my homework lesson 8 multiply with regrouping answer key

Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
• Roman numerals
• Subtraction
• Multiplication
• Order of operations
• Drills & practice
• Measurement
• Factoring & prime factors
• Proportions
• Shape & geometry
• Data & graphing
• Word problems
• Children's stories
• Leveled Stories
• Context clues
• Cause & effect
• Compare & contrast
• Fact vs. fiction
• Fact vs. opinion
• Main idea & details
• Story elements
• Conclusions & inferences
• Sounds & phonics
• Words & vocabulary
• Reading comprehension
• Early writing
• Numbers & counting
• Simple math
• Social skills
• Other activities
• Dolch sight words
• Fry sight words
• Multiple meaning words
• Prefixes & suffixes
• Vocabulary cards
• Other parts of speech
• Punctuation
• Capitalization
• Narrative writing
• Opinion writing
• Informative writing
• Cursive alphabet
• Cursive letters
• Cursive letter joins
• Cursive words
• Cursive sentences
• Cursive passages
• Grammar & Writing

Breadcrumbs

How to Multiply in Columns with Regrouping

Once students have learned to multiply in columns with no carrying, they move onto multiplying in columns with carrying. This means that the sum of the multiplying numbers is larger than 10, or 100, or 1000, etc., so the resulting 10, 100, 0r 1000 is moved to the column to the left.

Multiplying with regrouping is best explained in an illustrated example.

Multiplication with carrying

Let’s use this example: 718 x 6

That will look like this in columns:

When you multiply in columns, you start by multiplying the ones. Like this:

The 8 goes in the ones column and the 4 goes in the tens column, like this:

Now let’s move onto multiplying the tens column by 6. Don’t forget to add the 4 tens.

See how the 1 hundred moved up to above the 7 hundreds?

Now, let’s multiply the hundreds column with the 6. Don’t forget the add the 1 at the top.

The answer is: 718 x 6 = 4,308

Multiplying with regrouping video

We’ve created a video to demonstrate the above example:

Worksheets to practice multiplying with carrying

We have worksheets in our grade 3 and grade 4 math sections to practice multiplication with regrouping.

Grade 3 worksheets for multiplying 1-digit by 3-digit numbers

Students in grade 3 practice multiplying in columns with carrying .

1-digit by 3-digit multiplication practice for grade 4 students

Grade 4 students work on harder examples of 1-digit by 3-digit multiplication with regrouping .

This content is available to members only.

Join K5 to save time, skip ads and access more content. Learn More

• Forgot Password?

Don't have an account? Register

Already have an account? Login

• 4th Grade Math
• Title: My Math
• Author: McGraw Hill
• Edition: Volume 1

Email us and we will contact you short after.

Online Math Class

Mr. Math Blog

Thanks for your donation!

​Every little bit helps me help you!  :-)

Please Donate, if you're a regular!

The donate link is below. Thanks so much!!

Multiply by Tens - Lesson 3.1

Estimate Products - Lesson 3.2

Area Models and Partial Products - Lesson 3.3

Multiply Using Partial Products - Lesson 3.4

Multiply with Regrouping - Lesson 3.5

Choose a Multiplication Method - Lesson 3.6  

Problem Solving - Multiply 2-Digit Numbers - Lesson 3.7

Multiplication Comparing Using Algebra - Lesson 2.1

Comparison Problems - Section 2.2

Multiply Tens, Hundreds & Thousands - Lesson 2.3

Estimate Products - Lesson 2.4

Multiply with the Distributive Property - Lesson 2.5

Multiply Using Expanded Form - Lesson 2.6

Multiply Using Partial Products - Lesson 2.7

Multiply Using Mental Math - Lesson 2.8

Problem Solving With Multistep Multiplication - Lesson 2.9

Multiply 2-Digit Numbers With Regrouping - Lesson 2.10

Multiply 3 and 4-Digit Numbers With Regrouping - Lesson 2.11

Solve Multistep Problems Using Equations - Lesson 2.12

Lines, Rays, and Angles - Lesson 10.1

Classify Triangles - Lesson 10.2

Parallel and Perpendicular Lines - Lesson 10.3

Classify Quadrilaterals - Lesson 10.4

Line symmetry - lesson 10.5, find and draw lines of symmetry - lesson 10.6, problem solving: shape patterns - lesson 10.7   , relate tenths and decimals - lesson 9.1.

