enVision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data

enVision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data

Go through the enVision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data regularly and improve your accuracy in solving questions.

enVision Math Common Core 2nd Grade Answers Key Topic 15 Graphs and Data

Essential Question:
How can line plots, bar graphs, and picture graphs be used to show data and answer questions?

Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 1

enVision STEM Project: Comparing Objects and Data
Find Out Work with a partner. Compare two backpacks. Which one holds more? Which one has more parts? Which one is easier to put on? Think of other ways to compare.
Journal: Make a Book Show what you learn in a book. In your book, also:

  • Tell one good thing and one bad thing about each backpack.
  • Draw line plots, picture graphs, and bar graphs to show and compare data.

Review What You Know

Vocabulary
Question 1.
Circle the number that has a 6 in the tens place.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 2
Answer:
6 in the ten’s place is 160. so circle the 169.

Graphs and Data 1

Question 2.
Circle the tally marks that show 6.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 3
Answer: tally marks that show 6 is is a doll.

Question 3.
Circle the difference.
22 – 9 = 13
34 + 61 = 95
Answer:
From the given 22 – 9 = 13 is the difference. So circle the difference.

Comparing Numbers
Question 4.
A zoo has 405 snakes. It has 375 monkeys. Compare the number of snakes to the number of monkeys.
Write > or <.
405 Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 4 375
Answer:
Given that,
Zoo has 405 snakes and 357 monkeys.
405 > 375

Interpret Data

Question 5.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 5
Who sold the most picnic tickets?
Answer:
Given that,
Picnic tickets sold by Jean = 16
Picnic tickets sold by Paulo = 18
Picnic tickets sold by Fatima = 12
Therefore Paulo sold the most picnic tickets.

Addition and Subtraction

Question 6.
Byron scores 24 points in a game. Ava scores 16 points in the same game. How many more points does Byron score than Ανα?
________ more points
Answer:
Given that,
Byron scores in a game = 24 points
Ava scores in a game = 16 points
Byron scores than Ava = 24 – 16 = 8
Byron scores 8 points more than Ava.

Graphs and Data 2

Pick a Project

PROJECT 15A
What types of flowers grow in your neighborhood?
Project: Graph Data About Flowers
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 6

PROJECT 15B
How many birds do you see every day?
Project: Create a Bird-Watching Poster
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 7

PROJECT 15C
Why should you plan a Florida vacation?
Project: Make a Florida Travel Brochure
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 8

3-ACT MATH PREVIEW

Before watching the video, think: How do you know what size clothing you should wear? Is there a way you can find out without trying the clothes on?
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 9
I can … model with math to solve a problem that involves making graphs to study data.

Lesson 15.1 Line Plots

Solve & Share
Find four objects that are each shorter than 9 inches. Measure the length of each object to the nearest inch. Record the measurements in the table. Then plot the data on the number line. Which object is longest? Which is shortest?
I can … measure the lengths of objects, then make a line plot to organize the data.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 10
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 11

Visual Learning Bridge
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 12

Convince Me! Measure the length of your pencil to the nearest inch. Record your measurement on the line plot above. How does it change the data?

Guided Practice

Use a ruler to measure each object in inches. Record each length in the table. Then make a line plot. Show each length on the line plot.
Question 1.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 13
Answer: 3 inches long.

Question 2.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 14
Answer:
Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-15-Graphs-and-Data-14

Graphs and Data 3

Independent Practice

Use a ruler to measure each object in inches. Record each + Practice length in the table. Show each length on the line plot.
Question 3.
The paintbrush is ________ inches long.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 15
Answer: the paintbrush is 7 inches long.

Question 4.
The chalk is _______ inches long.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 16
Answer: the chalk is 3 inches long.

Question 5.
The straw is ________ inches long.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 17
Answer: the straw is 8 inches long.

Question 6.
The feather is ________ inches long.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 18
Answer:
The feather is 6 inches long.

Question 7.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 19
Answer:
Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-15-Graphs-and-Data-19

Problem Solving

Solve each problem. Use the line plot.
Question 8.
Be Precise Sophia measured the lengths of her colored pencils and made a table. Use the data to make a line plot.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 20
Answer:
Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-15-Graphs-and-Data-20

Question 9.
What is the length of the shortest pencil? Explain.
Answer:
Blue pencil is the shortest length in pencils.

Question 10.
Higher Order Thinking What are the lengths of the two pencils have a total length of 16 inches? Explain.
Answer:
Given that,
The length of the green pencil = 7 inches
The length of the yellow pencil = 9 inches
Adding of green pencil and yellow pencil = 16 inches

Question 11.
Assessment Practice Measure the length of the purple pencil in inches. Write the length below. Record your measurement on the line plot above in Item 8.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 21
_________ inches
Answer: the length of the purple pencil is 4 inches long.

Lesson 15.2 More Line Plots

Solve & Share
Measure the length of your shoe to the nearest inch. Then use your data and data from your class to make a line plot. Tell one thing you learn from the data.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 22
I can … measure the lengths of objects, then make a line plot to organize the data.

Visual Learning Bridge
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 23

Convince Me! In the example above, how many students measured their height? Tell how you know.

Guided Practice

Use the table to make a line plot. Then use the line plot to answer each question.
Question 1.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 24

Graphs and Data 4

Question 2.
What is the most common feather length? _______ xm
Answer:
6 cm

Question 3.
Why does the number line use the numbers 4 through 9?
Answer:

Independent Practice

Collect data and use the data to complete the line plot. Then use the line plot to solve the problems.

Question 4.
Measure the length of your pencil in centimeters. Collect pencil-length data from your classmates. Make a line plot with the data.
Title: __________
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 25
Label: ________
Answer: length of the pencil date from classmates is 4, 6, 7, 8.

Question 5.

What is the length of the longest pencil?
Answer: The length of the longest pencil is 8 inches.

Question 6.
What is the sum of the lengths of the shortest and longest pencils?
Answer:
Given that;
The length of the shortest pencil is 4 inches
length of the longest pencil is 8 inches
The sum of the longest and shortest pencil is 8 + 4 = 12.

