### Number Line

```Math Fundamentals for
Statistics I (Math 52)
Homework Unit 2:
Number Line and
Ordering
By Scott Fallstrom and Brent Pickett
“The ‘How’ and ‘Whys’ Guys”
3rd Edition (Summer 2016)
Math 52 – Homework Unit 2 – Page 1
This will show you where the homework problems for a particular section start.
2.1: Place Values ................................................................................................................................... 2
2.2: Comparing Numbers .................................................................................................................... 4
2.3: Equality and Inequality ................................................................................................................ 5
2.4: Sorting Numbers ........................................................................................................................... 6
2.5: Placing Positive Integers on a Number Line.............................................................................. 7
2.6: Rounding ........................................................................................................................................ 8
2.7: Decimals ....................................................................................................................................... 10
2.8: Placing decimals on a number line ............................................................................................ 13
2.9: Negative Numbers ....................................................................................................................... 14
2.10: Perfect Squares .......................................................................................................................... 16
2.11: Square Roots.............................................................................................................................. 16
2.12: Approximating Square Roots .................................................................................................. 18
2.13: Number Line Connections........................................................................................................ 19
2.14: Unit Review and Test Prep ....................................................................................................... 20
2.1: Place Values
Vocabulary and symbols – write out what the following mean:

Digits


Place Value
Decimal Point
Concept questions:
1. What is so special about 0?
2. Is zero really “nothing” with place value?
3. Is the decimal point really important?
4. Can you think of some examples of numbers where …
a. 0 is really not important (could write number without and keep the same value) ?
b. 0 is really important (writing without the 0 changes the value)?
Exercises:
5. Create a number line with the following characteristics:
a. From 1,000 to 2,000 by hundreds
b. From 1,200 to 1,300 by tens
c. From 1,240 to 1,250 by ones
d. From 1,243 to 1,244 by tenths
e.
f.
g.
h.
From 501 to 502 by tenths
From 500 to 510 by ones
From 500 to 600 by tens
From 0 to 1,000 by hundreds
Math 52 – Homework Unit 2 – Page 2
6. Fill in the digit that is in the given place values for 56, 237.9
a. Tens
e. Tenths
b. Thousands
f. Hundreds
c. Ones
g. Ten Thousands
d. Hundred Thousands
h. Millions
7. Fill in the digit that is in the given place values for 739.106
a. Tens
d. Hundredths
b. Thousands
e. Tenths
c. Ones
f. Hundreds
8. What is the place value of the “4” in…
a. 384.91
g. Thousandths
h. Ten-thousandths
d. 16.2034
b. 4,103.923
e. 43,091.42
c. 497,102,980
f. 4,000,000,000.01
9. Look at the two numbers and determine if they have the same value or different values.
Numbers
Comparison
Numbers
Comparison
a.
63 and 630
Same
Different
b.
790 and 0790
Same
Different
c.
15 and 105
Same
Different
d.
10 and 1.0
Same
Different
e.
63.5 and 63.50
Same
Different
f.
84 and 084
Same
Different
g.
840 and 840.0
Same
Different
h.
11 and 11.000
Same
Different
i.
1.05 and 1.005
Same
Different
j.
16 and 016.0
Same
Different
10. Finish labeling the number lines.
a.
18
30
b.
0
63
c.
4,000
4,450
Math 52 – Homework Unit 2 – Page 3
Wrap-up and look back:
11. Write in words what you learned from this first section.
12. Can we put a 0 into a number anywhere and keep the value the same?
13. Daniel says 4,103.923 has a 4 in the thousandths place value. Is he correct?
14. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.2: Comparing Numbers
Vocabulary and symbols – write out what the following mean:


Value
Larger (of two numbers)

Equal
Concept questions:
1. Are there times where you can just tell that one number is bigger than another? Give an example.
2. What method do you use to see if two numbers are equal?
Exercises:
3. Based on their size, determine the larger number.
Numbers
Larger
Numbers
a.
237 and 253
b.
1,113 and 1,131
c.
435 and 1,200
d.
3,258 and 3,285
e.
186 and 183
f.
7,896 and 7,869
g.
13,256 and 13,256
h.
8,439 and 8,249
Larger
i.
j.
1473 and 1478
1,268 and 1,255
4. Which of the following two numbers are larger? Explain why using the words “place value” and
“digit.” The numbers are: 6,105,599 and 6,105,519.