Relate Hundredths and Decimals - Lesson 9.2  

Equivalent Fractions and Decimals - Lesson 9.3

Relate Fractions, Decimals, and Money - Lesson 9.4

Problem Solving With Money - Lesson 9.5

Add Fractional Parts of 10 and 100 - Lesson 9.6

Compare Decimals - Lesson 9.7

Add & Subtract Parts of a Whole - Section 7.1

Write Fractions as Sums - Section 7.2

Adding Fractions Using Models - Section 7.3

Subtract Fractions Using Models - Section 7.4

Add and Subtract Fractions - Section 7.5

Rename Fractions and Mixed Numbers - Section 7.6

Add & Subtract Mixed Numbers - Section 7.7

Subtraction with Renaming - Section 7.8

Fractions and Properties of Addition - Section 7.9

Problem Solving Using Multistep Fractions - Section 7.10

Chapter 7 Test Review on Add and Subtract Fractions

Equivalent Fractions - Section 6.1

Gener ate Equivalent Fractions - Section 6.2

Fractions in Simplest Form - Section 6.3

Common Denominators - Section 6.4

Problem Solving With Equivalent Fractions - Section 6.5  

Compare Fractions - Section 6.6

More Comparing Fractions - Section 6.7

Compare and Order Fractions - Section 6.8

Chapter 6 Review on Fraction Equivalence and Comparison

Modeling Factors of Numbers - Section 5.1

Factors and Divisibility - Section 5.2  

Problem Solving With Common Factors - Section 5.3

Factors and Multiples - Section 5.4

Prime and Composite Numbers - Section 5.5

Number Patterns - Lesson 5.6

Review For Test on Chapter 5; Factors, Multiples, and Patterns

Estimate Quotients Using Multiples - Lesson 4.1

Remainders - Lesson 4.2

Interpret the Remainder - Lesson 4.3

Divide Tens, Hundreds, and Thousands - Lesson 4.4

Estimate Quotients Using Compatible Numbers - Lesson 4.5

Division and the Distributive Property - Lesson 4.6

Divide Using Repeated Subtraction - Lesson 4.7

Divide 3 Digits by 1 Using Partial Quotients - Section 4.8

Divide 3 Digits by 1 With Regrouping - Section 4.9

Divide 3 Digits by 1 Using Place Value - Section 4.10

Divide By 1 Digit Numbers Using Place Value - Section 4.11

Multi-Step Problem Solving with Whole Numbers-Section 4.12

Fourth Grade

• AP Calculus
• AP Statistics
• Independent Study
• Second Grade Math
• Third Grade Math
• Fourth Grade Math
• Fifth Grade Math
• Sixth Grade Math
• Sixth Grade Math (CA)
• Seventh Grade Math (CA)
• Eighth Grade Math (CA)
• Integrated Math 1
• Integrated Math 2
• Integrated Math 3
• PreCalculus
• AP Statistics Exam Prep
• Elementary Statistics
• ELM Practice
• Percents and Decimals
• Sixth Grade Math (Big Ideas)

Perimeter - Lesson 13.1

Area - Lesson 13.2

Area of Combined Rectangles - Lesson 13.3

Find Unknown Measures - Lesson 13.4

Problem Solving - Find the Area - Lesson 13.5

Angles and Fractional Parts of a Circle - Lesson 11.1

Degrees - Lesson 11.2

Measure and Draw Angles - Lesson 11.3

Joint and Separate Angles - Lesson 11.4

Problem Solving: Unknown Angle Measures - Lesson 11.5

Measurement Benchmarks - Lesson 12.1

Customary Units of Length - Lesson 12.2

Customary Units of Weight - Lesson 12.3

Customary Units of Liquid Volume - Lesson 12.4

Line Plots - Lesson 12.5

Show What You Know (Pre-Chapter 1)

Vocabularly Builder (Pre-Chapter 1)

Model Place Value Relationship - Lesson 1.1

Read and Write Numbers - Lesson 1.2

  Compare and Order Numbers - Lesson 1. 3  

Rounding Numbers - Lesson 1.4

Renaming Numbers - Lesson 1.5

Adding Whole Numbers - Lesson 1.6

Subtracting Whole Numbers - Lesson 1.7

Problem Solving - Lesson 1.8

Multiples of Unit Fractions - Lesson 8.1

Multiples of Fractions - Lesson 8.2

Multiply Fractions by Whole Numbers - Lesson 8.3  

Multiply Fractions and Mixed Numbers by Whole Numbers 8 4

Comparison Problem Solving with Fractions - Lesson 8.5

Copyright 2013. All rights reserved.