Question 7.
What is the difference in lengths between the shortest and longest pencils?
Answer:
Given that;
The length of the shortest pencil is 4 inches.
The length of the longest pencil is 8
The difference between the shortest and longest pencil is 8 – 4 = 4.

Question 8.
What is the most common pencil length?
Answer: The most common pencil length is 6 inches.

Question 9.
Vocabulary Use these words to complete the sentences.
longest
line plot
order
A ________ can help you see the data in __________.
A line plot can show the lengths of the shortest and _________ objects.
Answer:
A line plot can help you see the data in order.
A line plot can show the lengths of the shortest and longest objects.

Graphs and Data 5

Problem Solving

Model Use the data in the table to complete the line plot. Then use the line plot to solve the problems.
Question 10.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 26
Answer:

Question 11.
Higher Order Thinking Measure the length of one of your crayons in centimeters, 5 different times. Make a line plot of the data on a separate sheet of paper. Did you get the same measurement each time? Explain.
Answer:

Question 12.
Assessment Practice Measure the length of the blue crayon to the nearest centimeter. Write the length below.
Envision Math Common Core 2nd Grade Answer Key Topic 15 Graphs and Data 27
_______________
Then record your measurement on the line plot above that you made in Item 10.
Answer:

Lesson 15.3 Bar Graphs

Solve & Share
The graph shows the number of birthdays in each season for a class. Use the graph to write the number of birthdays in the table. How many more birthdays are celebrated during spring, fall, and winter than during summer? Be ready to explain how you know.
I can … draw bar graphs and use them to solve problems.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 28

Visual Learning Bridge
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 29

Convince Me! Which activity did the most students choose? Explain how you know.

Guided Practice

Use the table to complete the bar graph. Then use the bar graph to solve the problems.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 30

Question 1.
How many students chose cat? ________
Answer:
4 students choose a cat.

Question 2.
How many students chose bird or dog? _______
Answer:
6 students choose a dog.
2 students choose a bird.

Independent Practice

Use the bar graph to solve the problems.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 31
Question 3.
How many students write after school?
Answer:
8 students write after school.

Question 4.
How many fewer students draw than write after school?
________ fewer students
Answer:
Students draw after school = 3
Students write after school = 8
Fewer students draw than write after school = 8 – 3 = 5

Question 5.
Which activity do the fewest students do after school?
Answer:
The fewest students do after school is writing activity.

Question 6.
How many students read or draw after school?
Answer:
Students read after school = 5
Students write after school = 8
Students read and write after school = 13

Question 7.
Which activity do the most students do after school?
Answer:
Most students do school in play activities.

Question 8.
How many more students play than read after school?
__________ more students
Answer:
Students play activity after the school = 11
Students read activity after the school = 5
Students play than read after school = 11 – 5 = 6 students

Question 9.
Higher Order Thinking How would the graph be different if 2 students changed their after-school activity from play to read?
Answer:

Problem Solving

Solve the problems below.
Question 10.
Model Wanda goes to the farm. She buys 8 pears, 5 oranges, 2 apples, and 9 peaches.
Use this data to make a bar graph.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 32
Answer:

Envision-Math-Common-Core-2nd-Grade-Answers-Topic-15-Graphs-and-Data-32

Question 11.
Higher Order Thinking Look at the graph you made in Item 10. How would the graph change if Wanda returns 3 of the pears that she buys?
Answer:

Question 12.
Assessment Practice Look at the bar graph you made in Item 10. Which are correct? Choose all that apply.
☐ Wanda buys the same number of pears and peaches.
☐ Wanda buys 3 more oranges than apples.
☐ Wanda buys 24 pieces of fruit in all.
☐ Wanda buys 3 fewer oranges than pears.
Answer:

Lesson 15.4 Picture Graphs

Solve & Share
The picture graph shows the favorite subjects of a class. Draw a smiley face on the graph to show your favorite subject. Then interview two classmates and add their data. How many students responded to the survey? Which subject do most students like best? How many students like math or science best?
I can … draw picture graphs and use them to solve problems.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 33

Visual Learning Bridge
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 34

Convince Me! How are the tally chart and the picture graph for the favorite ball games of Ms. Green’s class alike?

Guided Practice

Use the tally chart to complete the picture graph. Then use the picture graph to solve the problems.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 35

Question 1.
How many students like blue or red best? _______
Answer:
11

Question 2.
Which color is the favorite of most students? ________
Answer:
The blue color is the favorite of most students.

Independent Practice

Use the tally chart to complete the picture graph. Then use the picture graph to solve the problems.
Question 3.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 36
Answer:

Question 4.
How many students like fall best?
Answer:
6 students like fall best.

Question 5.
Which season do exactly 4 students like best?
Answer:
Spring season do exactly 4 students like best.

Question 6.
Which season do the fewest students like?
Answer:
Winter season do the fewest students like.

Question 7.
How many fewer students voted for winter than for summer?
Answer:
Students voted for winter is 2
Students voted for summer is 10
Fewer students voted for winter than summer is 10 – 2 = 8.

Question 8.
How many more students voted for summer than for spring and winter combined?
__________ more students
Answer:
Students voted for summer is 10
Students voted for spring  is 4
Students voted for winter is 2
Students voted for winter and spring combined is 4 + 2 = 6
Students voted for summer more than winter and spring is 10 – 6 = 4

Question 9.

How many students like the season with the most votes?
Answer:
Students like the season with the most votes are the summer season.

Question 10.
Higher Order Thinking Look at the picture graph above. How would the graph change if 2 students changed their votes from summer to fall?
Answer:

Problem Solving

Use the tally chart to complete the picture graph. Use the picture graph to solve the problems.
Question 11.
Model Bob made a tally chart to show the trees in a park.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 37
Answer:

Question 12.
en Vision® STEM Birch, oak, maple, and pine trees are common in North America. Which type of tree is most common in the park?
Answer:

Question 13.
Higher Order Thinking How many birch and maple trees are there in all?
Answer:
Birch trees in the park = 3
Maple tree in the park = 4
Birch and maple trees in all are 7.

