undreds, tens,

and ones or
place value
with 3-digit
numbers

ounting and e
skip-counting
e
r

e
s
Copyright 2006-2020 Maria Miller

EDITION 6/2020

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or
mechanical, or by any information storage and retrieval system, without permission in writing from the author.

Copying permission: Permission IS granted to reproduce this material to be used with one (1) teacher's students by virtue
of the purchase of this book. In other words, one (1) teacher MAY make copies of these worksheets to be used with his/her
students. Permission is not given to reproduce the material for resale. Making the file(s) available on any website for the
purpose of sharing is strictly prohibited. If you have other needs, such as licensing for a school or tutoring center, contact
the author at https://www.MathMammoth.com/contact.php

2
 Math Mammoth Place Value 2
Contents

Introduction ................................................................................ 4

Three-Digit Numbers ............................................................... 7

Hundreds on the Number Line ................................................ 11
Forming Numbers—and Breaking Them Apart .................... 13
Skip-Counting by Tens ............................................................ 15
More Skip-Counting ................................................................ 18
Which Number Is Greater? ..................................................... 20
Comparing Numbers and Some Review ................................. 23
Rounding to the Nearest Ten ................................................. 26
Rounding to the Nearest Hundred ......................................... 28
Bar Graphs and Pictographs ................................................... 29

Review ....................................................................................... 33

Answers ..................................................................................... 35

Empty Number Chart and Number Lines ............................ 43

More from Math Mammoth ................................................... 45

3
 Introduction
Math Mammoth Place Value 2 is a short worktext dealing with place value and three-digit numbers.

The first lessons present three-digit numbers using a visual model of the base-ten blocks (hundred-flats,
ten-pillars, and one-cubes) and number lines. To reinforce the important concept of place value,
children practice separating three-digit numbers into their different “parts” (hundreds, tens, and ones),
and making numbers from these parts.

Next, we study skip-counting by tens, by twos, and fives. Then students compare and order three-digit
numbers, including comparing simple number expressions.

After this, we study rounding three-digit numbers to the nearest ten and to the nearest hundred. Lastly,
the book includes a lesson on reading bar graphs and pictographs, which provide a nice real-life
application for using three-digit numbers.

To provide more practice with number charts and skip-counting, you can create different kinds of
number charts at https://www.homeschoolmath.net/worksheets/number-charts.php .

I wish you success in teaching math!

Maria Miller, the author

Helpful Resources on the Internet

Use these free online resources to supplement the “bookwork” as you see fit.

DISCLAIMER: We check these links a few times a year. However, we cannot guarantee that the links
have not changed. Parental supervision is always recommended.

Base Ten Blocks

Click “Next problem” to get a number to make with the blocks. You can adjust the number of columns
to make the problem easier or more challenging.
https://www.hoodamath.com/games/basetenblocks.html

Fruit Shoot Place Value

“Shoot” the fruit that has the correct answer. Choose the level “hard”.
https://www.sheppardsoftware.com/mathgames/placevalue/fruit_shoot_place_value.htm

Place Value Crossword Puzzle

Fill in the puzzle by answering the questions.
https://www.free-training-tutorial.com/word-games/crossword-puzzles-place-value-3.html

Mountains Hot Air Balloons

Practice combining numbers to make new ones. If you answer correctly, the hot air balloon will be sent
into the air!
https://www.free-training-tutorial.com/place-value/long-equations.html

4
Sea Life - Place Value Expanded Form
Practice adding in expanded form. With each correct answer, you add beautiful fish, sea shells, coral,
and more to the sea floor.
https://www.free-training-tutorial.com/place-value/sealife/sl-expanded-form.html

Cookie Dough
Either spell the number in words or write the digits.
https://www.funbrain.com/games/cookie-dough-spell-the-numbers

Placing Numbers on a Number Line

Choose one type of number line or several for more of a challenge. Work quickly to get more time,
build your score, and climb up the leaderboard. Click “full screen”, then choose “Between multiples
of 100”.
https://mathsframe.co.uk/en/resources/resource/37/placing_numbers_on_a_number_line

Line Dry Game

Fill in a missing number on the clothesline based on different skip-counting patterns.
https://www.fuelthebrain.com/games/line-dry/

Sequences
Find the correct number in a skip-counting sequence. Click “Full screen”, then choose whole numbers.
https://mathsframe.co.uk/en/resources/resource/42/sequences

Number Sequences
Skip-counting practice with lots of options – think the answer, then reveal it.
https://www.topmarks.co.uk/Flash.aspx?f=NumberSequences

COMPARING

Balloon Pop Math – Order Numbers

Pop the balloons in order from smallest to largest. Choose level 1.
https://www.sheppardsoftware.com/mathgames/placevalue/BPOrder1000.htm

Inequalities
Make two numbers with the given digits so the comparison is true. Use six digits for two 3-digit
numbers.
https://www.primarygames.co.uk/PG5/Inequal/sidequal.html

Make a Greater Number

Can you beat the computer’s number? Make a 3-digit number with a greater value by choosing the
place for each digit.
https://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m3_05_00_x.swf

ADDITION AND SUBTRACTION

Addition Practice—Expanded Form

Practice adding in expanded form with this interactive online exercise.
https://www.mathmammoth.com/practice/place-value#mode=write-number&max-digits=3&question-number=10

5
Missing Number Addition Practice
Find the missing number in each addition problem.
https://www.mathmammoth.com/practice/place-value#mode=missing-part&max-digits=3&question-number=10