• 888-309-8227
• 732-384-0146

New User Registration

Forgot Password

Go Math! 4 Common Core, Grade: 4 Publisher: Houghton Mifflin Harcourt

Go math 4 common core, title : go math 4 common core, publisher : houghton mifflin harcourt, isbn : 054758783x, isbn-13 : 9780547587837, use the table below to find videos, mobile apps, worksheets and lessons that supplement go math 4 common core., textbook resources.

• Call us toll-free
• FAQs – Frequently Asked Questions
• Contact Lumos Learning – Proven Study Programs by Expert Teachers

Follow us: Lumos Learning -->

• 2024 © Lumos Learning
• Privacy Policy - Terms of Service - Disclaimers

PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc... Read More

PARCC® is a registered trademark of PARCC, Inc. Lumos Learning, is not owned by or affiliated in any fashion with PARCC, Inc., the Partnership for the Assessment of Readiness for College and Careers, nor any state of the Union. Neither PARCC, Inc., nor The Partnership for the Assessment of Readiness for College and Careers, nor any member state has endorsed this product. No portion of any fees or charges paid for any products or services Lumos Learning offers will be paid or inure to the benefit of PARCC, Inc., or any state of the Union

SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not aff... Read More

SBAC is a copyright of The Regents of the University of California – Smarter Balanced Assessment Consortium, which is not affiliated to Lumos Learning. The Regents of the University of California – Smarter Balanced Assessment Consortium, was not involved in the production of, and does not endorse these products or this site.

ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC, was not... Read More

ACT® Aspire™ is a registered trademark of ACT Aspire LLC., which is not affiliated to Lumos Learning. ACT Aspire LLC,was not involved in the production of, and does not endorse these products or this site.

Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the... Read More

Florida Department of Education is not affiliated to Lumos Learning. Florida department of education, was not involved in the production of, and does not endorse these products or this site.

Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the... Read More

Indiana Department of Education is not affiliated to Lumos Learning. Indiana department of education, was not involved in the production of, and does not endorse these products or this site.

Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved... Read More

Mississippi Department of Education is not affiliated to Lumos Learning. Mississippi department of education, was not involved in the production of, and does not endorse these products or this site.

Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the prod... Read More

Ohio Department of Education is not affiliated to Lumos Learning. Ohio department of education, was not involved in the production of, and does not endorse these products or this site.

Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved... Read More

Tennessee Department of Education is not affiliated to Lumos Learning. Tennessee department of education, was not involved in the production of, and does not endorse these products or this site.

Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved... Read More

Georgia Department of Education is not affiliated to Lumos Learning. Georgia department of education, was not involved in the production of, and does not endorse these products or this site.

Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved... Read More

Missouri Department of Education is not affiliated to Lumos Learning. Missouri department of education, was not involved in the production of, and does not endorse these products or this site.

Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved... Read More

Louisiana Department of Education is not affiliated to Lumos Learning. Louisiana department of education, was not involved in the production of, and does not endorse these products or this site.

• Texas Go Math
• Big Ideas Math
• enVision Math
• EngageNY Math
• McGraw Hill My Math
• 180 Days of Math
• Math in Focus Answer Key
• Math Expressions Answer Key
• Privacy Policy

Texas Go Math Grade 4 Lesson 7.8 Answer Key Multiply 3-Digit and 4-Digit Numbers with Regrouping

Refer to our Texas Go Math Grade 4 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 4 Lesson 7.8 Answer Key Multiply 3-Digit and 4-Digit Numbers with Regrouping.

Essential Question

How can you use regrouping to multiply? Answer:

Unlock the problem

Alley Spring, in Missouri, produces an average of 567 million gallons of water per week. How many gallons of water do the springs produce in 3 weeks? Answer:

Explanation:

Use an estimate or an exact answer.

The table shows the prices of three vacation packages. Jake, his parents, and his sister want to choose a package. Answer:

Mathematical Processes Explain how you know you can use an estimate Answer:

(B) Jake’s family wants to compare the total costs of Packages A and C. Which plan costs more? How much more does it cost?

