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.'

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 38 is being rounded to the nearest ten. We look at the ones digit, which is 8. Choice C is correct because the ones digit is 8, which is ≥5, so we round up from 30 to 40. This shows understanding of rounding rules and place value. Choice B represents rounding in the wrong direction, using the wrong digit, truncating, off by one decade. This typically happens because students reverse the rounding rule (thinking 8 rounds down), look at the wrong digit (looking at tens instead of ones for rounding to nearest 10), just drop the digit instead of properly rounding, or don't recognize the pattern of multiples of 10/100. To help students: Use number lines to show proximity to tens or hundreds. For 38, mark 30 and 40, show 38 is closer to 40. 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 ten, circle the ONES digit. If 0-4, stay at current ten. If 5-9, go to next ten.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (tens digit when rounding to nearest ten), students who truncate (38→30 by dropping 8) instead of properly rounding to closest ten, and students who don't recognize multiples of 10 (10,20,30...) and 100 (100,200,300...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'

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 365 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 300 to 400. This shows understanding of rounding rules and place value. Choice B represents rounding in the wrong direction, using the wrong digit, truncating, off by one century. This typically happens because students reverse the rounding rule (thinking 6 rounds down), look at the wrong digit (looking at ones instead of tens for rounding to nearest 100), just drop the digit instead of properly rounding, or don't recognize the pattern of multiples of 10/100. To help students: Use number lines to show proximity to tens or hundreds. For 365, mark 300 and 400, show 365 is closer to 400. 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 (365→300 by dropping 65) instead of properly rounding to closest hundred, and students who don't recognize multiples of 10 (10,20,30...) and 100 (100,200,300...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'

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 30 is being rounded to the nearest ten. We look at the ones digit, which is 0. Choice B is correct because the ones digit is 0, which is <5, so we round down to 30 (it stays the same as it's already a multiple of 10). This shows understanding of rounding rules and place value. Choice C represents rounding up unnecessarily. This typically happens because students think exact multiples need adjustment. To help students: Use number lines to show proximity to tens or hundreds. For 30, mark 20 and 40, show 30 is exactly at 30. 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 ten, circle the ONES digit. If 0-4, stay at current ten. If 5-9, go to next ten.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (tens digit when rounding to nearest ten), students who truncate (47→40 by dropping 7) instead of properly rounding to closest ten, and students who don't recognize multiples of 10 (10,20,30...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'

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 782 is being rounded to the nearest hundred. We look at the tens digit, which is 8. Choice C is correct because the tens digit is 8, which is ≥5, so we round up from 700 to 800. This shows understanding of rounding rules and place value. Choice A represents rounding in the wrong direction. This typically happens because students reverse the rounding rule (thinking 8 rounds down). To help students: Use number lines to show proximity to tens or hundreds. For 782, mark 700 and 800, show 782 is closer to 800. 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.'

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 $63$ is being rounded to the nearest ten. We look at the ones digit, which is $3$. Choice B is correct because the ones digit is $3$, which is $<5$, so we round down to $60$. This shows understanding of rounding rules and place value. Choice C 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 $63$, mark $60$ and $70$, show $63$ is closer to $60$. 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 ten, circle the ONES digit. If $0-4$, stay at current ten. If $5-9$, go to next ten.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (tens digit when rounding to nearest ten), students who truncate ($47 \to 40$ by dropping 7) instead of properly rounding to closest ten, and students who don't recognize multiples of 10 ($10, 20, 30\ldots$). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'

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 63 is being rounded to the nearest ten. We look at the ones digit, which is 3. Choice C is correct because the ones digit is 3, which is <5, so we round down to 60. This shows understanding of rounding rules and place value. Choice A represents rounding up incorrectly or off by one decade. This typically happens because students reverse the rounding rule (thinking 3 rounds up), look at the wrong digit, just drop the digit instead of properly rounding, or don't recognize the pattern of multiples of 10. To help students: Use number lines to show proximity to tens or hundreds. For 63, mark 60 and 70, show 63 is closer to 60. 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 ten, circle the ONES digit. If 0-4, stay at current ten. If 5-9, go to next ten.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (tens digit when rounding to nearest ten), students who truncate instead of properly rounding to closest ten, and students who don't recognize multiples of 10 (10,20,30...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'

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 44 is being rounded to the nearest ten. We look at the ones digit, which is 4. Choice B is correct because the ones digit is 4, which is <5, so we round down to 40. This shows understanding of rounding rules and place value. Choice C represents rounding in the wrong direction. This typically happens because students reverse the rounding rule (thinking 4 rounds up). To help students: Use number lines to show proximity to tens or hundreds. For 44, mark 40 and 50, show 44 is closer to 40. 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 ten, circle the ONES digit. If 0-4, stay at current ten. If 5-9, go to next ten.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (tens digit when rounding to nearest ten), students who truncate (47→40 by dropping 7) instead of properly rounding to closest ten, and students who don't recognize multiples of 10 (10,20,30...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'

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.'

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 30 is being rounded to the nearest ten. We look at the ones digit, which is 0. Choice B is correct because the ones digit is 0, which is <5, so we round down to 30 (it stays the same as it's already a multiple of 10). This shows understanding of rounding rules and place value. Choice C represents rounding up unnecessarily. This typically happens because students think exact multiples need adjustment. To help students: Use number lines to show proximity to tens or hundreds. For 30, mark 20 and 40, show 30 is exactly at 30. 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 ten, circle the ONES digit. If 0-4, stay at current ten. If 5-9, go to next ten.' Use place value charts to visualize: Ones|Tens|Hundreds. Watch for: Students who round the wrong direction, students who look at wrong digit (tens digit when rounding to nearest ten), students who truncate (47→40 by dropping 7) instead of properly rounding to closest ten, and students who don't recognize multiples of 10 (10,20,30...). Connect to real contexts: 'If game had 78 people, we could say 'about 80 people' by rounding.'