Mostly Postie
Drag the parcel onto the scales, then enter the value shown to deliver your letter or parcel. Practice
counting in 10s and 100s
http://www.ictgames.com/mobilePage/mostlyPostie/index.html

Adding/Subtracting Multiples of 100

Answer as many questions as you can in this online quiz.
http://www.snappymaths.com/addsub/addsubp10/interactive/addsubmult100/addsubmult100.htm

Close Call Addition Card Game (Page 5 in Dice and Card Games PDF ebook)
Create sums as close to 100 as you can without going over.
https://bit.ly/dice-card-games

Addition Quiz – Multiples of Ten

Practice your addition skills with this online quiz.
https://www.thatquiz.org/tq-1/?-jkg01-l1i-p0

Subtracting Multiples of 10 from 3-Digit Numbers

Answer as many questions as you can in this online quiz.
http://www.snappymaths.com/addsub/addsubp10/interactive/subm10f3dm10int/subm10f3dm10int.

Add 10s and 100s Mentally

Practice mental addition of 2-digit and 3-digit numbers with this interactive online exercise.
https://www.khanacademy.org/math/arithmetic-home/addition-subtraction/add-ones-tens-hundreds/e/add-within-1000--level-1

Add and Subtract on a Number Line (Khan Academy)

Practice adding and subtracting numbers using a number line. All numbers are less than 1,000.
https://bit.ly/add-subtract-number-line

GRAPHS

Thatquiz.org Quiz for Graphs

A 10-question quiz involving bar graphs and pictographs.
https://www.thatquiz.org/tq-5/?-j40v0h-l1-p0

Survey Game
A game where you do a survey in which you ask children their favorite hobby or color. Make a
frequency table, a bar graph, and a pictogram from the results.
https://www.kidsmathgamesonline.com/numbers/mathdata.html

6
 Three-Digit Numbers
Ten ones make a ten: Ten ten-pillars make ONE HUNDRED:

= =

10 ones = 10 10 tens = 100

Write hundreds, tens, and ones in their own columns:

hund-
reds
tens ones

= 3 2 7

three hundred twenty-seven

1. Count the ones, tens, and hundreds, and fill in the missing parts.

a. one hundred b. one hundred c. one hundred d. one hundred

one six eleven thirteen

hundreds tens ones hundreds tens ones hundreds tens ones hundreds tens ones

1 0 1 1 1 1

e. one hundred f. one hundred g. one hundred h. one hundred

twenty twenty-five fifty sixty-two

hundreds tens ones hundreds tens ones hundreds tens ones hundreds tens ones

7
2. Count the ones, tens, and hundreds, and fill in the missing parts.

a. two hundred b. two hundred c. ___________________

four thirteen ___________________

hundreds tens ones hundreds tens ones hundreds tens ones

2 0 4

d. __________________ e. __________________ f. __________________

__________________ __________________ __________________

H T O H T O H T O

g. ________________________________ h. Ten hundreds = One thousand

H T O

Th H T O

1 0 0 0

8
3. Write a sum of the hundreds, tens, and ones shown in the picture.
Also write the number.

a. b.

_____________ + ________ + _____

_____________ + ________ + _____
H T O
H T O

c. d.

_____________ + ________ + _____ _____________ + ________ + _____

H T O H T O

Notice: There are NO ones. Notice: There are NO tens.

Write a zero for ones in the sum. Write a zero for tens in the sum.

e. f.

_____________ + ________ + 0 _____________ + 0 + ________

H T O H T O

9
4. Match the numbers, number names, and the sums to the correct pictures.

118 505 818 550 508 805

eight hundred five five hundred fifty one hundred eighteen

500 + 8 500 + 5 800 + 10 + 8

5. The dots are ones, the pillars are tens. Group together 10 ten-pillars to make
a hundred.

a. b.

235 ____________

c. d.

____________ ____________

How many tens are in a thousand?

10
 Hundreds on the Number Line
1. Use the number lines to help. What number is...

a. one more than 118? __________ b. ten more than 108? __________

one more than 134? __________ ten more than 125? __________

one less than 103? __________ ten less than 140? __________

one less than 130? __________ ten less than 127? __________

c. two more than 193? __________ d. ten more than 164? __________

two more than 178? __________ ten more than 188? __________

two less than 170? __________ ten less than 200? __________

two less than 190? __________ ten less than 177? __________

2. Find the differences.

a. The difference of 165 and 171 b. The difference of 185 and 192

________ ________

c. The difference of 200 and 191 d. The difference of 140 and 124

________ ________

11
3. Fill in the numbers for these number lines.

4. Mark on the number line: 244, 256, 301, 308, 299, 245, 255, 262, 223, 211.

5. Notice: This number line does NOT have the little tick marks between the whole tens.
Mark these numbers approximately on the number line: 945, 902, 996, 928, 895.

6. a. Draw a number line from 400 to 450. Only write the numbers below the whole
tens tick marks.

b. Mark on your number line these numbers: 413, 402, 436, 415, 439.