So, Package ____________ would cost ____________ more than Package ____________. Answer: So, Package A would cost $1,470 more than Package C.

Mathematical Processes Explain why you need an exact answer. Answer:

Share and Show

Estimate . Then find the product.

Explanation: The product of 603 and 4 is 2,412. So the estimated product will be 600×4 = 2,400.

Explanation: The product of 8,326 and 5 is 41,630. So the estimated product will be 8,300×5 = 41,300.

Mathematical Processes Explain how you can use estimation to find how many digits the product 4 × 1861 will have. Answer: Here, the product of 4 × 1861 is 7,444. And the estimated product will be 4 × 1900 = 7,600.

Problem Solving

Question 5. Look at the table. About how many more people visited the park in 2007 than ¡n 2000? Answer: The number of people who visited the park in 2007 than in 2000 is 2,90,295.

Explanation: In the table, we can see that the number of people who visited the park in 2007 is 1,160,031 and the number of people who visited the park in 2000 is 869,736. So the number of people who visited the park in 2007 than in 2000 is 1,160,031 – 869,736 = 2,90,295.

Go Math Grade 4 Lesson 7.8 Answer Key Question 7. H.O.T. Sense or Nonsense? Multi-Step Joe says that the product of a 4-digit number and a 1-digit number is always a 4-digit number. Does Joe’s statement make sense? Explain. Answer:

Daily Assessment Task

Fill in the bubble completely to show your answer.

Question 8. Tissue paper comes in packages of 6 sheets. Ms. Rodriguez buys 225 packages of tissue paper. How many sheets of tissue paper does she buy? (A) 1,220 (B) 1,250 (C) 1,320 (D) 1,350 Answer: D.

Explanation: Given that tissue paper comes in packages of 6 sheets and Ms. Rodriguez bought 225 packages of tissue paper. So the number of sheets of tissue paper does she bought was 6×225 = 1,350.

Question 9. Dan has 1,398 sports cards. Mason has 3 times as many sports cards as Dan. How many sports cards does Mason have? (A) 4,194 (B) 3,974 (C) 1,401 (D) 466

Explanation: Given that Dan has 1,398 sports cards and Mason has 3 times as many sports cards as Dan. So the number of sports cards does Mason has is 1,398×3 = 4,194.

TEXAS Test Prep

Question 11. What number is 150 more than the product of 5 and 4,892? (A) 24,610 (B) 24,160 (C) 25,610 (D) 24,061 Answer: A.

Explanation: The product of 5 and 4,892 is 24,460 and the number is 150 more than the product is 24,460+150 = 24,610.

Texas Go Math Grade 4 Lesson 7.8 Homework and Practice Answer Key

Estimate. Then find the product.

Explanation: The product of 887 and 6 is 5,322 and the estimated product is 900×6 which is 5,400.

Explanation: The product of 2,309 and 8 is 18,472 and the estimated product is 2,300×6 which is 18,400.

Explanation: The product of 7,155 and 3 is 21,465 and the estimated product is 7,200×3 which is 21,600.

Problem-Solving

Question 4. It is 1,748 miles from Dan’s home in Austin, Texas to his sister’s home in San Jose, California. It is 1,174 miles to his brother’s home near Minneapolis, Minnesota. How many miles more is the trip there and back to Dan’s sister’s home than the trip there and back to his brother’s home? Answer:

Question 5. A theater seats 378 people. There are 2 shows each weekend for 4 weekends. If all of the seats are sold for all performances, how many people will see the shows? Explain whether you need an estimate or an exact answer. Answer: The number of people who will see the show is 1,512 people.

Explanation: Given that a theater seats 378 people and there are 2 shows each weekend for 4 weekends. So the number of people who will see the show is 378×4 which is 1,512 people.

Question 6. Emma says that the product of a 3-digit number and a 1-digit number will be either a 3-digit number or a 4-digit number. Does Emma’s statement make sense? Explain. Answer: Emma’s statement doesn’t make sense.

Explanation: Here, Emma’s statement doesn’t make sense. Because if we multiply a three-digit number by 0 we will get 0 only and if we multiply 0.105 by 4 we will get 0.42.

Lesson Check

Question 7. It takes Earth 365 days to orbit the sun. How many days does it take Earth to orbit the sun 3 times? (A) 1,095 days (B) 985 days (C) 995 days (D) 1,185 days Answer: A.