Question 14.
Assessment Practice Draw a picture graph to show the data in the table.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 38
Answer:

Lesson 15.5 Draw Conclusions from Graphs

Solve & Share
7 students voted for Turtle as their favorite pond animal. 10 students voted for Frog. 4 students voted for Fish. Make a picture graph to show the data. Write two things you notice about the data.
I can .. draw conclusions from graphs.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 39
1. __________________
2. __________________

Visual Learning Bridge
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 40

Convince Me! Look at the graph above. How many tickets did Kim and Neil sell in all? How do you know?

Guided Practice

Use the bar graph to solve the problems.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 41
Question 1.
How many pennies does Jake have? ________
Answer:
Jake has 5 pennies.

Question 2.
Jake spends 3 of his quarters. How many does he have left?
Answer:
Total quarters at Jake = 7
Jake spends 3 of his quarters
He have left = 7 – 3 = 4

Independent Practice

Use the bar graph to solve the problems.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 42
Question 3.
How many absences were there in all on Tuesday and Thursday?
Answer:
Total students absences in Tuesday = 2
Total students absences in Thursday = 4
Total students absences in Tuesday and Thursday = 2 + 4 = 6 students.

Question 4.
Were fewer students absent on Monday or Friday? How many fewer?
Answer:
Total students absent on Monday = 5
Total students absent on Friday = 6
1 Fewer student is absent on Monday

Question 5.

Three of the students absent on Friday were boys. How many girls were absent on Friday?
Answer:
Given that,
Total students absent on Friday = 6
From 6 students 3 are boys = 6 – 3 = 3
3 girls are absent on Friday.

Question 6.
On which two days were the same number of students absent?
Answer:
No two days were the same number of students absent.

Question 7.
Were more students absent on Wednesday or Thursday? How many more?
Answer:
Given that,
Total number of students absent on Wednesday = 5
Total number of students absent on Thursday = 4
More students are absent on Wednesday than Thursday
1 student is more absent on Wednesday.

Question 8.
Higher Order Thinking The graph shows the number of absences last week. This week, there are 19 absences. Compare the number of absences this week to the number of absences last week.
Answer:

Problem Solving

Use the bar graph to solve each problem.
Envision Math Common Core 2nd Grade Answers Topic 15 Graphs and Data 43
Question 9.
Make Sense Complete each sentence.
The farm has ________ Cows and ________ horses.
The farm has ________ goats and ________ sheep.
Answer:
The farm has 5 cows and 3 horses
The farm has 8 goats and 2 sheeps

Question 10.
The sheep and goats are kept in the same pen. How many farm animals are in that pen?
Answer:
Given that,
Sheep and goats are kept in the same pen.
Total number of sheep = 2
Total number of goats = 8
Total number of farm animals are in that pen = 8 + 2 = 10

Question 11.
Suppose 3 new baby goats are born. Then how many goats will the farmer have?
Answer:
Total number of goats = 8
3 new baby goats are born
Total number of goats at the farmer = 8 + 3 = 11 goats

Question 12.
How many fewer horses than cows are on the farm?
_________ fewer horses
Answer:
Total number of horses = 3
Total number of cows = 5
2 fewer horses than cows are on the farm.

Question 13.
Write the order of animals on the farm from the greatest number to the least number.
Answer:
Number of goats = 8
Number of cows = 5
Number of horses = 3
Number of sheep = 2

Question 14.

Higher Order Thinking Do you think the bars on a bar graph should all be the same color? Explain.
Answer:
No, the bars on a bar graph have different colours because to show the difference between the given data.

Question 15.
Assessment Practice The farmer wants to buy some sheep. He wants to have as many sheep as cows. How many more sheep should the farmer buy?
_________ more sheep
Answer:

Lesson 15.6 Problem Solving

Reasoning
Solve & Share

Make a picture graph to show how many connecting cubes, counters, and ones cubes you have. Then write and solve a problem about your data.
I can … reason about data in bar graphs and picture graphs to write and solve problems.
Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 43
Each = 1 math tool

Thinking Habits What do the symbols mean? How are the numbers in the problem related?
Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 44

Visual Learning Bridge
Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 45

Convince Me! Use reasoning to write your own problem about the data in the graph. Then solve it.

Guided Practice

Use the bar graph to write and solve problems.
Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 46

Question 1.
Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 47
Answer:

Question 2.
_____________
_____________
________ Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 48 _________ = ________
Answer:

Independent Practice

Use the bar graph to write and solve problems.
Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 49
Question 3.
_____________
_____________
________ Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 48 _________ = ________
_____________
_____________
Answer:

Question 4.
_____________
_____________
________ Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 48 _________ = ________
_____________
_____________
Answer:

Problem Solving

Performance Task
Vacation Time! The picture graph shows votes for favorite vacation spots. Each student voted only once. Which vacation spot has the same number of votes as two other vacation spots combined?
Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 50

Question 5.
Explain Solve the problem above and explain your reasoning.
Answer:

Question 6.
Make Sense How many students voted in all? Tell how you know.
Answer:

Question 7.
Reasoning Write your own problem about the data in the graph. Then solve it.
_____________
_____________
________ Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 48 _________ = ________
_____________
_____________
Answer:

Topic 15 Fluency Practice

Find a Match
Find a partner. Point to a clue. Read the clue. Look below the clues to find a match. Write the clue letter in the box next to the match. Find a match for every clue.
I can … add and subtract within 100.