12
 Forming Numbers—and Breaking Them Apart
1. Break these numbers into their hundreds, tens, and ones.

a. 276 b. 867

= ____ hundreds ____ tens ____ ones = ____ hundreds ____ tens ____ ones

= 200 + 70 + 6 = 800 + ________ + _____

c. 350 d. 707

= ____ hundreds ____ tens ____ ones = ____ hundreds ____ tens ____ ones

= __________ + ________ + ____ = __________ + ________ + ____

e. 409 = __________ + ________ + ____ h. 940 = _________ + _______ + ____

f. 601 = __________ + ________ + ____ i. 383 = __________ + ________ + ____

g. 558 = __________ + _______ + ____ j. 627 = __________ + ________ + ____

2. These numbers have been “broken down.” Collect the parts and write the numbers.

a. 700 + 30 + 3 = __________ b. 200 + 40 + 5 = __________

100 + 50 = __________ 400 + 7 = __________

3. These numbers have been “broken down.” Again, collect the parts and write them as
numbers. This time, the parts are in scrambled order, so be careful!

a. 20 + 700 + 8 = __________ b. 50 + 600 = __________

30 + 3 + 900 = __________ 1 + 800 = __________

c. 2 ones 1 hundred 4 tens = __________ d. 3 hundreds 3 tens = ___________

8 tens 0 ones 1 hundred = __________ 9 ones 5 hundreds = ___________

13
4. Find out what number the triangle represents, but don't write the number inside the
triangle. Write it on the empty line.

a. 900 + 20 + 4 = b. 60 + 400 = c. 7 + 100 =

is __________ is __________ = __________

5. One of the “parts” for the numbers is missing. Find out what number the triangle
represents.

a. 700 + + 5 = 735 b. 400 + 40 + = 449 c. 7 + + 90 = 297

= __________ = __________ = __________

6. Find out what number the triangle represents. Actually, you are solving equations!

a. 7 + = 70 b. 7 − =0 c. −7=7

= __________ = __________ = __________

7. Write your own “triangle problems” (equations), and let a friend solve them.

a. b. c.

= __________ = __________ = __________

Find what number the triangle represents!

(Note, the problem 12 – – = 2 does not have two different numbers
as the . In other words, the triangle represents the same number both times.)

a. 12 – – =2 b. 19 – – =7 c. 120 – – = 60

= __________ = __________ = __________

14
 Skip-Counting by Tens
What number is 10 more than 253?
Imagine drawing one more ten-pillar in the picture.
We would get 263.
Or, you can think this way: the tens digit “5” in 253
changes to “6”: 253 + 10 = 263.

What number is ten less than 253?

253 Imagine taking away one ten-pillar from the picture.
We would have 243.
In the subtraction below, the tens digit “5” changes to“4”.
253 − 10 = 243.

1. Add or subtract whole tens. You can draw more for the picture, or take away from
the picture, to help you!

a. 248 + 10 = __________ b. 248 − 10 = __________

c. 314 + 10 = __________ d. 314 − 10 = __________

e. 551 + 20 = __________ f. 551 − 20 = __________

15
 What number is ten more than 497?
Draw one more ten-pillar. Now you have 10 ten-pillars!
Those make a new hundred. Circle that new hundred.
So, now you have FIVE hundreds, zero tens, and 7 ones.

497 497 + 10 = 507

Trick: Look at the two digits formed by the hundreds and tens digits—the “49”
in 497. That is actually how many tens you have, if you also count the tens in
the 4 hundreds.
When we add one ten to 49 tens, we of course get 50 tens. It is like the digit-pair “49”
in 497 changing to “50.” So, we get 507.
497 + 10 = 507

2. Add whole tens. Draw more in the picture to help. Circle any new hundreds you get.

a. 298 + 10 = __________ b. 491 + 10 = __________

c. 194 + 10 = __________ d. 398 + 10 = __________

3. Skip-count by tens.

a. 704, 714, ________, ________, ________, ________, ________, _______

b. 331, 341, ________, ________, ________, ________, ________, _______

c. 467, 477, ________, ________, ________, ________, ________, _______

16
 What number is ten less than 503?
Try to take away one ten-pillar—but there aren't any!
You will have to take away one ten from one of the hundreds.
That ten is marked out with a red “x” in the picture.
This means you will have left four hundreds, nine tens, and also
503 the three little ones: 503 − 10 = 493

Trick: Look at the two digits formed by the hundreds and tens digits—the “50”
in 503. That is how many tens you actually have (50), if you count the tens in the
5 hundreds. When we subtract a ten from those 50 tens, we get 49 tens. It means
the digit-pair “50” changes to “49.” So, we get 493: 503 − 10 = 493

4. Subtract a ten. Cross out a ten in the picture to help.

a. b.

208 − 10 501 − 10
= _________ = _________

c. d.

104 − 10 309 − 10
= _________ = _________

5. Write the number that is 10 less and 10 more than the given number.

a. 610 , 620, 630 b. _________, 698, __________

c. _________, 710, __________ d. _________, 606, __________

e. _________, 129, __________ f. _________, 505, __________

6. Skip-count by tens backwards.

a. 731, 721, _______, _______, _______, _______, _______, _________

b. _______, _______, _______, 920, 910, ________, _______, ________

17
 More Skip-Counting
1. Fill in the number chart from 971 till 1000.

971 972

981 982

2. Count by fives. The number chart can help for some of these. You can also do it
orally.

a. 960, 965, 970, ________, ________, ________, ________, ________

b. 435, 440, ________, ________, ________, _______, ________, ________

c. _______, ________, ________, ________, ________, ________, 400, 405

3. Count by twos. The number chart can help. You can also do it orally.

a. 968, 970, ________, ________, ________, ________, ________, _______

b. _______, ________, ________, ________, ________, ________, 502, 504

c. 479, 481, ________, ________, ________, ________, ________, _______

4. Find a number that is 10 less than the number shown in the picture.
a. b. c.

__________ __________
__________

18
5. This number chart is filled in counting by tens. You don't have to fill it in, but you
may. Now a CHALLENGE: What will be the LAST number on the chart?
___________ Try to figure this out without filling it in completely!