5. Marshall, a student in Math 52, is comparing the two numbers below. He says that that (b) has
more ones so it must be the bigger number. Is he correct; is his reasoning correct? Explain
a. 6,723,894
b. 6,723,849
6. Mariam, a student in Math 52, is comparing the two numbers below. She says that that the two
numbers have the same values in the first four digits from the left, so they must be equal. Is she
correct; is her reasoning correct? Explain.
a. 6,723,894
b. 6,723,849
7. Brady, a student in Math 52, is comparing the two numbers below. He tells you that (b) is
obviously bigger because it has larger values in all place values except for one. Is he correct; is his
reasoning correct? Explain.
a. 5,432,718
b. 4,789,899
Math 52 – Homework Unit 2 – Page 4
8. Alicia, a student in Math 52, is comparing the two numbers below. She tells you that (b) is
obviously bigger because it has more ‘tens.’ Is she correct; is her reasoning correct? Explain.
a. 5,432,718
b. 7,432,798
Wrap-up and look back:
9. Write in words what you learned from this section.
10. When explaining a result, is it possible to get the correct answer for the wrong reason?
11. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.3: Equality and Inequality
Vocabulary and symbols – write out what the following mean:


Greater than





Less than

Equal to
=
Concept questions:
1. If you have two numbers, can you always put one of these symbols (  ,  , or = ) between them?
2. If you and I each write a 3-digit number, and we each use the same three digits to make the
number, will we have the same number? Explain.
Exercises:
3. Place the correct symbol (  ,  , or =) between the following numbers:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
18
72
2,345
42,056
43 + 5
27,438
4,365
39 – 5
527
593
0.9
207
68
17
8,236
2,343
42,056
43 + 6
27,439
3,456
40 – 6
725
590 + 3
0.28
27
068
Math 52 – Homework Unit 2 – Page 5
4. Marty says that 984 and 894 have the same value because they both have the exact same digits. Is
he correct; is his reasoning correct? Explain.
5. Millie says that 58.0 is the same as 58 because they have exactly the same digits in all place
values. Is she correct; is her reasoning correct? Explain.
6. Igor says that 59 is smaller than 59.0 because 59.0 has more digits. Is he correct; is his reasoning
correct? Explain.
7. Lucy says 40 is larger than 37 + 3 because 40 is bigger than both numbers. Is she correct; is her
reasoning correct? Explain.
8. North said 65  29 because 9 “ones” is bigger than 5 “ones.” What would you say to North?
9. Willie said that 0.7 is smaller than 0.43 because 43 is bigger than 7. Is this thinking correct?
Wrap-up and look back:
10. Which number does  point to… larger or smaller?
11. If a number (A) has more tens than another number (B), does that mean A  B ? Explain.
12. What part of this section was the most fun for you?
13. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.4: Sorting Numbers
Vocabulary and symbols – write out what the following mean:

None
Concept questions:
1. If you have a list of numbers, how do you go about sorting them (putting them in order)? Explain
2. Consider three numbers: A, B, and C. If you start with A and you find that A  B but A  C , write
the three numbers in order …
a. From smallest to largest.
b. From largest to smallest.
Exercises:
3. Sort the following numbers from smallest to largest.
a. 456
654
b. 2,536
2,546
c. 278
276
564
465
2,563
279
645
2,545
274
546
2,565
277
d. 2,567
2,467
4,657
4,756
4,357
e. 15.38
14.33
1.523
0.1573
154.8
Math 52 – Homework Unit 2 – Page 6
4. Sort the following numbers from largest to smallest.
a. 51.869
51.868
b. 511,234
51.876
511,247
51.896
512,251
511,311
c. 9,313,496
9,313,596
9,312,497
d. 143
147
141
142
e. 84
9
365
149
129
148
140
151
4,301
Wrap-up and look back:
5. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.5: Placing Positive Integers on a Number Line
Vocabulary and symbols – write out what the following mean:

None
Concept questions:
1. With numbers on a number line, which one goes on the right?
Exercises:
2. Place the number in the approximate position on the number line.
a. 20, 40, 60, 80, 90, 33, 85, 10, 37
b. 30, 60, 90, 50, 15, 75, 95, 23
c. 50, 60, 70, 80, 90, 63, 78, 98, 55, 71
0
100
3. On a number line, Peeta labelled the following. Does it make sense? Explain.
100
0
18 29
65
Math 52 – Homework Unit 2 – Page 7
4. On a number line, Katniss labelled the following. Does it make sense? Explain.
0
100
42 39
65
5. On a number line, Gale labelled the following. Does it make sense? Explain.
0
200
22 49
65
Wrap-up and look back:
6. Which is a bigger mistake:
a. Writing the number 50 in a space on the number line that should have been 48 or 49.
b. Writing the number 50 in a space on the number line that should have been 20 or 21.