Clues
A. The difference is less than 16.
B. The sum equals 43 + 25.
F The sum equals 75.
C. The difference equals 75 – 46.
D. The sum equals 53 + 20.
E. The difference equals 96 – 19.
G. The sum is between 60 and 65.
H. The difference is between 25 and 28.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 51

Topic 15 Vocabulary Review

Understand Vocabulary

Label each data display. Write line plot, bar graph, or picture graph.
Word List
• bar graph
• data
• line plot
• picture graph
• symbol

Question 1.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 52
Answer:

Question 2.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 53
Answer:

Question 3.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 54
Answer:

Use Vocabulary in Writing
Question 4.
Look at the graph in Item 2. Use words to tell how to find which ball game is the most popular. Use terms from the Word List.
Answer:

Topic 15 Reteaching

Set A

Line plots show and organize data. Use an inch ruler. Measure the length of the toy car. Then record the measurement in the table.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 55
Place a dot over the number that shows the length of each toy.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 56

Complete the table and show the data on a line plot.
Question 1.
Use an inch ruler. Measure the length of the pencil. Then record the measurement in the table.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 57
Answer:

Question 2.
Make a line plot to show each length in the table.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 58
Answer:

Set B

You can make a bar graph to show the data in a table.
Students voted for their favorite nut. The table shows the number of votes.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 59
Color one space for each vote in the bar graph. Then use the graph to solve the problem.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 60

How many students voted?
16

Use the table to complete the bar graph. Then solve each problem.
Question 3.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 61
Answer:

Question 4.
How many more students voted for vanilla than banana? ________
Answer:
Given that,
Students voted for vanilla = 7
Students voted for banana = 6
Students voted for vanilla than banana is 1.

Question 5.
How many fewer students voted for lemon than vanilla? _________
Answer:
Given that,
Students voted for lemon = 3
Students voted for vanilla = 7
Fewer students voted for lemon than Vanilla is 7 – 3 = 4
4 students voted for lemon than Vanilla.

Set C

A picture graph uses pictures or symbols to show data.
The tally chart shows votes for favorite sea animals.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 62
Which sea animal has the fewest votes?
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 63

Use the tally chart to complete the picture graph. Then solve each problem.
Question 6.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 64
Answer:

Question 7.
How many votes did seagull get?
Answer:
10 votes did seagull get.

Question 8.
Which bird had the fewest votes?
Answer:
Blue Jay bird had the fewest votes.

Set D

Thinking Habits
Reasoning
What do the symbols mean?
How are the numbers in the problem related? How can I write a word problem using the information that is given? How do the numbers in my problem relate to each other? How can I use a word problem to show what an equation means?
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 65

Use the picture graph to solve each problem. Each student voted once.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 66
Question 9.
How many fewer students chose ice fishing than snowboarding?
Answer:
given that;
students who chose ice fishing is 4
students who chose snowboarding is 10
students chose ice fishing than snowboarding is 10 – 4 = 6

Question 10.
Write and solve your own problem about the data.
______________
______________
____ Envision Math Common Core Grade 2 Answer Key Topic 15 Graphs and Data 48 ______ = _________
______________
Answer:

Topic 15 Assessment Practice

Question 1.
Pam has 5 pennies, 2 nickels, 8 dimes, and 9 quarters. Show this data in the bar graph below. Draw the bars.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 67
Answer:

Question 2.
Use the bar graph you made above. Pam spends 5 of her dimes to buy an apple. Now how many dimes does Pam have left?
A. 13
B. 5
C. 3
D. 0
Answer:

Question 3.
Is each sentence about the picture graph correct? Choose Yes or No.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 68
Answer:
Envision-Math-Common-Core-Grade-2-Answers-Topic-15-Graphs-and-Data-68

Question 4.
How many more tickets did Kendra sell than Leon?
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 69
A. 5
B. 6
C. 11
D. 17
Answer:
5 more tickets did kendra band concert

Question 5
Complete the table and the line plot.
A. Use a centimeter ruler. Measure the length of the crayon to the nearest centimeter. Write the length in the table below.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 70
Answer:

B. Use the data in the table to complete the line plot.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 71
What is the difference in length between the shortest and longest crayon?
Answer:
The shortest length of the crayon is 4
The longest length of the crayon is 8
The difference between the shortest and longest crayon is 8 – 4 = 4.

Question 6.
Scott is making a picture graph from the data in the tally chart.
How many symbols should he draw in the bottom row?
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 72
A. 3
B. 4
C. 5
D. 6
Answer:

Question 7.
Mary gets new stamps every month. The bar graph shows the number of stamps she collects each month.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 73
Which statements are true? Choose all that apply.
☐ Mary collects I more stamp in May than she does in April.
☐ Mary collects 2 fewer stamps in June than she does in July.
☐ Mary collects a total of |stamps in May and June.
☐ Mary collects one additional stamp each month from May to July.
☐ Mary collects the most stamps in June.
Answer:
the true statements are
Mary collects I more stamp in May than she does in April.
Mary collects one additional stamp each month from May to July.
Mary collects one additional stamp each month from May to July.

Question 8.
Use the tally chart to complete the picture graph. Then use the picture graph to solve the problems.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 74
How many students voted for Lily? _________
Which flower is the least favorite? _________
Answer:
8 students voted for Lily.
Daisy is the least favorite flower.

Question 9.
Use the line plot and the numbers on the cards to complete each sentence.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 75
3 pencils are ________ inches long.
The longest pencil is ________ inches long.
The shortest pencil is ________ inches long.
The difference between the shortest and longest pencil is _________ inches.
Answer:3 pencils are 1 inch long.
The longest pencil is 3 inches long.
The shortest pencil is 1 inch long.
The difference between the shortest and longest pencil is 2 inches

 

Topic 15 Performance Task

School Surveys Some students asked their classmates different questions.
George asked his classmates to vote for their favorite lunch. This table shows the results.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 76

Question 1.
Use the table to complete the bar graph.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 77
Answer:
Envision-Math-Common-Core-Grade-2-Answers-Topic-15-Graphs-and-Data-77

Question 2.
Use the Favorite Lunch table to complete the picture graph.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 78
Answer:
Envision-Math-Common-Core-Grade-2-Answers-Topic-15-Graphs-and-Data-78

Question 3.
Use the graphs you made to answer these questions.
How many students chose salad as their favorite lunch? _________
How many fewer students chose taco than hamburger? __________ fewer students
How would the bar graph change if two more students chose taco?
Answer:

Question 4.
Write and solve a math story about the Favorite Lunch graphs you made.
Part A
Use the bar graph or the picture graph about favorite lunches to write a math story problem. The problem should include addition or subtraction.
Answer:

Part B
Solve your math story problem. Explain how you solved the problem.
Answer:

Question 5.
Gina asked her classmates to measure the length of their favorite storybook in inches. She recorded their measurements in this table.
Envision Math Common Core Grade 2 Answers Topic 15 Graphs and Data 79
Part A
Use the table to make a line plot.
Answer:

Part B What is the difference in length between the longest and shortest books?
________ inches
Answer:
Given that,
The length of the longest pencil is 12 inches
The length of the shortest book is 7 inches
The difference between longest book and shortest book = 12 – 7 = 5 inches

Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers

enVision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers

Go through the enVision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers regularly and improve your accuracy in solving questions.

enVision Math Common Core 1st Grade Answers Key Topic 9 Compare Two-Digit Numbers

Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 1
enVision STEM Project: Light and Objects

Find Out Talk to friends and relatives about light. Discuss how light changes when it shines on different kinds of objects.

Journal: Make a Book Show what you found out. In your book, also:

  • Draw pictures showing light shining on objects that are see-through and not see-through.
  • Make up and solve number stories about shining light on different objects.

Review What You Know

Vocabulary

Question 1.
Circle the group of cubes that has more.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Review-What-You-Know-Vocabulary-Question-1
Explanation :
The orange cubes are 3
The Green cubes are 5
3 < 5 . so Green cubes are circled .

Question 2.
Circle the group of cubes that has less.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Review-What-You-Know-Vocabulary-Question-2
Explanation :
The orange cubes are 3
The Green cubes are 5
3 < 5 . so orange cubes are circled .

Question 3.
How many tens are in the number?
50
___ tens
Answer:
50 = 5 tens
Explanation :
counting

Number Lines

Question 4.
Use the number line to count by 10s. Write the missing numbers.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 4
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Review-What-You-Know-Number-Lines-Question-4
Explanation :
Count on Tens 10, 20, 30 and 40 .

Compare Two-Digit Numbers 1

Question 5.
Pat sees 5 bugs. Erin sees 6 bugs. How many bugs did they see in all?
Use the number line to count.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 5
___ bags
Answer:
Number of bugs seen by Pat = 5 bugs
Number of bugs seen by Erin = 6 bugs
Total Number of bugs = 5 + 6 = 11 bugs  .
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Review-What-You-Know-Number-Lines-Question-5

Hundred Chart

Question 6.
Use the part of the hundred chart to count.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 6
Answer:
18, 19 , 20, 21, 22
Explanation:
Count by ones from 18 to 22 .

Pick a Project

PROJECT 9A

How hot can it get?
Project: Create a Temperature Drawing
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 7

Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Pick-a-Project-PROJECT-9A
The climate is too hot as the camel cannot take the weight of the person so, walking in the Sand .

PROJECT 9B
Where did they all come from?
Project: Make a Shorebird Comparison Model
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 8
Answer :
Instructions used to make a Shoe bird
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Pick-a-Project-PROJECT-9B

PROJECT 9C
How was that made?
Project: Make a Sponge Stamp Picture
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 9

Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Pick-a-Project-PROJECT-9C
Explanation :
Take the sponge .
Cut the sponge into required shape like star, Moon , Heart and aetc into different shapes .
Then later , Put the required shape sponge in water colors or ink .
Then Press the sponge imprint on the paper . then required drawing can be made with the required shape .

Compare Two-Digit Numbers 2

Math Modeling

Digit Flip

3-ACT MATH PREVIEW
Before watching the video, think: Have you ever played a card game? What were some of the rules? How did someone win the game?

Lesson 9.1 1 More, 1 Less; 10 More, 10 Less

Solve & Share

Sarah has 12 marbles. Chris has one more marble than Sarah. Lucia has 10 more marbles than Sarah. How many marbles does Chris have? How many marbles does Lucia have? Show how you know.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10

Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.1
Answer :
Number of Marbles with Sarah = 12
Number of Marbles with Chris = one more marble than Sarah = 12 + 1 = 13
Number of Marbles with Lucia = ten more marble than Sarah = 12 + 10 = 23
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Solve-&-Share

Visual Learning Bridge
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.2

Convince Me!
How can you find 10 more than a number? Explain.
Answer :
To find 10 more than a number, add 1 to the digit at the tens place.

Guided Practice

Use place-value blocks to show each number and to help you complete each sentence.

Question 1.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.3
Answer:
1 more than 45 is 46
1 less than 45 is 44
10 more than 45 is 55
10 less than 45 is 35
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Guided-Practice-Question-1

Question 2.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.4
1 more than 17 is ___
1 less than 17 is ___
10 more than 17 is ___
10 less than 17 is ___
Answer:
1 more than 17 is 18
1 less than 17 is 16
10 more than 17 is 27
10 less than 17 is 7
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Guided-Practice-Question-2

Independent Practice

Use place-value blocks to show each number and to help you
complete each sentence.

Question 3.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.5
1 more than 11 is ___
1 less than 11 is ___
10 more than 11 is ___
10 less than 11 is ___
Answer:
1 more than 11 is 12
1 less than 11 is 10
10 more than 11 is 21
10 less than 11 is 1
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Independent-Practice-Question-3

Question 4.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.6
1 more than 40 is ___
1 less than 40 is ___
10 more than 40 is __
10 less than 40 is ___
Answer:
1 more than 40 is 41
1 less than 40 is 39
10 more than 40 is 50
10 less than 40 is 30
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Independent-Practice-Question-4

Question 5.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.7
1 more than 81 is ___
1 less than 81 is ___
10 more than 81 is ___
10 less than 81 is ___
Answer:
1 more than 81 is 82
1 less than 81 is 80
10 more than 81 is 91
10 less than 81 is 71
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Independent-Practice-Question-7

Question 6.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.8
1 more than 19 is ___
1 less than 19 is ____
10 more than 19 is ___
10 less than 19 is ___
Answer:
1 more than 19 is 20
1 less than 19 is 18
10 more than 19 is 29
10 less than 19 is 9
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Independent-Practice-Question-6