710 720 730

810

6. Write the numbers before and after the given number (one less and one more).

a. _________, 700, __________ b. _________, 129, __________

c. _________, 450, __________ d. _________, 801, __________

e. _________, 671, __________ f. _________, 999, __________

7. Count by tens, fives, and twos. You can also do this orally with your teacher.

a. 748, 758, _________, _________, _________, _________, _________

b. _________, _________, _________, 423, 433, _________, _________

c. 480, 485, _________, _________, _________, _________, _________

d. _________, _________, _________, _________, _________, 720, 725

e. _________, _________, _________, _________, _________, 995, 1000

f. _________, _________, _________, 506, 508, _________, _________

g. 695, 697, _________, _________, _________, _________, _________

h. _________, _________, _________, _________, _________, 431, 433

19
 Which Number Is Greater?
1. Can you tell which number is more? Try! Write < or > between the numbers.

a. b.

145 154 234 324

c. d.

189 302 513 315

Learn the new symbols:

= 124 = 240
= 100, = 10, and = 1.

2. Draw the symbols , , and for the numbers. Then compare and write < or > .

a. 120 130 b. 240 420

c. 305 503 d. 453 534

20
 To compare three-digit numbers:

1. First check if one number has more hundreds than the other.
For example, 652 < 701, because 701 has more hundreds than 652.
2. If the numbers have the same amount of hundreds, then check the tens .
For example, 652 > 639 because though both have six hundreds, 652 has
more tens than 639.
3. If the numbers have the same amount of hundreds AND the same amount
of tens, then look at the ones . For example, 652 < 655 because though
both have six hundreds and five tens, 655 has more ones .

Remember, the open end (open mouth) of the symbols < and > ALWAYS
opens towards the bigger number.

3. Find the biggest number in each set!

a. 259, 592, 295 b. 470, 774, 747 c. 409, 944, 949 d. 506, 605, 505

e. 911, 119, 191 f. 482, 382, 284 g. 334, 433, 403 h. 208, 820, 802

4. Write either < or > in between the numbers.

a. 159 < 300 b. 122 100 c. 320 328 d. 212 284

e. 200 190 f. 600 860 g. 456 465 h. 711 599

i. 780 500 j. 107 700 k. 566 850 l. 840 480

5. Arrange the three numbers in order.

a. 140, 156, 149 b. 357, 573, 750

140 < 149 < 156

c. 239, 286, 133 d. 670, 766, 676

21
6. Mark the numbers on the number line: 513, 530, 489, 468, 596, 606, 560, 466, 506, 516

7. Find a number to write on the empty line. There are many possibilities!

a. 140 < _________ < 149 b. 267 < _________ < 804

c. 279 < _________ < 290 d. 304 < _________ < 310

8. Find your way through the maze! The rules are: you can move either left, right, or
down, provided that the number following is BIGGER than the number in the
square you are in.

100 121 127 133 167 189 200 214 212 398
145 166 134 135 120 230 212 256 347 405
156 167 137 156 155 226 356 378 380 407
632 234 138 246 267 278 476 477 450 417
432 256 200 250 245 300 355 487 478 456
355 253 289 244 305 303 570 569 490 453
361 385 377 367 356 301 537 566 505 498
689 654 390 480 478 488 675 507 508 689
654 543 489 488 483 577 589 609 504 769
723 566 570 589 578 734 631 616 789 1000

22
 Comparing Numbers and Some Review
1. Compare. Write < or > between the numbers.

a. 150 < 515 b. 22 120 c. 307 320 d. 412 284

e. 240 750 f. 860 680 g. 406 620 h. 558 540

i. 605 450 j. 107 705 k. 566 856 l. 890 870

2. Compare the sums and write < , > , or = .

a. 300 + 60 + 5 365 b. 300 + 4 300 + 40

c. 200 + 60 + 4 60 + 4 + 200 d. 300 + 5 400 + 1

e. 4 + 900 + 8 500 + 90 + 8 f. 100 + 8 10 + 8

g. 800 + 70 + 2 700 + 80 + 7 h. 90 + 8 8 + 900

3. Mark the numbers on the number line: 810, 725, 799, 802, 843, 795, 801, 766, 729

23
4. Arrange the numbers in order and write in boxes the corresponding letters.

What is white and hiding in a bush?

H Y S A S H E K M K L I A
770 455 105 77 757 350 957 803 503 707 517 515 777

_____ < _____ < _____ < _____ <

_____ < _____ < _____ < _____ < _____ < _____ < _____ < _____ < _____

5. What are these broken down numbers?

a. 6 + 700 = _________ b. 40 + 100 + 1 = __________

600 + 70 = __________ 1 + 400 + 10 = __________

6. Write a number on each empty line so that the comparisons are true.
For some problems there are many possible answers.

a. 750 + ______ > 757 b. 645 = 600 + 5 + _____

c. 200 + ______ > 200 + 60 + 4 d. 278 > ______ + 5

e. ________ + 4 < 900 + 8 f. 100 + 8 < ______ + 90

a. It is the same whether you read it from left

to right or from right to left. It is less
than 100, but more than 92.

b. The digits of this number add c. This number is between 30 and 40.
up to nine. It is more than 50 If you count by tens from it, you will
but less than 60. eventually get to 78.

24
7. Learning game - make numbers with dominoes!

You will need: paper, pencils, and a standard set of dominoes (from zero-zero to six-
six), from which you take away six-six, five-five, and five-six. Optionally for each
player: you need three paper plates. Write on their top part the words: Hundreds, Tens,
Ones. This game is for two to six people.

