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Splash Screen Chapter 3 Adding and Subtracting Decimals Click the mouse or press the space bar to continue. Chapter 3 Adding and Subtracting Decimals Click the mouse or press the space bar to continue.

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Chapter Menu Lesson 3-1Lesson 3-1Representing Decimals Lesson 3-2Lesson 3-2Comparing and Ordering Whole Numbers and Decimals Lesson 3-3Lesson 3-3Rounding Whole Numbers and Decimals Lesson 3-4Lesson 3-4Problem-Solving Strategy: Use Logical Reasoning Lesson 3-5Lesson 3-5Estimating Sums and Differences Lesson 3-6Lesson 3-6Problem-Solving Investigation: Use Estimation Lesson 3-7Lesson 3-7Adding and Subtracting Decimals 3 3 Adding and Subtracting Decimals

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Lesson 1 Menu Five-Minute Check (over Chapter 2) Main Idea California Standards Example 1: Represent Decimals on a Number Line Example 2: Represent Decimals on a Number Line Example 3: Identify Decimals on a Number Line 3-1 Representing Decimals Modeling Decimals

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3-1 Representing Decimals Lesson 1 MI/Vocab I will represent decimals on a number line.

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3-1 Representing Decimals Lesson 1 Standard 1 Standard 5NS1.5 Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers.

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Since 1.3 is between 1 and 2, draw a number line from 1 to 2. Use increments of one tenth since 1.3 is written to the tenths place value. Lesson 1 Ex1 Graph 1.3 on a number line. 3-1 Representing Decimals

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Lesson 1 CYP1 3-1 Representing Decimals Which is the correct location for 1.9? ABCD A. A B. B C. C D. D

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Lesson 1 Ex2 Graph 1.75 on a number line. Since 1.75 is between 1.7 and 1.8, draw a number line from 1.7 to 1.8. Use increments of one hundredth since 1.75 is written to the hundredths place value. 3-1 Representing Decimals

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Lesson 1 Ex2 3-1 Representing Decimals

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Lesson 1 CYP2 3-1 Representing Decimals Which is the correct location of 1.21? ABCD A. A B. B C. C D. D

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Lesson 1 Ex3 Which letter represents 4.44 on the number line? 4.44 is greater than 4 and less than 5. The only letter in the interval between 4 and 5 is S. 3-1 Representing Decimals Answer: So, 4.4 is represented by S on the number line. P Q RS

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Lesson 1 CYP3 3-1 Representing Decimals Which letter represents –2.5 on the number line? P Q RS A. P B. Q C. R D. S

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End of Lesson 1

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Lesson 2 Menu Five-Minute Check (over Lesson 3-1) Main Idea and Vocabulary California Standards Example 1: Compare Whole Numbers Example 2: Compare Decimals Example 3: Order Decimals 3-2 Comparing and Ordering Whole Numbers and Decimals

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3-2 Comparing and Ordering Whole Numbers and Decimals Lesson 2 MI/Vocab I will compare and order whole numbers and decimals. equivalent decimals

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3-2 Comparing and Ordering Whole Numbers and Decimals Lesson 2 Standard 1 Reinforcement of Standard 4NS1.2 Order and compare whole numbers and decimals to two decimal places.

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Lesson 2 Ex1 Use the table below. Use > or < to compare the area of the Mediterranean Sea with the area of the South China Sea. 3-2 Comparing and Ordering Whole Numbers and Decimals

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Lesson 2 Ex1 3-2 Comparing and Ordering Whole Numbers and Decimals One Way: Use place value. South China Sea: 2,974,600 Line up the digits at the ones place. Mediterranean Sea: 2,509,960 Starting at the left, find the first place the digits differ. Compare the digits. Since 9 > 5, 2,974,600 > 2,509,960

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Lesson 2 Ex1 3-2 Comparing and Ordering Whole Numbers and Decimals Another Way: Use a number line. Answer: The South China Sea has a greater area than the Mediterranean Sea. Graph and then compare the numbers. Numbers to the right are greater than numbers to the left. So, 2,974,600 > 2,509,960.

