tea? a U U Skip Counting by 3s and 4s Skip count forward and backward by 3s and 4s. 1. Continue each skip-counting pattern. a) 3, 6, 9,,, b) 4,8, 12 c) 30,27,24, d) 40, 44, 48,, 2. Vanessa had 28 boxes of raisins. She gave 4 boxes to each of her friends at her birthday party. There were no raisin boxes left. How many friends were at her party? Write a skip-counting pattern to solve the problem. 3. Continue each skip-counting pattern. a) 12,15,18,, b) 12, 16, 20,,, c) 24,28,32,, d) 24, 27, 30,, e) 48,44,40,,, f) 48,45,42,,, 20 Nelson Math Focus 3 Workbook Blackline Masters Copyright 2010 by Nelson Education Ltd.
12 (SbspQa? 2 Test Yourself Circle the correct answer. 1. Which number does this model represent? A. 426 C 246 ( Hundreds Tens Ones B. 624 D What is another name for 315? V L.L;\ - il a Q Q Q Q A. 3 hundreds 6 ones B. 2 hundreds 2 tens 5 ones C 3 hundreds 2 tens 4 ones D. 2 hundreds 11 tens 5 ones 3. Which numeral matches this model? A. 771 C. 671 B. 761 D Which number is greatest: 301 # 276, 299, or 322? A. 301 B. 276 C. 299 D. 322 O O O o o o 5. Allison is counting dimes: 10, 20, 30,... Which numbers continue her pattern? A. 50, 70, 90 B. 31, 32, 33 C 40, 50, What is the best estimate for the number of flowers in the picture? A. 20 C. 200 B. 100 D Which numbers continue this skip-counting pattern? 21,24, 27,... A. 30, 33, 36 B. 31, 35, 39 C 29, 31, 33 D. 28, 29, 30 D. 35, 40, 45 IB C <gs &i & <f? < 5 # Copyright 2010 by Nelson Education Ltd. : Numeration 21
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