Goal: In this game, you build a number with dominoes so that one (or two) dominoes
make up the hundreds digit, one (or two) dominoes make up the tens digit, and one (or
two) dominoes make up the ones digit. You just add up the dots in the domino(es) to get
the digit. The goal is to build your number as close to a given target number as possible.
The player who gets closest to the target number wins.

Rules: The players determine who starts. The dominoes are upside down in front of the
players. The game leader announces a target number, which is any whole hundred from
300 to 900. Then, each player takes three dominoes randomly, and makes his number
out of them. Each player's dominoes are visible to the others.

Then everyone will get a chance to take ONE more domino, if they wish (this is not
mandatory). The player can add that domino to any of the digits (ones, tens, or
hundreds). After that, the numbers are checked, and whoever gets the closest number to
the target number, wins.

For example, if you get the dominoes four-three, two-two, and one-four, it means you
can use the digits seven, four, and five. Let's say the target number is 600, so you build
your number to be 547. Then, you choose to pick up one more domino, which ends up
being one-three. So you need to add four to one of your digits. You add it to your tens,
getting 587.

Here is another example. If you have built the number 789 and you pick a new domino
six-three, then you need to add nine to one of your digits. But that will make them “spill
over” to the next place value. So either you add nine to your ones, resulting in 789 + 9 =
798, or you add nine tens, resulting in 789 + 90 = 879, or you add nine hundreds,
resulting in 789 + 900 = 1689.

Variation 1: In each round, you can choose to give the losers as many points as they
were away from the target number, and continue playing till someone reaches a pre-
determined “losing” number, such as 1,000.

Variation 2: You can let each player either add or subtract the additional domino from
any of the place values. For example, if you have built 328 and you pick one-one, you
could subtract two from your tens, leaving you 308.

25
 Rounding to the Nearest Ten
This number line has the whole tens marked (720, 730, and so on). Let's think about
all of the numbers between 740 and 750.
Which of them are nearer to 740 than to 750?
Which ones are nearer to 750?

Rounding a number to the nearest ten means finding which whole ten the number is
closest to. We use the symbol ≈ when rounding. Read it as “is approximately” or
“is about”.
Read the examples below. They are also illustrated on the number line with arrows.
731 ≈ 730 767 ≈ 770 724 ≈ 720
(731 is approximately 730) (767 is about 770) (724 is approximately 720)

Numbers that end in 1, 2, 3, or 4 are rounded down to the previous whole ten.
Numbers that end in 5, 6, 7, 8, and 9 are rounded up to the next whole ten.

Notice that numbers ending in 5 are rounded up even though actually they are as far
from the previous whole ten as they are from the next whole ten. For example, 855 is
equally far away from 850 as it is from 860, but 855 ≈ 860 when rounding to the
nearest ten.

1. Round the numbers to the nearest whole ten. Use the number line to help.

a. 243 ≈ _______ b. 287 ≈ _______ c. 251 ≈ _______ d. 298 ≈ _______

e. 266 ≈ _______ f. 214 ≈ _______ g. 255 ≈ _______ h. 295 ≈ _______

i. 307 ≈ _______ j. 302 ≈ _______ k. 276 ≈ _______ l. 242 ≈ _______

26
2. Write the previous and the next whole ten, then round the number.

a. _____, 472, _____ b. _____, 829, _____ c. _____, 514, _____

472 ≈ _______ 829 ≈ _______ 514 ≈ _______

d. _____, 317, _____ e. _____, 608, _____ f. _____, 455, _____

317 ≈ _______ 608 ≈ _______ 455 ≈ _______

g. _____, 943, _____ h. _____, 865, _____ i. _____, 364, _____

943 ≈ _______ 865 ≈ _______ 364 ≈ _______

Whole hundreds are whole tens, too

Remember that 100, 200, 300 and all of the other whole hundreds are also
whole tens. Why? Remember 100 is 10 tens. 200 would be 20 tens.
So, when rounding 603 to the nearest whole ten, we get 603 ≈ 600. And 799 ≈ 800.

3. Round the numbers to the nearest ten.

a. 402 ≈ _______ b. 396 ≈ _______ c. 804 ≈ _______ d. 97 ≈ _______

897 ≈ _______ 393 ≈ _______ 805 ≈ _______ 997 ≈ _______

4. Round each number to the nearest whole ten. a.

Place each answer in the cross-number puzzle.
Across: Down: c.

a. 633 a. 655 b.

b. 796 b. 819

c. 447 c. 397 c. d. e.

d. 54 d. 512

e. 306 e. 911 e.

27
 Rounding to the Nearest Hundred
We can also round numbers to the nearest hundred. The numbers “residing” in the red
areas on the number line are rounded to 800. The numbers in the blue areas are
rounded to 900.

Again, distance matters. Numbers from 801 to 849 are closer to 800 than to 900.
Numbers from 851 to 899 are closer to 900 than to 800. And the “middle guy”, 850, is
rounded up to 900: 850 ≈ 900.

Where would you round these numbers when rounding to the nearest hundred?
531 ≈ ______ 282 ≈ ______ 839 ≈ ______ 954 ≈ ______
Imagine a number line like the one above, just change 800 and 900 to the two whole
hundreds that your number is in between. Here are the rules in a nutshell:
• Numbers ending in 01 till 49 are rounded down, to the previous hundred.
• Numbers ending in 50 till 99 are rounded up, to the next whole hundred.
• Notice that numbers 1, 2, 3, ...., 49 get rounded to 0!