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Lesson 2 CYP1 3-2 Comparing and Ordering Whole Numbers and Decimals Use the table below. Use > or < to compare the area of the Sea of Okhotsk with the area of the Bering Sea. Choose the correct answer. A.2,261,100 < 1,392,100 B.2,515,900 > 1,392,100 C.2,261,100 > 1,392,100 D.2,974,100 > 2,261,100

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Lesson 2 Ex2 Use the table below. Use > or < to compare the scores of Takahura Nakai and Ross Powers. 3-2 Comparing and Ordering Whole Numbers and Decimals

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Lesson 2 Ex2 3-2 Comparing and Ordering Whole Numbers and Decimals Takahura Nakai: 40.7 First line up the decimal points. Ross Powers : 46.1 Then, starting at the left, find the first place the digits differ. Compare the digits. Answer: So, Takahura Nakai’s score is less than Ross Powers’ score. Since 0 < 6, 40.7 < 46.1.

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Lesson 2 CYP2 3-2 Comparing and Ordering Whole Numbers and Decimals Use the table below. Use > or < to compare the scores of Giacomo Kratter and Danny Kass. Choose the correct answer. A.42.5 < 42.0 B > 40.7 C > 42.5 D > 42.0

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Lesson 2 Ex3 Order 18, 17.87, 18.9, from greatest to least. Answer: The order from greatest to least is, 18.9, 18.07, 18, and Comparing and Ordering Whole Numbers and Decimals

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Lesson 2 CYP3 3-2 Comparing and Ordering Whole Numbers and Decimals Which answer below orders the numbers 24, 23.56, 24.8, and from least to greatest? A , 24.08, 24.8, 24 B , 24, 24.08, 24.8 C , 24, 24.8, D. 24, 23.56, 24.8, 24.08

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End of Lesson 2

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Lesson 3 Menu Five-Minute Check (over Lesson 3-2) Main Idea California Standards Key Concept: Round Decimals Example 1: Round Whole Numbers Example 2: Round Decimals Example 3: Round Decimals Example 4: Real-World Example 3-3 Rounding Whole Numbers and Decimals

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3-3 Rounding Whole Numbers and Decimals Lesson 3 MI/Vocab I will round whole numbers and decimals.

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3-3 Rounding Whole Numbers and Decimals Lesson 3 Standard 1 Standard 5NS1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g. thousandths) numbers.

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Lesson 3 Key Concept Rounding Whole Numbers and Decimals

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Lesson 3 Ex1 Round 3,765,734 to the nearest hundred thousand. 3-3 Rounding Whole Numbers and Decimals 3,765,734

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Lesson 3 Ex1 3-3 Rounding Whole Numbers and Decimals On the number line, 3,765,734 is closer to 3,800,000 than 3,700,000. Answer: To the nearest hundred thousand, 3,765,734 rounds to 3,800,000.

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Lesson 3 CYP1 3-3 Rounding Whole Numbers and Decimals Round 4,352,676 to the nearest million. A.4,300,000 B.4,400,000 C.4,000,000 D.4,350,000

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Lesson 3 Ex2 3-3 Rounding Whole Numbers and Decimals Round to the nearest whole number

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Lesson 3 Ex2 3-3 Rounding Whole Numbers and Decimals On the number line, 5.6 is closer to 6.0 than to 5.0. Answer: To the nearest whole number, rounds to 6.

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Lesson 3 CYP2 3-3 Rounding Whole Numbers and Decimals Round to the nearest whole number. A.3.4 B.3.5 C.3 D.4

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Lesson 3 Ex3 3-3 Rounding Whole Numbers and Decimals Round to the nearest hundredth

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Lesson 3 Ex3 3-3 Rounding Whole Numbers and Decimals On the number line, is closer to than to Answer: To the nearest hundredth, rounds to

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Lesson 3 CYP3 3-3 Rounding Whole Numbers and Decimals Round to the nearest hundredth. A.45 B C.45.6 D

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Lesson 3 Ex4 3-3 Rounding Whole Numbers and Decimals In February 2006, the Dairy Institute of California reported that California butter producers received $0.014 cent less per pound of butter than producers that sold their product on the Chicago Mercantile Exchange. To the nearest cent, how much less did California butter producers receive? Answer: To the nearest cent, the California butter producers received $0.01 less

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Lesson 3 CYP4 3-3 Rounding Whole Numbers and Decimals Round $4.568 to the nearest cent. A.$4.57 B.$4.56 C.$4.00 D.$5.00

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End of Lesson 3

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Lesson 4 Menu Five-Minute Check (over Lesson 3-3) Main Idea California Standards Example 1: Problem-Solving Strategy 3-4 Problem-Solving Strategy: Use Logical Reasoning

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3-4 Problem-Solving Strategy: Use Logical Reasoning Lesson 4 MI/Vocab I will solve problems by using logical reasoning.