Question 7.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.9
1 more than 65 is ___
1 less than 65 is ___
10 more than 65 is ___
10 less than 65 is ___
Answer:
1 more than 65 is 66
1 less than 65 is 64
10 more than 65 is 75
10 less than 65 is 55
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Independent-Practice-Question-7

Question 8.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.10
1 more than 43 is ___
1 less than 43 is ___
10 more than 43 is ___
10 less than 43 is ___
Answer:
1 more than 43 is 44
1 less than 43 is 42
10 more than 43 is 53
10 less than 43 is 33Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Independent-Practice-Question-8

Question 9.
Higher Order Thinking Circle the picture that shows 10 more than 24. Explain how you know.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.11
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Independent-Practice-Question-9

Explanation :
To find 10 more than a number, add 1 to the digit at the tens place.
24 + 10 = 34 .

Problem Solving
Solve each problem below.

Compare Two-Digit Numbers 3
Comparing numbers. Less than, greater than, equal to. Worksheet for kids. Number range up to 20. Preschool, elementary school. Vector illustration

Question 10.
Generalize Sheila wants to write instructions to tell her friend how to find 10 more than any number. What instructions should Sheila write?
Answer:
Instructions are :
To find 10 more than a number, add 1 to the digit at the tens place.
When we add 10 the ones always stay the same.

Question 11.
Number Sense Fill in the missing numbers. Use place-value blocks to help you.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.12
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Problem-Solving-Question-11

Question 12.
Higher Order Thinking Write and solve a riddle for a number greater than 40 and less than 60. Use “I more than” and “I less than” or “10 more than” and “10 less than” as clues.
Clues: __________
_______________
_______________
My number is ____.
Answer:
My number is 44
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Problem-Solving-Question-12

Question 13.
Assessment Practice Match each number with its description.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.13
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.1-1-More-1-Less-10-More-10-Less-Problem-Solving-Question-13

Lesson 9.2 Find Numbers on a Hundred Chart

Solve & Share

How can you use a hundred chart to help you find I more than 36? What about I less, 10 more, and 10 less than 36? Write the numbers.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.14

1 more than 36 is ___.
10 more than 36 is ___
1 less than 36 is ___
10 less than 36 is ____
Answer :
1 more than 36 is 37
10 more than 36 is 46
1 less than 36 is 35
10 less than 36 is 26 .
Explanation :
1 more than 36 means the next number to its right as per hundred chart .
10 more than 36 means the number below 36 as per hundred chart .
1 less than 36 means before number to its left as per hundred chart .
10 less than 36 means the Number above 36 as per hundred chart .

Visual Learning Bridge
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.15

Convince Me!
How could you use a hundred chart to find what number is 10 more than 86? What number is that?
Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Convince-Me
Explanation :
1 more than 86 means the next number to its right as per hundred chart .
10 more than 86 means the number below 86 as per hundred chart .
1 less than 86 means before number to its left as per hundred chart .
10 less than 86 means the Number above 86 as per hundred chart .

Guided Practice
Complete the part of the hundred chart. Practice Use place-value blocks if needed.

Question 1.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.16
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Guided-Practice-Question-1
Explanation :
1 more than 33 means the next number to its right as per hundred chart .
10 more than 33 means the number below 33 as per hundred chart .
1 less than 33 means before number to its left as per hundred chart .
10 less than 33 means the Number above 33 as per hundred chart .

Question 2.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 10.17
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Guided-Practice-Question-2
Explanation :
1 more than 46 means the next number to its right as per hundred chart .
10 more than 46 means the number below 46 as per hundred chart .
1 less than 46 means before number to its left as per hundred chart .
10 less than 46 means the Number above 46 as per hundred chart .

Independent Practice

Use a hundred chart to complete each sentence. Use place-value blocks if needed.

Question 3.
1 more than 37 is ___.
1 less than 37 is ____.
10 more than 37 is ___.
10 less than 37 is ____.
Answer:
1 more than 37 is 38.
1 less than 37 is  36.
10 more than 37 is 47.
10 less than 37 is 27
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Independent-Practice-Question-3
Explanation :
1 more than 37 means the next number to its right as per hundred chart .
10 more than 37 means the number below 37 as per hundred chart .
1 less than 37 means before number to its left as per hundred chart .
10 less than 37 means the Number above 37 as per hundred chart .

Question 4.
1 more than 22 is ___.
1 less than 22 is ___.
10 more than 22 is ___.
10 less than 22 is ___.
Answer:
1 more than 22 is 23.
1 less than 22 is 21.
10 more than 22 is 32.
10 less than 22 is 12
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Independent-Practice-Question-4
Explanation :
1 more than 22 means the next number to its right as per hundred chart .
10 more than 22 means the number below 22 as per hundred chart .
1 less than 22 means before number to its left as per hundred chart .
10 less than 22 means the Number above 33 as per hundred chart .

Question 5.
1 more than 54 is ___
1 less than 54 is ____
10 more than 54 is ___
10 less than 54 is ___
Answer:
1 more than 54 is 55
1 less than 54 is 53
10 more than 54 is 64
10 less than 54 is 44
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Independent-Practice-Question-5
Explanation :
1 more than 54 means the next number to its right as per hundred chart .
10 more than 54 means the number below 54 as per hundred chart .
1 less than 54 means before number to its left as per hundred chart .
10 less than 54 means the Number above 33 as per hundred chart .

Question 6.
1 more than 78 is ___.
1 less than 78 is ___.
10 more than 78 is ___.
10 less than 78 is ___.
Answer:
1 more than 78 is 79.
1 less than 78 is . 77
10 more than 78 is  88.
10 less than 78 is 68
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Independent-Practice-Question-6
Explanation :
1 more than 78 means the next number to its right as per hundred chart .
10 more than 78 means the number below 78 as per hundred chart .
1 less than 78 means before number to its left as per hundred chart .
10 less than 78 means the Number above 78 as per hundred chart .