1. Round the numbers to the nearest hundred.

a. 243 ≈ ______ b. 287 ≈ ______ c. 751 ≈ ______ d. 98 ≈ ______

e. 566 ≈ ______ f. 414 ≈ ______ g. 355 ≈ ______ h. 795 ≈ ______

i. 907 ≈ ______ j. 512 ≈ ______ k. 976 ≈ ______ l. 42 ≈ ______

2. Fill in. In (a) and (b), round to the nearest hundred.

In (c), first add and then round to the nearest ten. Spam Emails Real Emails
Mary Received Mary Received
a. Normally Mary receives about ______ spams Date Spams Date Emails
daily, but on 5/9 she got about _______ spams. Mo 5/7 125 Mo 5/7 13
Tu 5/8 97 Tu 5/8 17
b. During the work week from 5/7 till 5/11
Wd 5/9 316 Wd 5/9 21
she received about _______ spams.
Th 5/10 118 Th 5/10 12
c. During the workweek from 5/7 till 5/11 Fr 5/11 106 Fr 5/11 18
she received about _______ real emails.

28
 Bar Graphs and Pictographs
Bar graphs use “bars” or rectangles in them to show some information.

1. This bar graph shows how many hours some second grade students slept last night.

a. How many students slept 8 hours last night?

b. How many students slept 10 hours last night?

c. How many more students slept 9 hours than the ones who slept 10 hours?

d. A school nurse said that children need to sleep well for at least 8 hours.
How many students slept less than 8 hours last night?

e. How many students slept at least 8 hours last night?

f. Make a pictograph. Draw ONE sleepy face to mean 2 students.

Students

Students who slept less than 8 hours

Students who slept at least 8 hours

29
2. Below, you see page counts for 14 different second grade math books.
217 388 365 290 304 315 243 352 289 392 346 308 329 323
Count how many books have Page count Number of books
between 200 and 249 pages.
200-249
Count how many books have
between 250 and 299 pages.
250-299
Continue. Write your counts in the chart.
300-349

350-399

After that, draw a bar graph using the numbers in the above chart.

a. How many books had their page count between 350 and 399 pages?

b. How many books had 300 pages or more?

c. How many books had less than 250 pages?

d. What was the lowest page count?

30
3. The pictograph shows how many people visited the fairgrounds on different days.
Each symbol means 100 people. Half a symbol means 50 people. Draw a
bar graph.

Day

Thursday

Friday

Saturday

Sunday

a. What was the most popular day of the fair?

How many people visited on that day?

b. How many more people visited on Sunday than on Friday?

c. What was the total number of visitors on Thursday and Friday?

d. Which day would you have gone, if you didn't like to be in a crowd?

Which day would you have gone, if you liked to be in a crowd?

4. Joe practiced basketball. Make a pictograph showing how many baskets he made each
day. First choose a picture. Then choose how many baskets that picture represents.

Day Baskets Day Baskets

Mon 80 Mon
Tue 60
Tue
Wed 100
Thu 30 Wed

Thu

31
5. The bars in a bar graph can be this way too, (sideways) like they are laying down.

These numbers are in scrambled order, and they tell us how many households are in
different parts of town: 275, 658, 256, 308, 286. Write the right number after each
bar on the graph.

6. (Optional) If you would like, make a survey among your class or friends. A survey
means you ask many people the same question and write down what they answer.
Then you make a graph. Some ideas:

• Ask many people what their favorite color is.

Then make a bar graph.
• Ask many people what their eye color is.
Then make a bar graph.
• Ask many people if they have a pet, and what
pet it is. Then make a bar graph.
• Ask many people what their favorite game or sport is.
Then make a bar graph.

32
 Review
1. a. Write the number illustrated by the image: _________

b. Write the number that is 1 more

than the number in the image: _________
c. Write the number that is 10 more
than the number in the image: _________
d. Write the number that is 100 more
than the number in the image: _________

2. Write the numbers that come before and after the given number.

a. _________ , 179 , _________ b. _________ , 201 , _________

c. _________ , 800 , _________ d. _________ , 917 , _________

3. Write with numbers.

a. 700 + 9 = ___________ b. 70 + 600 + 4 = ___________

c. 80 + 500 = ___________ d. 8 + 500 + 50 = ___________

4. Count by fives:

________, ________, ________, ________, 715, 720.

5. Write the numbers that are 10 less and 10 more than the given number.

a. ________, 292, ________ b. ________, 545, ________

33
6. Count by 20s, and fill in the grid.

200 220 240

300

7. Compare. Write < or > in the box.

a. 238 265 b. 391 193 c. 405 450 d. 981 819

e. 8 + 600 60 + 800 f. 30 + 300 + 5 90 + 8 + 100

8. Arrange the three numbers in order, from the smallest to the biggest.

a. 109, 901, 199 b. 717, 175, 177

a. If you count by tens, three times,

from it, you will get to 62.

b. It is less than 10. If you double it, you get a number

that is more than 10, but it won't be 14, 18, or 12.