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3-4 Problem-Solving Strategy: Use Logical Reasoning Lesson 4 Standard 1 Standard 5MR2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

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3-4 Problem-Solving Strategy: Use Logical Reasoning Lesson 4 Standard 1 Standard 5MG1.4 Differentiate between, and use appropriate units of measures for, two- and three- dimensional objects (i.e., find the perimeter, area, volume).

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Lesson 4 Ex1 Mora, Sam, Aisha, and Jamal each have a different colored notebook (blue, red, purple, and green). Use the clues to determine which person owns each notebook. 3-4 Problem-Solving Strategy: Use Logical Reasoning 1.Sam and the girl with the green notebook are in the same class. 2.The purple notebook is owned by a girl. 3.Jamal and the person with the red notebook eat lunch together. 4.Mora is not in the same class as Sam.

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Lesson 4 Ex1 Understand What facts do you know? You know the four clues that are listed previously. What do you need to find? Which person owns each notebook? 3-4 Problem-Solving Strategy: Use Logical Reasoning

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Lesson 4 Ex1 Plan Use logical reasoning to find which person owns each notebook. Make a table to help sort out the information. 3-4 Problem-Solving Strategy: Use Logical Reasoning

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Lesson 4 Ex1 Solve Place an “X” in each box that cannot be true. 3-4 Problem-Solving Strategy: Use Logical Reasoning Clue 3 shows that Jamal does not own the red notebook. Clues 1 and 2 show that girls own the green and purple notebooks and the boys own the blue and red notebooks. Clue 4 shows that Mora is not in the same class as Sam, so she does not own the green notebook.

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Lesson 4 Ex1 Solve Answer: So, Mora owns the purple notebook, Sam owns the red notebook, Aisha owns the green notebook, and Jamal owns the blue notebook. 3-4 Problem-Solving Strategy: Use Logical Reasoning

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Lesson 4 Ex1 Check Look back. Reread the clues to see if the answers that you determined match the clues. Since all of the answers match the clues, the answers are reasonable. 3-4 Problem-Solving Strategy: Use Logical Reasoning

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End of Lesson 4

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Lesson 5 Menu Five-Minute Check (over Lesson 3-4) Main Idea and Vocabulary California Standards Concept Summary: Estimation Methods Example 1: Estimate with Large Numbers Example 2: Estimate with Large Numbers Example 3: Estimate with Small Numbers Example 4: Real-World Example Example 5: Use Front-End Estimation 3-5 Estimating Sums and Differences

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3-5 Estimating Sums and Differences Lesson 5 MI/Vocab I will estimate sums and differences of decimals. clustering front-end estimation

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3-5 Estimating Sums and Differences Lesson 5 Standard 1 Standard 5NS1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g. thousandths) numbers.

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Lesson 5 Key Concept Estimating Sums and Differences

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Lesson 5 Ex1 Using the graph below, estimate the total number of passengers that travel through Hartsfield-Atlanta and Dallas/Ft. Worth. 3-5 Estimating Sums and Differences

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Lesson 5 Ex1 Round each number to the nearest ten for easier adding. 3-5 Estimating Sums and Differences rounds to rounds to 30. Answer: About 70 million passengers travel through these two airports. 70

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Lesson 5 CYP1 3-5 Estimating Sums and Differences Which choice is a correct estimate of the amount of people who travel through Chicago O’Hare and Las Vegas airports?

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Lesson 5 CYP1 3-5 Estimating Sums and Differences A. about 40 million passengers B. about 50 million passengers C. about 60 million passengers D. about 30 million passengers

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Lesson 5 Ex2 3-5 Estimating Sums and Differences Using the graph below, estimate how many more passengers travel through Hartsfield-Atlanta than Dallas/Ft. Worth?

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Lesson 5 Ex2 3-5 Estimating Sums and Differences – rounds to rounds to 30. Answer: About 10 million more passengers travel through Hartsfield-Atlanta –

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Lesson 5 CYP2 3-5 Estimating Sums and Differences Use the graph to choose which answer is about how many more people travel through Hartsfield-Atlanta than Los Angeles airports.