Question 7.
1 more than 82 is ___
1 less than 82 is ____
10 more than 82 is ___.
10 less than 82 is ___.
Answer:
1 more than 82 is 83
1 less than 82 is 81
10 more than 82 is 92.
10 less than 82 is 72
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Independent-Practice-Question-7
Explanation :
1 more than 82 means the next number to its right as per hundred chart .
10 more than 82 means the number below 82 as per hundred chart .
1 less than 82 means before number to its left as per hundred chart .
10 less than 82 means the Number above 82 as per hundred chart .

Question 8.
1 more than 16 is ___
1 less than 16 is ___
10 more than 16 is ___
10 less than 16 is ___
Answer :
1 more than 16 is 17
1 less than 16 is 15
10 more than 16 is 26
10 less than 16 is 6
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Independent-Practice-Question-8
Explanation :
1 more than 16 means the next number to its right as per hundred chart .
10 more than 16 means the number below 16 as per hundred chart .
1 less than 16 means before number to its left as per hundred chart .
10 less than 16 means the Number above 16 as per hundred chart .

Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.1
Algebra Use a hundred chart to find each student’s number.

Question 9.
Alex’s number is 27. Kendra’s number is 1 less than Alex’s number. Devon’s number is 10 more than Kendra’s number. Finish the equations to find each friend’s number.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Independent-Practice-Question-9
Explanation :
Alex Number = 27
Kendra’s number is 1 less than Alex’s number = 27 -1 = 26
Devon’s number is 10 more than Kendra’s number =  26 + 10 = 36

Problem Solving

Solve the problems below.

Question 10.
Look for Patterns Use the clues to find the missing number of marbles in each bag. Write the number. Ben has more than 54 marbles.
Anna has 10 more marbles than Ben.
Todd has a number that is 1 less than the number Anna has.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.3
Answer:
Ben has more than 54 marbles. so, take 55 marbles .
Number of Marbles with Anna =10 more marbles than Ben = 10 + 55 = 65 Marbles .
Number of Marbles with Todd = has a number that is 1 less than the number Anna has = 65 – 1 = 64 marbles
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Problem-Solving-Question-10

Compare Two-Digit Numbers 4

Question 11.
Higher Order Thinking Write a clue a partner could use to find how many marbles are in a bag. Then use the clue to tell how many marbles are in the bag.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.4
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Problem-Solving-Question-11
Number of marbles in the bag = 10 less than 60 = 60 – 10 = 50 .

Question 12.
Assessment Practice
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.5
Which are true? Choose two.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.6 10 more than 23 is 32.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.6 1 more than 23 is 24.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.6 10 less than 23 is 13.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 11.6 1 less than 23 is 20.
Answer:
Option
Explanation :
10 more than 23 = 10 + 23 = 33 Option 1 is wrong .
1 more than 23 = 1 + 23 = 24 . Option 2 is right .
10 less than 23 = 23 – 10 = 13 Option 3 is right .
1 less than 23 = 23 – 1 = 22 Option 4 is right .
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.2-Find Numbers on a Hundred Chart-Problem-Solving-Question-12

Lesson 9.3 Compare Numbers

Solve & Share
How can place-value blocks help you decide which number is larger? Circle the number that is larger.

Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.1
Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Solve-&-Share
73 > 37
Explanation :
First Compare the Tens of 7 tens and 3 tens . 7 > 3 . so, 73 is greater than 37 .

Visual Learning Bridge
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.2

Convince Me!
Which number is greater, 38 or 26? How do you know?
Answer :
38 > 26
Explanation :
First Compare the Tens of 3 tens and 2 tens . 3 > 2 . so, 38 is greater than 26 .

Guided Practice
Write a number to match each model. Then circle is greater than or is less than.

Question 1.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Guided-Practice-Question-1
Explanation :
First Compare the Tens of 7 tens and 5tens . 7 > 5 .
so, 78 is greater than 53 .

Question 2.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.4
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Guided-Practice-Question-2
Explanation :
First Compare the Tens, Both have 2 tens
Then compare the ones , 4 < 9 . so, 24 < 29 .
24 less than 29 .

Independent Practice

Write a number to match each model. Then circle is greater than or is less than.

Question 3.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.5
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Independent-Practice-Question-3
Explanation :
First Compare the Tens of 4 tens and 2tens . 4 > 2 .
so, 43 is greater than 27 .

Question 4.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.6
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Independent-Practice-Question-4

Explanation :
First Compare the Tens, Both have 2 tens
Then compare the ones , 8 ones and 2 ones 8 > 2 . so, 28 > 22 .
28 is Greater than 22 .

Question 5.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.7
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Independent-Practice-Question-5
Explanation :
First Compare the Tens, Both have 3 tens
Then compare the ones , 1 ones and 9 ones 1 < 9 . so, 31 < 39 .
31 is less than 39

Question 6.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.8
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Independent-Practice-Question-6
Explanation :
First Compare the Tens of 6 tens and 5 tens . 6 > 5 .
so, 60 is greater than 55 .

Question 7.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.9
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Independent-Practice-Question-7
Explanation :
First Compare the Tens, Both have 9 tens
Then compare the ones , 3 ones and 7 ones 3 < 7 . so, 93 < 97 .
93 is less than 97

Question 8.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.10
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Independent-Practice-Question-8
Explanation :
First Compare the Tens, of 2 tens and 7 tens . 2 > 7 .
so, 79 is greater than 22.

Question 9.
Number Sense Laura counts 36 stars. Andy counts 7 more stars than Laura. Write the number of stars Andy counted. Then complete the sentence.
___ stars
___ is less than ___.
Answer :
Number of stars Laura counted = 36 stars
Number of stars Andy counted = counts 7 more stars than Laura = 36 + 7 = 43 stars .
43 stars
36 is less than 43.

Problem Solving

Solve each problem below. Then complete each sentence.