34
 Math Mammoth Place Value 2 - Answers
Three-Digit Numbers, p. 7
1.

hundreds tens ones hundreds tens ones hundreds tens ones hundreds tens ones
a. 1 0 1 b. 1 0 6 c. 1 1 1 d. 1 1 3

hundreds tens ones hundreds tens ones hundreds tens ones hundreds tens ones
e. 1 2 0 f. 1 2 5 g. 1 5 0 h. 1 6 2

2.

a. two hundred four b. two hundred thirteen c. three hundred twenty

hundreds tens ones hundreds tens ones hundreds tens ones
a. 2 0 4 b. 2 1 3 c. 3 2 0

H T O H T O H T O
d. 3 4 5 e. 5 0 6 f. 5 4 6

H T O Th H T O
g. 7 1 0 h. 1 0 0 0

3.

a. 300 + 10 + 4 b. 500 + 30 + 4
H T O H T O
3 1 4 5 3 4

c. 800 + 20 + 5 d. 800 + 60 + 4
H T O H T O
8 2 5 8 6 4

e. 300 + 40 + 0 f. 500 + 0 + 8
H T O H T O
3 4 0 5 0 8

35
Three-Digit Numbers, cont.

4.

5. b. 254 c. 428 d. 550

Puzzle corner:
There are 100 tens in a thousand.

Hundreds on the Number Line, p. 11

1. a. 119, 135, 102, 129 b. 118, 135, 130, 117
c. 195, 180, 168 188 d. 174, 198, 190, 167
2. a. 6 b. 7 c. 9 d. 16
3.

4.

5.

6. a. Answers are in red below the line. b. Answers are in purple above the line.

36
Forming Numbers—and Breaking Them Apart, p. 13
1.
a. 276 = 2 hundreds 7 tens 6 ones = 200 + 70 + 6 b. 867 = 8 hundreds 6 tens 7 ones = 800 + 60 + 7
c. 350 = 3 hundreds 5 tens 0 ones = 300 + 50 + 0 d. 707 = 7 hundreds 0 tens 7 ones = 700 + 0 + 7
e. 409 = 400 + 0 + 9 h. 940 = 900 + 40 + 0
f. 601 = 600 + 0 + 1 i. 383 = 300 + 80 + 3
g. 558 = 500 +50 + 8 j. 627 = 600 + 20 + 7

2. a. 733, 150 b. 245, 407

3. a. 728, 933 b. 650, 801 c. 142, 180 d. 330, 509

4. a. = 924 b. = 460 c. = 107

5. a. = 30 b. =9 c. = 200

6. a. = 63 b. =7 c. = 14
7. Answers will vary. Please check the student’s work.
Puzzle Corner:

a. =5 b. =6 c. = 30

Skip-Counting by Tens, p. 15
1.
a. 248 + 10 = 258 b. 248 − 10 = 238
c. 314 + 10 = 324 d. 314 − 10 = 304
e. 551 + 20 = 571 f. 551 − 20 = 531

2.
a. 298 + 10 = 308 b. 491 + 10 = 501
c. 194 + 10 = 204 d. 398 + 10 = 408

3. a. 704, 714, 724, 734, 744, 754, 764, 774

b. 331, 341, 351, 361, 371, 381, 391, 401
c. 467, 477, 487, 497, 507, 517, 527, 537
4. a. 198 b. 491 c. 94 d. 299
5. a. 610, 620, 630 b. 688, 698, 708
c. 700, 710, 720 d. 596, 606, 616
e. 119, 129, 139 f. 495, 505, 515
6. a. 731, 721, 711, 701, 691, 681, 671, 661
b. 950, 940, 930, 920, 910, 900, 890, 880

37
More-Skip Counting, p. 18
1.

971 972 973 974 975 976 977 978 979 980
981 982 983 984 985 986 987 988 989 990
991 992 993 994 995 996 997 998 999 1,000

2. a. 960, 965, 970, 975, 980, 985, 990, 995

b. 435, 440, 445, 450, 455 460, 465, 470
c. 370, 375, 380, 385, 390, 395, 400, 405
3. a. 968, 970, 972, 974, 976, 978, 980, 982
b. 490, 492, 494, 496, 498, 500, 502, 504
c. 479, 481, 483, 485, 487, 489, 491, 493
4. a. 492 b. 301 c. 990
5. The LAST number on the chart is 1,000.

710 720 730 740 750 760 770 780 790 800

810 820 830 840 850 860 870 880 890 900

910 920 930 940 950 960 970 980 990 1,000

6. a. 699, 700, 701 b. 128, 129, 130 c. 449, 450, 451

d. 800, 801, 802 e. 670, 671, 672 f. 998, 999, 1,000
7. a. 748, 758, 768, 778, 788, 798, 808
b. 393, 403, 413, 423, 433, 443, 453
c. 480, 485, 490, 495, 500, 505, 510
d. 695, 700, 705, 710, 715, 720, 725
e. 970, 975, 980, 985, 990, 995, 1000
f. 500, 502, 504, 506, 508, 510, 512
g. 695, 697, 699, 701, 703, 705, 707
h. 421, 423, 425, 427, 429, 431, 433

Which Number Is Greater? p. 20

1. a. 145 < 154 b. 234 < 324 c. 189 < 302 d. 513 > 315
2.

a. 120 < 130 b. 240 < 420

c. 305 < 503 d. 453 < 534

3. a. 592 b. 774 c. 949 d. 605 e. 911 f. 482 g. 433 h. 820

38
Which Number Is Greater, cont.
4.

a. 159 < 300 b. 122 > 100 c. 320 < 328 d. 212 < 284
e. 200 > 190 f. 600 < 860 g. 456 < 465 h. 711 > 599
i. 780 > 500 j. 107 < 700 k. 566 < 850 l. 840 > 480

5.
a. 140 < 149 < 156 b. 357 < 573 < 750
c. 133 < 239 < 286 d. 670 < 676 < 766

6.