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Lesson 5 CYP2 3-5 Estimating Sums and Differences A.about 20 million passengers B.about 40 million passengers C.about 50 million passengers D.They are about the same.

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15 Lesson 5 Ex3 Estimate using clustering. The addends are clustered around 5. Round each decimal to 5. Answer: Using clustering, is about Estimating Sums and Differences

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Lesson 5 CYP3 3-5 Estimating Sums and Differences Use clustering to estimate A B.12 C.11 D.11.22

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Lesson 5 Ex4 Dao runs on the track team at Burbank Middle School. One week he ran 4.626, 5.219, 4.992, 5.433, and miles at practice. Use clustering to determine the total amount of miles he ran for the week. 3-5 Estimating Sums and Differences

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Lesson 5 Ex4 The addends are clustered around 5. Round each decimal to 5. Answer: So, a good estimate of the number of miles Dao ran in one week is 5 × 5 or Estimating Sums and Differences Multiplication is repeated addition.

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Lesson 5 CYP4 3-5 Estimating Sums and Differences Shao rode his bike , , , , and miles last week. Use clustering to determine the total amount of miles Shao rode his bike in a week. A. 80 miles B.75 miles C.70 miles D.72 miles

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Lesson 5 Ex5 3-5 Estimating Sums and Differences Estimate – using front-end estimation –10.00 –11.14 Subtract the leftmost digits. Answer: Using front-end estimation, – is about

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Lesson 5 CYP5 3-5 Estimating Sums and Differences Estimate using front-end estimation. A. 77 B.80 C.60 D.70

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End of Lesson 5

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Lesson 6 Menu Five-Minute Check (over Lesson 3-5) Main Idea California Standards Example 1: Problem-Solving Investigation 3-6 Problem-Solving Investigation: Use Estimation

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3-6 Problem-Solving Investigation: Use Estimation Lesson 6 MI/Vocab I will solve problems by estimating.

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3-6 Problem-Solving Investigation: Use Estimation Lesson 6 Standard 1 Standard 5MR2.6 Make precise calculations and check the validity of the results from the context of the problem. Standard 5NS1.1 Estimate, round, and manipulate very large and very small numbers.

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Lesson 6 Ex1 3-6 Problem-Solving Investigation: Use Estimation PING: My family drove to North Carolina for our vacation. We drove miles the first day, miles the second day, and miles the third day. We are following the same route to return home. YOUR MISSION: Find about how far Ping’s family traveled.

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Lesson 6 Ex1 Understand What facts do you know? You know that the family drove miles, miles, and miles. What do you need to find? You need to find about how far Ping’s family traveled. 3-6 Problem-Solving Investigation: Use Estimation

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Lesson 6 Ex1 Plan Since you don’t need an exact answer, you can estimate the number of miles traveled each day. Add the total for the three days and double that to account for the trip to North Carolina and then back home. 3-6 Problem-Solving Investigation: Use Estimation

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Lesson 6 Ex1 Solve 3-6 Problem-Solving Investigation: Use Estimation Answer: The one-way trip was about 1,000 miles. The return trip was another 1,000 miles, for a total of 2,000 miles. Day One Day Two Day Three ,000

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Lesson 6 Ex1 Check 3-6 Problem-Solving Investigation: Use Estimation Use clustering. The miles are clustered around × 300 = 1,800 Since 1,800 ≈ 2,000, a total of 2,000 is reasonable.

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End of Lesson 6

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Lesson 7 Menu Five-Minute Check (over Lesson 3-6) Main Idea California Standards Click here to continue the Lesson Menu 3-7 Adding and Subtracting Decimals

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Lesson 7 Menu Example 1: Add Decimals Example 2: Subtract Decimals Example 3: Annex Zeros Example 4: Annex Zeros Example 5: Real-World Example 3-7 Adding and Subtracting Decimals

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3-7 Adding and Subtracting Decimals Lesson 7 MI/Vocab I will add and subtract decimals.

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3-7 Adding and Subtracting Decimals Lesson 7 Standard 1 Standard 5NS2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of results.

