Rounding to the Nearest Hundred
Free lesson from HomeschoolMath.net
When we round to the nearest hundred, the numbers “residing” in the red areas (up to 850) 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. 
1. Mark the numbers
as dots on the number line (approximately) and round them
to either 800 or 900.
a. 804 ≈ ________ 859 ≈ _________ 
b. 825 ≈ ________ 850 ≈ ________ 
c. 860 ≈ ________ 847 ≈ ________ 
d. 808 ≈ ________ 892 ≈ ________ 
When rounding to the nearest hundred, look at the TENS DIGIT of the number.


728
≈ ? The tens digit is 2, so round down: 728 ≈ 700 
471
≈ ? The tens digit is 7, so round up: 471 ≈ 500 
956
≈ ? The tens digit is 5, so round up: 956 ≈ 1000 
2. Round these numbers to the nearest hundred.
a. 416 ≈ ________ 837 ≈ _________ 
b. 529 ≈ ________ 960 ≈ ________ 
c. 670 ≈ ________ 557 ≈ ________ 
d. 254 ≈ ________ 147 ≈ ________ 
Things work similarly on this number line when rounding to the nearest hundred:

3. Round these numbers to 2,400 or to 2,500. You can use the number line above to help you.
a. 2,412 ≈ _______ 
b. 2,429 ≈ _______ 
c. 2,478 ≈ ________ 
d. 2,490 ≈ ________ 
Rounding rules When rounding to the nearest hundred, look at the TENS DIGIT of the number. 

If the tens digit is 0, 1, 2, 3, or 4, you will round down to the previous hundred. 728 ≈ ? The tens digit is 2, so round down: 728 ≈ 700
Notice: the
hundreds digit does not 
If that digit is 5, 6, 7, 8, or 9,
you will round up to the next hundred. 471 ≈ ? The tens digit is 7, so round up: 471 ≈ 500
Notice: the
hundreds digit increases by 
Whether you round up or down, the tens and ones digits change to zeros. 
4. Round these numbers to the nearest hundred.
a. 6,216 ≈ _________ 
b. 5,923 ≈ _________ 
c. 1,670 ≈ _________ 
d. 8,254 ≈ _________ 
e. 8,019 ≈ _________ 
f. 2,157 ≈ _________ 
g. 1,772 ≈ _________ 
h. 6,849 ≈ _________ 
i. 801 ≈ _________ 
j. 255 ≈ _________ 
k. 9,562 ≈ _________ 
l. 3,501 ≈ _________ 
Note especially! 4,952 ≈ ?
Now the tens digit is 5, so we round up. The hundreds
digit (9) increases by one
Instead, those ten hundreds make a new
thousand, so the thousands digit is incremented 
5. Round these numbers to the nearest hundred.
a. 6,986 ≈ _________ 
b. 5,973 ≈ _________ 
c. 1,981 ≈ _________ 
d. 4,945 ≈ _________ 
e. 2,932 ≈ _________ 
f. 9,969 ≈ _________ 
g. 966 ≈ _________ 
h. 9,982 ≈ _________ 
i. 798 ≈ _________ 
6. Round these numbers to the nearest hundred.
Place each answer in the crossnumber puzzle. 


Across:
a. 2,264 ≈ _______ b. 4,973 ≈ _______ c. 4,248 ≈ _______ d. 545 ≈ _______ 
Down:
e. 3,709 ≈ _______ f. 672 ≈ _______ g. 5,370 ≈ _______ h. 8,816 ≈ _______ 
7. Fill in, using rounded numbers.
a.
Usually, Mary receives about
b.
During the work week from 5/7
till 5/11 

The ideas in this place value lesson are taken from the Place Value 3 book that I sell at MathMammoth.com. Only a few examples of each problem type are shown; you should make more problems of each kind for the student.
Math Mammoth Place Value 3
A selfteaching worktext for 3rd grade that covers fourdigit place value, mental addition & subtraction with fourdigit numbers, comparing, rounding, and estimating.
Download ($2.75). Also available as a printed copy.