7. Which is a bigger mistake:
a. Writing the number 60 in a space on the number line that should have been 48 or 49 and
10 in a space that should have been 20.
b. Writing the number 60 and the number 10 on the number line so that 10 is greater than 60.
8. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.6: Rounding
Vocabulary and symbols – write out what the following mean:


Round
Conventional Rounding


Rounding Up
Rounding Down
Concept questions:
1. What determines whether we round a number up or down?
2. Is there ever a time when rounding up or down to the nearest ten would be off by the same
amount? Give an example.
3. Is there ever a time when rounding up or down to the nearest hundred would be off by the same
amount? Give an example.
4. Is there ever a time when rounding up or down to the nearest one would be off by the same
amount? Give an example.
Math 52 – Homework Unit 2 – Page 8
5. Is there ever a time when rounding up or down to the nearest thousand would be off by the same
amount? Give an example.
6. When rounding 37 to the nearest ten, why do we answer with 40?
7. When rounding 342 to the nearest hundred, why do we answer with 300?
8. Can we round 342 to the nearest thousand? Explain.
9. Can we round 342 to the nearest ten-thousand? Explain.
Exercises:
10. Round the following numbers to the nearest tens:
a. 327
d. 397
b. 544
e. 4
c. 275
f. 203
11. Round the following to the nearest hundreds:
a. 352
f. 9,350
b. 946
g. 963
c. 49
h. 234,567
d. 2,461
i. 8
e. 5,725
j. 621,549.9
12. Round 43 to the nearest:
a. tens
13. Round 6,487 to the nearest:
a. tens
b. hundreds
c. thousands
d. ten thousands
b. hundreds
e. hundred thousands
c. thousands
f. millions
14. Johanna rounds a number to the nearest hundred and ends with 800. Which of these numbers are
possibilities for the original (not yet rounded) number? There could be many correct options.
a. 795
d. 821
b. 856
e. 750
c. 733
f. 766
Math 52 – Homework Unit 2 – Page 9
Wrap-up and look back:
15. Desi claims that when rounding 75 to the nearest ten, both 70 and 80 would be correct answers. Is
she correct? Explain.
16. Yanni claims that when rounding 6,394 to the nearest thousand, both 6,000 and 7,000 would be
correct answers. Is he correct? Explain.
17. Isabel says that she can’t round 75 to the nearest thousand because there aren’t any. Is she correct
– why or why not?
18. Maryann rounds 493.826 to the nearest tenth and gets 490. Determine and explain her error.
19. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.7: Decimals
Vocabulary and symbols – write out what the following mean:


Integers
Density Property of Rational Numbers

Positive Integers
Concept questions:
1. Which is larger – tenths or hundredths?
2. Which is larger – thousands or hundreds?
3. Which is larger – hundred millions or billions?
Exercises:
4. Write the value of the lollowing numbers: [Example: 0.045 is written 45 thousandths]
a.
b.
c.
d.
0.43
0.043
0.0043
0.521
e.
f.
g.
h.
0.0521
0.00521
0.000521
0.6475
i.
j.
k.
l.
2.3
23.61
325.5
8.8
m. 50.05
n. 4,000.0004
5. Round 45.7029824 to the nearest…
a. Tenth
b. Hundredth
c. Thousand
d. Ten thousandth
e. Hundred thousand
f. Millionth
6. Finish labeling the number line.
a.
0
0.7
1
b.
0
0.1
Math 52 – Homework Unit 2 – Page 10
c.
0
0.01
0
0.001
0
1
d.
e.
7. You are going to be given two numbers. Determine the larger number.
a.
Numbers
4.2 and 0.42
b.
0.0735 and 0.739
c.
8.10 and 8.01
d.
10.79 and 11.17
e.
2.81 and 2.8
f.
1037 and 103.7
g.
100.3 and 1,000.5
h.
0.049 and 0.052
i.