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Lesson 7 Ex1 Find the sum of 98.5 and 6.3. Estimate 3-7 Adding and Subtracting Decimals ≈ or Line up the decimal points. Add as with whole numbers. Answer: So, = Check for Reasonableness104.8 ≈ 105

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Lesson 7 CYP1 3-7 Adding and Subtracting Decimals Find the sum of 24.7 and 5.8. A.30.5 B.31.2 C.39.5 D.31.5

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Lesson 7 Ex2 3-7 Adding and Subtracting Decimals Find – Estimate8.632 – ≈ 9 – 3 or Line up the decimal points. Subtract as with whole numbers. Answer: So, – = Check for Reasonableness5.401 ≈ 6 –3.231

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Lesson 7 CYP2 3-7 Adding and Subtracting Decimals Find – A B C D.2.565

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Lesson 7 Ex3 3-7 Adding and Subtracting Decimals Find 3 – Estimate 3 – 1.73 ≈ 3 – 2 or Annex zeros so that both numbers have the same place value. Subtract as with whole numbers. Answer: So, 3 –1.73 = Check for Reasonableness1.27 ≈ 1 –1.73

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Lesson 7 CYP3 3-7 Adding and Subtracting Decimals Find 4 – A B C D.1.627

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Lesson 7 Ex4 3-7 Adding and Subtracting Decimals Find 46 – Estimate46 – ≈ 46 – 6 or Annex zeros so that both numbers have the same place value. Subtract as with whole numbers. Answer: So, 46 – = Check for Reasonableness ≈ 40 –5.719

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Lesson 7 CYP4 3-7 Adding and Subtracting Decimals Find 57 – A B C D

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Lesson 7 Ex5 3-7 Adding and Subtracting Decimals Every element found in the Periodic Table has an atomic weight. The elements hydrogen and oxygen have the following atomic weights, respectively, 1.01, and What is the difference of the atomic weights for hydrogen and oxygen?

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Lesson 7 Ex5 3-7 Adding and Subtracting Decimals Estimate15.99 – 1.01 ≈ 16 – 1 or Line up the decimal points. Subtract as with whole numbers. Answer: So, – 1.01 = Check for Reasonableness14.98 ≈ 15 –1.01

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Lesson 7 CYP5 3-7 Adding and Subtracting Decimals The element chlorine has an atomic weight of , and helium has an atomic weight of What is the difference of the atomic weights for chlorine and helium? A B C D.30.54

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End of Lesson 7

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3 3 Adding and Subtracting Decimals 3 3 CR Menu Five-Minute Checks Math Tool Chest Image Bank Modeling Decimals Adding and Subtracting Decimals

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3 3 IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

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3 3 Adding and Subtracting Decimals IB 1

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3 3 Adding and Subtracting Decimals IB 2

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3 3 Adding and Subtracting Decimals IB 3

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3 3 Adding and Subtracting Decimals IB 4

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3 3 Adding and Subtracting Decimals 3 3 5Min Menu Lesson 3-1Lesson 3-1(over Chapter 2) Lesson 3-2Lesson 3-2(over Lesson 3-1) Lesson 3-3Lesson 3-3(over Lesson 3-2) Lesson 3-4Lesson 3-4(over Lesson 3-3) Lesson 3-5Lesson 3-5(over Lesson 3-4) Lesson 3-6Lesson 3-6(over Lesson 3-5) Lesson 3-7Lesson 3-7(over Lesson 3-6)

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3 3 Adding and Subtracting Decimals 5Min 1-1 (over Chapter 2) Write an integer to represent the data. The stock market gained 16 points yesterday. A.an increase of 16 B.16 C.a decrease of 16 D.–16

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3 3 Adding and Subtracting Decimals 5Min 1-2 (over Chapter 2) A.35 B.35 feet below C.35 feet above D.–35 Write an integer to represent the data. The reef is located 35 feet below sea level.

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3 3 Adding and Subtracting Decimals 5Min 1-3 (over Chapter 2) A.+8 B.moved up by 8 C.–8 D.moved back by 8 Write an integer to represent the data. The team gained 8 yards on the last play.

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3 3 Adding and Subtracting Decimals 5Min 1-4 (over Chapter 2) A.2 B.raised by 2 C.decreased by 2 D.–2 Write an integer to represent the data. The cat lost 2 pounds last week.

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3 3 Adding and Subtracting Decimals 5Min 1-5 (over Chapter 2) A.reduced by 80 B.80 C.–80 D.lost 80 Write an integer to represent the data. Ms. Steinberg withdrew $80 from her savings account.

