New Hampshire Grade 4 Math

The requested place determines the two neighboring multiples and the midpoint used for rounding. A number can round upward to the nearest hundred and downward to the nearest thousand. Each answer should start from the original number.

Try this original activity

Round 2,499 to the nearest hundred and, separately, to the nearest thousand. Explain each choice using its neighboring multiples. Then examine why rounding first to hundreds and reusing that answer for thousands can fail.

Work through the reasoning

The neighboring hundreds are 2,400 and 2,500. Their midpoint is 2,450. Since 2,499 lies above that midpoint, it rounds to 2,500. Its distance to 2,500 is one, compared with ninety-nine to 2,400. The neighboring thousands are 2,000 and 3,000, with midpoint 2,500. The original 2,499 is below that midpoint, so it rounds to 2,000. It is 499 from 2,000 and 501 from 3,000. These answers are consistent because the two requested places use different intervals. The hundred answer is not a replacement for the original value in the second question.

Check the common mistake

Rounding 2,499 to 2,500 first loses the information that the original number was just below the thousand midpoint. Applying the usual halfway-up classroom convention to that changed number would give 3,000, which is not the nearest thousand to 2,499. Keep the original value visible for every requested place. State the rounding convention when a value is exactly halfway; this example’s original value is not a tie.

Try a related case

Round 2,501 directly to each place. It is nearest to 2,500 among neighboring hundreds and to 3,000 among neighboring thousands. Compare this with 2,499: a difference of only two changes the thousand result but leaves the hundred result unchanged. Explain the midpoint responsible for the change.

Selected Common Core references for this activity

New Hampshire’s current school-approval rules, Ed 306.34, allow local boards to use the adopted 2010 Common Core mathematics standards or approved alternative academic standards. Confirm the school’s standards choice and local competencies first. The selected Common Core references below were checked in the original publisher’s 2010 document. They identify this activity’s focus, rather than a complete local course. Read the full requirements, mathematical practices, examples, and progression with the school’s curriculum.

Sources checked October 6, 2026. Read complete requirements, clarifications, limitations, and mathematical practices alongside the school’s sequence. This selected activity is an entry point for instruction.

Connect the explanation with practice

Use the lesson, worksheet, and quiz directory to choose a related skill. The existing resource links remain available; open each activity’s directions to understand its timer, tools, question count, and scoring.

The 2025–2026 public NH SAS manual describes general mathematics testing in Grades 3–8, including Grade 4, using a computer-adaptive assessment. Confirm the learner’s assigned pathway, tools, and the school’s current administration directions. The reviewed manual is the 2025–2026 edition; confirm later-year directions with the school. Independently published practice may use its own timer, tools, question count, and scoring; these are not official administration specifications or a prediction of a state performance level. Read the public NH SAS manual resource page.

Read New Hampshire local curriculum rules for later guidance. Keep one example of the student’s reasoning with the practice result. Choose a smaller model, a related question, or a new context according to the difficulty revealed in the worked activity.