56.4 and 56.04
Larger
8. Place the correct symbol (  ,  , or =) between the following numbers:
a.
3.25
32.5
b.
5.7
5.07
c.
0.345
0.354
d.
2.96384
2.96384
e.
10 – 1
10 – 0.8
f.
7.5002
7.0502
g.
25,678
25.678
h.
53.200
53,200
i.
463
466 – 32
j.
2.73
2.730
k.
1.38
1.38
Math 52 – Homework Unit 2 – Page 11
9. Write a number between the two numbers given:
a. 0 and 0.1
b. 0 and the answer from part (a).
c. 0 and the answer from part (b).
d. How many numbers are there between 0 and 0.1?
e. What property does this problem demonstrate?
10. Use the thinking you have developed on the size of numbers to put these positive numbers in
order from smallest to largest:
a. 6.7
9.2
b. 111
2.35
8.3
6.894
c. 21.1
23.7
d. 0.342
0.432
e. 345,924
1.095
18.5
3
18.45
0.324
345,942
3.5
19.74
0.423
0.234
345,492
345,429
11. Determine if the two numbers have the same value or different value.
Numbers
Same or Different?
a.
85
850
Same
Different
b.
94.0
094
Same
Different
c.
17
1.7
Same
Different
d.
0.17
0.017
Same
Different
e.
0.44
0.440
Same
Different
f.
0.44
.44
Same
Different
g.
10.37
1.37
Same
Different
h.
26.8
26.80
Same
Different
i.
26.8
026.800
Same
Different
j.
268.1
26.81
Same
Different
k.
26.081
26.81
Same
Different
l.
00856
0.0856
Same
Different
m.
0.391
.391
Same
Different
Wrap-up and look back:
12. Are decimal numbers similar to whole numbers when sorting? Explain.
Math 52 – Homework Unit 2 – Page 12
13. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.8: Placing decimals on a number line
Vocabulary and symbols – write out what the following mean:

None
Concept questions:
1. Are there similarities between putting positive integers on a number line and positive decimal
numbers?
2. Josie is putting 0.75 on a number line from 0 to 1, and Anne is putting 75 on a number line from 0
to 100. When they are done, should the locations be similar or not? Explain.
Exercises:
3. Place the number in the approximate position on the number line:
0.50, 0.25, 0.75, 0.42, 0.91, 0.02, 0.33
1
0
4. Place the number in the approximate position on the number line:
50, 25, 75, 42, 91, 2, 33
100
0
5. Place the number in the approximate position on the number line:
2.7, 4.3, 8.5, 9.2, 0.7, 1.3, 7.1
0
10
Wrap-up and look back:
6.
7.
8.
9.
Which would be further to the left on a number line: 0.47 or 47?
Which would be further to the left on a number line: 0.47 or 4.7?
Which would be further to the left on a number line: 0.47 or 0.047?
Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
Math 52 – Homework Unit 2 – Page 13
2.9: Negative Numbers
Vocabulary and symbols – write out what the following mean:

Negative Integers
Concept questions:
1. Which number is larger: 10 or 20?
2. Which number is larger: – 10 or – 20?
3. Based on the previous questions, if you knew A and B were positive numbers and that A  B ,
does that mean  A  B ? Why or why not?
Exercises:
4. Given the endpoints, finish labeling the number line.
a.
–200
–100
–120
–110
–115
–114
b.
c.
d.
– 4.3
– 4.2
5. Fill in the table by determining the larger number for each pair.
Numbers
Larger
a.
– 3 and –9
b.
–11.2 and –112
c.
– 43 and –34
d.
–187 and –192
e.
–2,534 and –3,256
f.
–537 and 20
g.
– 7.49 and –2.36
h.
– 44 and –55
Math 52 – Homework Unit 2 – Page 14
6. Place the correct symbol (  ,  , or =) between the following numbers:
a.
– 301
– 300
b.
– 559
– 595
c.
– 2.6
– 2.3
d.
– 5,392
– 5,932
e.
– 73
– 78
f.
– 2.98
– 2.45
g.
596
634
h.