The numbers above in order are: 466 < 468 < 489 < 506 < 513 < 516 < 530 < 560 < 596 < 606

7. Answers will vary. a. 141, 142...148 b. 268, 269...803 c. 280, 281...289 d. 305, 306...309

8. 100 121 127 133 167 189 200 214 212 398
145 166 134 135 120 230 212 256 347 405
156 167 137 156 155 226 356 378 380 407
632 234 138 246 267 278 476 477 450 417
432 256 200 250 245 300 355 487 478 456
355 253 289 244 305 303 570 569 490 453
361 385 377 367 356 301 537 566 505 498
689 654 390 480 478 488 675 507 508 689
654 543 489 488 483 577 589 609 504 769
723 566 570 589 578 734 631 616 789 1000

Comparing Numbers and Some Review, p. 23

1.
a. 150 < 515 b. 22 < 120 c. 307 < 320 d. 412 > 284
e. 240 < 750 f. 860 > 680 g. 406 < 620 h. 558 > 540
i. 605 > 450 j. 107 < 705 k. 566 < 856 l. 890 > 870

2. a. = b. < c. = d. < e. > f. > g. > h. <

39
Comparing Numbers and Some Review, cont.
3.

4. A SHY MILKSHAKE
5. a. 706, 670 b. 141, 411
6. Many times there are lots and lots of answers. For example, 278 > ___ + 5. You can put 0, 1, 2, 3, 4, etc. on the
empty line; in fact, any number till 272 will do. Encourage the student to find other answers, and even think
what are all the possible answers. For problems with equality (= sign) there is only one answer. For example:
a. 8, 9, 10, etc. or anything greater than 7. b. 40
c. 65, 66, 67, etc. or anything greater than 64. d. 0, 1, 2, 3, etc. or any number till 272.
e. Anything less than 904. f. Any number that is 19 or more.
Mystery Number:
a. 99 b. 54 c. 38
Mystery numbers: Guide the child to first think about the first hint that is given. What kind of numbers fit that
hint? For example, in the first one it is the same whether read from left to right or right to left. That leaves as the
only possibilities 11, 22, 33, 44, 55, 66, 77, 88, 99, and actually all one-digit numbers too.
Then the child should use the second hint to choose from these. Answers: a. 99 b. 54 c. 38

Rounding to the Nearest Ten, p. 26

1. a. 240 b. 290 c. 250 d. 300 e. 270 f. 210
g. 260 h. 300 i. 310 j. 300 k. 280 l. 240
2.

a. 470, 472, 480 b. 820, 829, 830 c. 510, 514, 520

472 ≈ 470 829 ≈ 830 514 ≈ 510
d. 310, 317, 320 e. 600, 608, 610 f. 450, 455, 460
317 ≈ 320 608 ≈ 610 455 ≈ 460
g. 940, 943, 950 h. 860, 865, 870 i. 360, 364, 370
943 ≈ 940 865 ≈ 870 364 ≈ 360

3. a. 400, 900 4. a.6 3 0

b. 400, 390
c. 800, 810 6 c. 4
d. 100, 1,000 0 b. 8 0 0
2 0
c. 4 d. 5 0 e. 9
1 1
0 e. 3 1 0

40
Rounding to the Nearest Hundred, p. 28
1. a. 200 b. 300 c. 800 d. 100 2. a. about 100 spams; about 300
e. 600 f. 400 g. 400 h. 800 b. about 700 spams
i. 900 j. 500 k. 1,000 l. 0 c. about 80 real emails

Bar Graphs and Pictographs, p. 29

1. a. 5 students b. 4 students c. 7 students d. 4 students e. 20 students

f. Students

Students who slept less than 8 hours

Students who slept at least 8 hours

2.
Page count Number of books
200-249 2
250-299 2
300-349 6
350-399 4

a. 4 books b. 10 books c. 2 books d. 217 pages

3.

a. Saturday, 950 people

b. 650 – 500 = 150 more people
c. 350 + 500 = 850 people
d. If you do not like crowds: Thursday. If you like crowds: Saturday.

41
Bars and Pictographs, cont.

4. Check the student’s work. Example: 1 = 10 baskets

Day Baskets

Mon

Tue

Wed

Thu

5.

6. Answers will vary.

Review p. 33
1. a. 486 b. 487 c. 496 d. 586
2. a. 178, 179, 180 b. 200, 201, 202 c. 799, 800, 801 d. 916, 917, 918
3. a. 709 b. 674 c. 580 d. 558
4. 695, 700, 705, 710, 715, 720
5. a. 282, 292, 302 b. 535, 545, 555
6.
200 220 240 260 280
300 320 340 360 380
400 420 440 460 480
7.

a. 238 < 265 b. 391 > 193 c. 405 < 450 d. 981 > 819
e. 8 + 600 < 60 + 800 f. 30 + 300 + 5 > 90 + 8 + 100

8.
a. 109, 199, 901 b. 175, 177, 717

Puzzle corner:
a. 32 b. 8
On the following page are a number chart and empty number lines to print as needed.

42
 Number Chart and Number Lines

___|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|___

___|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|___

___|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|___

___|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|___

___|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|_____|___

43
44
Math Mammoth has a variety of resources to fit your needs. All are available as economical
downloads, and most are also available as printed copies.

• Math Mammoth Light Blue Series

A complete curriculum for grades 1-7. Each grade level includes two student worktexts (A
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These workbooks are intended to be used alongside the Light Blue series full curriculum,
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Workbooks for grades 1-7 that provide a comprehensive review of one grade level of
math—for example, for review during school break or summer vacation.
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