Explanation: Given that the earth takes 365 days to orbit the sun, so the number of days does it take Earth to orbit the sun 3 times is 365×3 which is 1,095 days.

Question 8. Denver, Colorado is 5,280 feet above sea level. How many feet above sea level is a mountain peak that is 4 times higher above sea level? (A) 20,820 feet (B) 5,284 feet (C) 21,120 feet (D) 26,140 feet Answer: C.

Explanation: Given that Denver, Colorado is 5,280 feet above sea level, so the number of feet above sea level is a mountain peak that is 4 times higher above sea level is 4×5,280 which is 21,120 feet.

Question 9. How many thousands are in the estimated 4 × 6,817? (A) 22 (B) 14 (C) 10 (D) 28

Explanation: The product of 4 × 6,817 is 27,268. So the estimated number of thousands is 28.

Practice and Homework Lesson 7.8 Answer Key 4th Grade Question 10. Between which two numbers is the product of 9 × 452? (A) 3,600 and 4,500 (B) 3,000 and 4,000 (C) 4,800 and 5,400 (D) 2,700 and 3,600 Answer: A.

Explanation: The product of 9 × 452 is 4,068.

Question 11. Multi-Step The secret code for a math competition is 382 less than 5 times 861. What is the code? (A) 2,771 (B) 4,687 (C) 3,923 (D) 1,049 Answer: C.

Explanation: Given that the secret code for a math competition is 382 less than 5 times 861 which is 861×5 = 4,305 – 382 = 3,923. So the secret code is 3,923.

Question 12. Multi-Step Airplane tickets to Fairbanks, Alaska will cost $958 each. Airplane tickets to Vancouver, Canada will cost $734. How much can the four members of the Harrison family save on airfare by vacationing in Vancouver? (A) $896 (B) $2,936 (C) $224 (D) $906 Answer: A.

Explanation: Given that Airplane tickets to Fairbanks, Alaska will cost $958 each, so for four members it will be $958×4 which is $3,832, and airplane tickets to Vancouver, Canada will cost $734. So for four members, it will be $734×4 which is $2,936. So Harrison’s family will save on airfare by vacationing in Vancouver will be $3,832-$2,936 which is $896.

Share this:

Leave a comment cancel reply.

You must be logged in to post a comment.

Homework Helper Lesson 8 Hands On: Multiplication as

Description.

• Texas Go Math
• Big Ideas Math
• Engageny Math
• McGraw Hill My Math
• enVision Math
• 180 Days of Math
• Math in Focus Answer Key
• Math Expressions Answer Key
• Privacy Policy

Into Math Grade 4 Module 8 Lesson 5 Answer Key Multiply with Regrouping

We included HMH Into Math Grade 4 Answer Key PDF Module 8 Lesson 5 Multiply with Regrouping  to make students experts in learning maths.

HMH Into Math Grade 4 Module 8 Lesson 5 Answer Key Multiply with Regrouping

I Can fluently multiply two 2-digit numbers using the method of regrouping.

Step It Out

A music store has 12 standard pianos on display.

A standard piano has 88 keys.

So, total piano keys = number of pianos x number of keys in each piano

i.e., total piano keys = 12 x 88

12 is near to 10

88 is near to 90

So, 12 x 88 = 10 x 90 = 900

Therefore, total piano keys are approximately equal to 900.

B. Where did you need to regroup? Why? C. Why did you record a zero in the ones place of the second partial product? __________________________ __________________________ __________________________

Turn and Talk How do you know if your answer is reasonable?

The product is approximately equal to the estimated product. So, the answer is reasonable.

Mrs. Singh is making a booklet of guitar music that contains 76 pages.

She will need 27 copies of the booklet for her class.

total sheets of papers = number of pages x number of copies = 76 x 27

76 is near to 80

27 is near to 30

So, 76 x 27 = 30 x 80 = 2400.

Therefore, the total sheets of paper  approximately equals 2400.

Therefore, 76 x 27 approximately equals 2,052.

D. How can you check to see if the product is reasonable?

Yes. the product is reasonable because the estimated product is approximately equal to the actual product.

Turn and Talk How can you use regrouping to multiply?

Check Understanding Math Board

Estimate. Then find the product.

63 is near to 60

So, 88 x 63 = 80 x 60 = 4800.