– 596
– 634
7. Approximate the value of the number between 0 and 1 given by the letter.
0
P
U
Q
S
a. P
b. Q
T
R
c. R
d. S
1
e. T
f. U
8. Approximate the value of the number between – 1 and 0 given by the letter.
–1
F
a. C
b. D
C
G
D
E
H
c. E
d. F
0
e. G
f. H
9. Find three numbers between 0.5 and 0.7.
10. Find four numbers between – 0.7 and – 0.8.
Wrap-up and look back:
11. How many integers are between 6 and 10?
12. How many integers are between – 5 and 2?
13. How many integers are between 0.8 and 2.73?
14. How many numbers (not just integers) are between 0.8 and 2.73?
15. How many numbers (not just integers) are between – 0.7 and – 0.8?
16. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
Math 52 – Homework Unit 2 – Page 15
2.10: Perfect Squares
Vocabulary and symbols – write out what the following mean:

Perfect Squares
Concept questions:
1. What button on your calculator will create perfect squares?
Exercises:
2.
Find the square for the following numbers.
Number
15
16
17
18
19
20
21
22
23
24
Square
3. Look at the numbers you wrote in. Find a pattern with these squares and explain the pattern.
4.
For decimal answers, round to the nearest hundredth if necessary.
Number
31
2.1
3.1
0.3
–5
0.8
0.75
0.43
Square
5. Is there a similarity between the square of 21 and 2.1? Explain.
Wrap-up and look back:
6. Which number has the bigger square, 0.5 or 0.21? Why do you think that is?
7. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.11: Square Roots
Vocabulary and symbols – write out what the following mean:

Square root

Math 52 – Homework Unit 2 – Page 16
Concept questions:
1. Are there two answers for
81 or just one? Explain why.
2. Marvin said that his teacher told him
Marvin?
3. Explain what
36  6 , so there are two answers. What would you tell
67 means in words (do not calculate a value for this).
Exercises:
4. Find the value of the following.
a.
25
b.
49
c.
d.
1
16
729
e.
f.
1,024
g.
2,809
h.
6,084
5. Put the following numbers in order from smallest to largest:
25, 4, 5, 17 , 10 , 5.1, 12 , 3
6. Put the following numbers in order from smallest to largest. Write in
able to do this without using your calculator.
37 , 15 , 82 , 65 , 14 , 50 , 40
form. You should be
7. Estimate the size of the following square roots – find the whole number above and below each.
Work to not use your calculator!
53
40
21
a.
c.
e.
72
d.
89
33
b.
f.
Wrap-up and look back:
8. Larry said 16  4 because  4  16 . Is Larry correct?
2
9. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
Math 52 – Homework Unit 2 – Page 17
2.12: Approximating Square Roots
Vocabulary and symbols – write out what the following mean:

None
Concept questions:
1. Explain how to estimate which whole numbers
42 is between without using a calculator.
Exercises:
2.
Approximate the following square roots out to 6 decimal places using the calculator. Then,
with the decimal representation on screen, use the calculator to convert it to a fraction.
Square Root
a.
87
b.
532
c.
5,280
d.
17.0569
e.
0.000049
f.
1.8394
g.
27
243
h.
256
361
Decimal Approximation
Fraction Representation (if
possible)
Wrap-up and look back:
3. Are you able to find integers above and below a square root like
77 ? Explain how to do this to
a student in Math 52.
4. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
Math 52 – Homework Unit 2 – Page 18
2.13: Number Line Connections
Vocabulary and symbols – write out what the following mean:

None
Concept questions:
1. Martin says – 80 is larger than 70 because 80 is bigger than 70. Is Martin correct? Explain.
2. Lisa says – 50 is bigger than – 30 because 50 is bigger than 30. Is Lisa correct? Explain.
3. Pedro says that – 50 is smaller than – 30 because – 50 is further to the left on the number line. Is
Pedro correct? Explain.
Exercises:
4. Finish labeling the number line.
–20
30
5. Finish labeling the number line.
–2
28
6. Finish labeling the number line.
–2.4
7.
2.6
Fill in the table by determining the larger and smaller number for each pair.
Numbers
a.
Larger
48 and 6.4
b.
31 and
37
c.
0.34 and
1
3
d.
– 0.34 and –
e.
– 65 and 0.048
f.
 31 and  37
1
3
Math 52 – Homework Unit 2 – Page 19
8. Place the number in the approximate position on the number line (9.6 is shown):
9.6,
31 ,
13
, – 0.7,  58
5
85 , 6.0, – 5.5,
9.6
– 10
10
9. Use the thinking you have developed on the size of numbers to put these numbers in order from
smallest to largest (without using a calculator):
a.
