Round to the nearest 10 using number line 2 digit numbers | Quizalize

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Round to the nearest 10 using number line 2 digit numbers | Quizalize

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Round to the nearest 10 using number line 2 digit numbers

Quiz by jasmine

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Q 1/10
Score 0
If you round 53 to the nearest 10 using a number line, what will the result be?
30
$52$
$55$
$50$
$60$
Q 2/10
Score 0
What is 26 rounded to the nearest 10 using a number line?
30
$25$
$20$
$28$
$30$

10 questions

Q.

If you round 53 to the nearest 10 using a number line, what will the result be?

1

30 sec

Q.

What is 26 rounded to the nearest 10 using a number line?

2

30 sec

Q.

Which number is 44 rounded to the nearest 10 on the number line?

3

30 sec

Q.

What does the number 57 round to when using a number line to find the nearest 10?

4

30 sec

Q.

Which number is 89 rounded to the nearest 10 on the number line?

5

30 sec

Q.

What is the nearest 10 to 21 when rounded using a number line?

6

30 sec

Q.

When rounded to the nearest 10 using a number line, what does 63 become?

7

30 sec

Q.

What is the result of rounding 48 to the nearest 10 on a number line?

8

30 sec

Q.

If you round 74 to the nearest 10 using the number line, what will be the result?

9

30 sec

Q.

Which number is 36 rounded to the nearest 10 on the number line?

10

30 sec

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Can you make multiple choice 2nd grade questions that cover the following: Demonstrate understanding of the ten-to-one relationships among ones, tens, and hundreds, using manipulatives. (a)  Write numerals, using a model or pictorial representation (i.e., a picture of base-10 blocks). (a)  Read three-digit numbers when shown a numeral, a model of the number, or a pictorial representation of the number. (a)  Identify and write the place (ones, tens, hundreds) of each digit in a three-digit numeral. (a)  Determine the value of each digit in a three-digit numeral (e.g., in 352, the 5 represents 5 tens and its value is 50). (a)  Use models to represent numbers in multiple ways, according to place value (e.g., 256 can be 1 hundred, 14 tens, and 16 ones, 25 tens and 6 ones, etc.). (a)  Use place value understanding to identify the number that is 10 more, 10 less, 100 more, or 100 less than a given number, up to 999. (b)  Compare two numbers between 0 and 999 represented with concrete objects, pictorially or symbolically, using the symbols (>, <, or =) and the words greater than, less than or equal to. (c)  Order three whole numbers between 0 and 999 represented with concrete objects, pictorially, or symbolically from least to greatest and greatest to least. (c)  Round two-digit numbers to the nearest ten. (d)?
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