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3 3 Adding and Subtracting Decimals 5Min 2-1 (over Lesson 3-1) Graph 0.8 in the approximate position on a number line. A. A B. B C. C D. D

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3 3 Adding and Subtracting Decimals 5Min 2-2 (over Lesson 3-1) Graph 3.2 in the approximate position on a number line. A. A B. B C. C D. D

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3 3 Adding and Subtracting Decimals 5Min 2-3 (over Lesson 3-1) Graph –1.93 in the approximate position on a number line. A. A B. B C. C D. D

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3 3 Adding and Subtracting Decimals 5Min 2-4 (over Lesson 3-1) Graph –4.1 in the approximate position on a number line. A. A B. B C. C D. D

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3 3 Adding and Subtracting Decimals 5Min 3-1 (over Lesson 3-2) A.> B.< C.= Use >, <, or = to compare 632, ,678.

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3 3 Adding and Subtracting Decimals 5Min 3-2 (over Lesson 3-2) Use >, <, or = to compare 11,943,549 11,754,106. A.> B.< C.=

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3 3 Adding and Subtracting Decimals 5Min 3-3 (over Lesson 3-2) A.> B.< C.= Use >, <, or = to compare

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3 3 Adding and Subtracting Decimals A.> B.< C.= 5Min 3-4 (over Lesson 3-2) Use >, <, or = to compare

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3 3 Adding and Subtracting Decimals 5Min 3-5 (over Lesson 3-2) Use >, <, or = to compare A.> B.< C.=

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3 3 Adding and Subtracting Decimals 5Min 4-1 (over Lesson 3-3) Round to the nearest whole number. A.4 B.3.3 C.3.28 D.3

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3 3 Adding and Subtracting Decimals 5Min 4-2 Round to the nearest tenth. A.53.8 B.54 C.53.9 D.53 (over Lesson 3-3)

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3 3 Adding and Subtracting Decimals 5Min 4-3 Round 6,594,428 to the nearest million. A.6,600,000 B.7,000,000 C.6,000,000 D.6,500,000 (over Lesson 3-3)

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3 3 Adding and Subtracting Decimals 5Min 4-4 Round 12,856,439 to the nearest thousand. A.12,000,000 B.12,856,400 C.12,900,000 D.12,856,000 (over Lesson 3-3)

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3 3 Adding and Subtracting Decimals 5Min 5-1 (over Lesson 3-4) Glen and Fatou each drew two pictures of animals. The animals they drew were a dog, cat, mouse, and squirrel. Glen did not draw a dog. Fatou did not draw a mouse. The person who drew the mouse did not draw a cat. Which animals did each person draw?

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3 3 Adding and Subtracting Decimals 5Min 5-1 (over Lesson 3-4) A.Glen drew a mouse and a dog; Fatou drew a squirrel and a cat. B.Glen drew a dog and a cat; Fatou drew a mouse and a squirrel. C.Glen drew a mouse and a squirrel; Fatou drew a dog and a cat. D.Glen drew a dog and a squirrel; Fatou drew a mouse and a cat.

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3 3 Adding and Subtracting Decimals 5Min 6-1 (over Lesson 3-5) Basir’s basketball team scored the following points in their first 4 basketball games: 42, 23, 28, and 46. About how many points have they scored so far? A.150 points B.140 points C.130 points D.120 points

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3 3 Adding and Subtracting Decimals 5Min 6-2 The two richest men in the world are worth $46.6 and $42.9 billion, respectively. Estimate their total worth. A.$85 billion B.$87 billion C.$89 billion D.$90 billion (over Lesson 3-5)

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3 3 Adding and Subtracting Decimals 5Min 6-3 Use clustering to estimate the sum of $29.30, $33.62, $28.75, and $ A.$ B.$ C.$ D.$ (over Lesson 3-5)

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3 3 Adding and Subtracting Decimals 5Min 6-4 Use front-end estimation to estimate 862 – 357. A.500 B.510 C.550 D.600 (over Lesson 3-5)

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3 3 Adding and Subtracting Decimals 5Min 7-1 (over Lesson 3-6) Determine whether you need an estimate or an exact answer. Then solve. Jaya worked 6.5 hours on Monday, 6 hours on Tuesday, 7.5 hours on Wednesday, 5.5 hours on Thursday, and 6 hours on Friday. About how many hours did she work last week? A.estimate; 32.5 hours B.exact; 31.5 hours C.estimate; 30 hours D.exact; 33 hours

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