5
2
5
b.  21
24
– 3.98
6
37
–4
– 5.4
5.8
 12
Wrap-up and look back:
10. Did you have any questions remaining that weren’t covered in class? Write them out and bring
them back to class.
2.14: Unit Review and Test Prep
Vocabulary and symbols: All the terms and new symbols from each unit; you should have a working
knowledge of each term (knowing what it means and how to use it). These are jumbled up and not in
any order.











Digits
Place Value
Decimal Point
Value
Larger (of two numbers)
Equal
Greater than
Less than
Equal to
=













Round
Conventional Rounding
Rounding Up
Rounding Down
Integers
Positive Integers
Density Property of Rational Numbers
Negative Integers
Square root
Perfect Squares
Concept questions:
1. Thinking about place value, does the digit 0 mean “nothing”? Explain why or why not.
Math 52 – Homework Unit 2 – Page 20
2. Consider three numbers: A, B, and C. If you start with A and you find that A  B and A  C , do
we know the order of the three numbers or do we need more information? Explain.
3. When rounding 96 to the nearest ten, why do we answer with 100?
Exercises:
4. Fill in the digit that is in the given place values for 89,654.23
a. Tens
e. Tenths
b. Thousands
f. Hundreds
c. Ones
g. Ten Thousands
d. Hundred Thousands
h. Millions
5. What is the place value of the “9” in…
a. 384.91
d. 96.2034
b. 4,103.7192
e. 93,071.42
c. 497,102,980
f. 4,900,000,000.01
6. Marty says that 984 and 894 have the same value because they both have the exact same digits. Is
he correct? Explain.
7. Look at the two numbers and determine if they have the same value or different values.
Numbers
Comparison
Numbers
Comparison
a.
87 and 870
Same
Different
b.
79.0 and 07.90
Same
Different
c.
1.9 and 19
Same
Different
d.
1.00 and 1.0
Same
Different
e.
7.5 and 7.05
Same
Different
f.
13 and 013.0
Same
Different
8. Based on their size, determine the larger number.
Numbers
Larger
Numbers
a.
894 and 948
b.
2,314 and 2,341
c.
1,394 and 17
d.
6.9 and 6.09
e.
– 48 and – 15
1
– 0.24 and –
4
– 35 and 0.048
f.
– 6.9 and – 6.09
h.
 71 and  87
j.
– 0.235 and – 0.48
g.
i.
Larger
9. Marshall Mathers say that 23,417 is larger than 24,106 because the first number has more
hundreds, tens, and ones. Explain if he is correct or not.
Math 52 – Homework Unit 2 – Page 21
10. Hannah Montana is comparing 56,384 and 57,190. She says that 57,190 is bigger because there
are more tens. Explain if she is correct or not.
11. Place the correct symbol (  ,  , or =) between the following numbers:
a.
b.
c.
d.
e.
f.
g.
h.
18
72
2,341
42,056
44 + 5
1.375
0.0038
– 51
17
8,236
2,343
42.056
43 + 6
1.381
0.00049
– 29
12. Consider three numbers: A, B, and C. If you start with A and you find that A  B and A  C , do
we know the order of the three numbers or do we need more information? Explain.
13. Round 9,837.261 to the nearest:
a. tens
d. tenths
b. hundreds
e. hundredths
c. thousands
f. millions
14. If a number (A) has more hundreds than another number (B), does that mean A  B ? Explain.
15. (a) What is the square of 64? (b) What is the square root of 64?
16. Find the value of the following.
36
a.
49
b.
c.
3,481
d.
56,169
17. Put the following numbers in order from smallest to largest:
85 , 8.5, 9,
98 , 0.89, 8
7
8
Math 52 – Homework Unit 2 – Page 22
18.
Approximate the following square roots out to 6 decimal places using the calculator. Then,
with the decimal representation on screen, use the calculator to convert it to a fraction.
Square Root
a.
Fraction Representation
(if possible)
817
b.
c.
Decimal Approximation
53
0.000016
d.
6,561
1,369
19. Finish labeling the number line.
–40
10
20. Explain how you are able to find integers above and below a square root like
57 ? Explain how
to do this to a student in Math 52.
Wrap-up and look back:
21. What was the most interesting part of this unit for you?
22. What concepts in this unit were the most challenging for you?
23. Do you have any additional questions?
Math 52 – Homework Unit 2 – Page 23
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