Therefore, 88 x 63 approximately equals 4800.

Therefore, 88x 63 = 5,544.

94 is near to 90

18 is near to 20

So, 94 x 18 = 90 x 20 = 1800.

Therefore, 94 x 18 approximately equals 1800.

Therefore, 94 x 18 = 1,692.

23 is near to 20

16 is near to 20

So, 23 x 16 = 20 x 20 = 400.

Therefore, 23 x 16 approximately equals 400.

Therefore, 23 x 16 = 368.

On Your Own

Question 4. Reason David wrote that the product of 69 and 52 is 4,318. Is his answer reasonable? Explain. _______________________________ _______________________________ _______________________________

David wrote that the product of 69 and 52 is 4,318.

His answer is not reasonable because 4,318 is not equal to 3,588.

Angelina is training for an ultra marathon.

She will run a total of 22 miles a week for 28 weeks.

The number of miles = Number of weeks x number of miles in each week.

Number of miles = 22 x 28 =

Therefore, the Number of miles Angelina run is 616.

64 is near to 60

28 is near to 30

So, 64 x 28 = 60 x 30 = 1800.

Therefore, 64 x 28 approximately equals 1800.

Therefore, value of 64 x 28 is 1,792.

66 is near to 70

79 is near to 80

So, 66 x 79 = 70 x 80 = 5600.

Therefore, 66 x 79 approximately equals 5600.

Therefore, value of 66 x 79 = 5,214.

89 is near to 90

49 is near to 50

So, 89 x 49 = 90 x 50 = 4500.

Therefore, 89 x 49 approximately equals 4500.

Therefore, value of 89 x 49 is 4,361.

73 is near to 70

84 is near to 80

So, 73 x 84 = 70 x 80 = 5600.

Therefore, 73 x 84 approximately equals 5600.

Therefore, value of 73 x 84 is 6,132.

55 is near to 50

39 is near to 40

So, 55 x 39 = 50 x 40 = 2000.

Therefore, 55 x 39 approximately equals 2000.

Therefore, value of 55 x 39 is 2,145.

56 is near to 60

So, 94 x 56 = 90 x 60 = 5400.

Therefore, 94 x 56 approximately equals 5400.

Therefore, value of 94 x 56 is 5,264.

Question 12. Twelve parents signed up to make 24 muffins each for the fifth-grade tea. How many muffins will there be for the tea? Answer:

Twelve parents signed up to make 24 muffins each for the fifth-grade tea.

Number of muffins = 12 x 24 =

Therefore, total number of muffins = 288.

A harp is an instrument with 47 strings that run down at an angle to a soundboard.

The company builds 39 harps in a year.

So, number of strings = 39 x 47 =

Therefore, total number of strings they use are 1,833.

34 is near to 30

31 is near to 30

So, 34 x 31 = 30 x 30 = 900.

Therefore, 34 x 31 approximately equals 900.

Thereofore, value of 34 x 31 is 1,054.

So, 89 x 27 = 80 x 30 = 2400.

Therefore, 89 x 27 approximately equals 2400.

Therefore, value of 89 x 27 is 2,403.

71 is near to 70

So, 56 x 71 = 60 x 70 = 4200.

Therefore, 56 x 71 approximately equals 4200.

Therefore, value of 56 x 71 is 3,976.

48 is near to 50

19 is near to 20

So, 48 x 19 = 50 x 20 = 1000.

Therefore, 48 x 19 approximately equals 1000.

Therefore, value of 48 x 19 is 912.

32 is near to 30

So, 32 x 64 = 30 x 60 = 1800.

Therefore, 32 x 64 approximately equals 1800.

Therefore, value of 32 x 64 is 2,048.

96 is near to 100

82 is near to 80

So, 96 x 82 = 100 x 80 = 8000.

Therefore, 96 x 82 approximately equals 8000.

Therefore, value of 96 x 82 is 7,872.

Question 20. Construct Arguments Eli makes 28 decorative bookmarks for his classmates. It takes 75 centimeters of yarn to make each bookmark. How much yarn does Eli use? Explain how you used regrouping to solve the problem. Answer:

Eli makes 28 decorative bookmarks for his classmates.

It takes 75 centimeters of yarn to make each bookmark.

Therefore, Eli uses 2,100 centimeters of Yarn.

Leave a Comment Cancel Reply

You must be logged in to post a comment.