Question 10.
Make Sense Ming sees 28 girls at the park. She sees 32 boys at the park. Does Ming see more girls or more boys?
She sees more ___
___ is less than
Answer:
Number of girls = 28 .
Number of boys = 32 .
She sees more boys
28 is less than 32 .

Question 11.

Make Sense Julio counts 81 pennies. He counts 76 dimes.
Does Julio count more pennies or more dimes?
He counts more ___
___ is greater than ___
Answer:
Number of pennies = 81
Number of Dimes = 76
he counts more Pennies
81 is greater than 76 .

Question 12.
Higher Order Thinking Choose
2 numbers between 40 and 99. Write a sentence that compares the numbers.
My numbers are ___ and ___
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 15.11
Answer:
My numbers are 60 and 55
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Problem-Solving-Question-12
Explanation :
First Compare the Tens of 6 tens and 5 tens . 6 > 5 .
so, 60 is greater than 55 .

Question 13.
Assessment Practice Ann has 46 shells. Ben has 43 shells.
Compare the numbers. Circle is greater than or is less than.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 16.2
Answer:
Number of shells Ann have = 46
Number of shells Ben have = 43
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.3-Compare-Numbers-Problem-Solving-Question-13
Explanation :
First Compare the Tens, Both have 4 tens
Then compare the ones , 6 ones and 3 ones 6 > 3 . so, 46 > 43 .
46 is Greater than 43 .

Lesson 9.4 Compare Numbers with Symbols (>, <, =)

Solve & Share

Write a two-digit number inside the TV. Write a different two-digit number inside the radio. Then write the numbers and circle the words to complete the sentence below. Explain how you know.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 16.3
Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Solve-&-Share-Question-10

Visual Learning Bridge
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 1600

Convince Me!
How do you know that 48 is greater than 40?
Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Convince-Me

Guided Practice
Complete each sentence. Write greater than, less than, or equal to. Then write >, <, or =.

Question 1.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 16.5
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Guided-Practice-Question-1
Explanation :
Notice the blocks of 28 and 41. compare the tens first .
41 have more tens than 28.
so, 28 < 41.

Question 2.
Envision Math Common Core Grade 1 Answer Key Topic 9 Compare Two-Digit Numbers 16.6
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Guided-Practice-Question-2
Explanation :
Notice the blocks of 53 and 35. compare the tens first .
53 have more tens than 35.
so, 53 > 35.

Independent Practice

Complete each sentence. Write greater than, less than, or equal to. Then write >, <, or =.

Question 3.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 16.7
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-3
Explanation :
The Tens are same
The Ones are same .

Question 4.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 16.8
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-4
Explanation :
Notice the blocks of 62 and 37. compare the tens first .
62 have more tens than 37.
so, 62 > 37.

Question 5.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 16.9
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-5
Explanation :
Notice the blocks of 86 and 89. compare the ones when they have same tens .
86 have less ones than 89.
so, 86 < 89 .

Question 6.
34 Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 17 43
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-6
Explanation :
Notice the blocks of 34 and 43. compare the tens first .
43 have more tens than 34.
so, 34 < 43.

Question 7.
95 Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 17 90
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-7
Explanation :
Notice the blocks of 95 and 90. compare the ones when they have same tens .
90 have no ones than 95.
so, 95 > 90 .

Question 8.
74 Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 17 74
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-8

Explanation :
The Tens are same
The Ones are same .

Higher Order Thinking Choose 2 number cards for each problem. Compare the numbers. Write >, <, or = in the circle. Use each number card one time.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.1

Question 9.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-9
Explanation :
The Tens are same
The Ones are same .

Question 10.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-10
Explanation :
Notice the blocks of 99 and 72. compare the tens first .
99 have more tens than 72.
so, 99 > 72.

Question 11.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.4
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Independent-Practice-Question-11
Explanation :
Notice the blocks of 42 and 56. compare the tens first .
42 have less tens than 56.
so, 42 < 56.

Problem Solving
Solve each problem below.

Question 12.
Be Precise Mary has 21 red ribbons. She has 12 yellow ribbons. Does Mary have more red ribbons or yellow ribbons? Write >, <, or = to compare the numbers.
21 Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.5 12
She has more ___ ribbons.
Answer:
Number of Red Ribbons  = 21
Number of Yellow Ribbons = 12
21 > 12 .
She has more Red Ribbons .
Explanation :
Compare the tens first .
21 have more tens than 12.
so, 21 > 12.

Question 13.
Vocabulary Write a sentence using greater than (>).
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.6
Answer:
75   > 74
Explanation :
Notice 75 and 74.
Compare the Ones when we have same tens .
75 have more ones than 74.
so, 75 > 74.

Question 14.
Higher Order Thinking Write a story that compares 2 numbers. Then complete the sentence to compare the numbers.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.7
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Problem-Solving-Question-14
Explanation :
Number of pink balls = 20
Number of blue balls = 25 .
20 < 25 .
She has more blue balls .

Question 15.
Assessment Practice Jake has 92 stickers. Brian has 97 stickers.
Which sentences show the correct way to compare Jake’s stickers and Brian’s stickers? Choose two that apply.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.8 92 = 97
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.8 97 > 92
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.8 92 > 97
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.8 92 < 97
Answer:
Number of stickers Jake have = 92
Number of stickers Brian have = 97 .
92 is less than 97
97 is greater than 92 .
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.4-Compare-Numbers-with-Symbols-Problem-Solving-Question-15

Lesson 9.5 Compare Numbers on a Number Line

Solve & Share

Nick skipped rope 24 times. Look at the number line below. Find a number that is greater than 24 and a number that is less than 24. Show your numbers on the number line and explain how you know.

Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.9
____ is greater than 24.
____ is less than 24.
Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Solve-&-Share
25, 26, 27, 28, 29 and so on are greater than 24.
23, 22, 21 and so on are lesser than 24.
Explanation :
The numbers to the right of 24 on a number line are greater than 24 .
The numbers to the left of 24 on a number line are lesser than 24 .

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.10

Convince Me!
Using a number line, how do you know if 70 is greater than or less than 53?
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Convince-Me
Explanation :
53 is left of 70 on a number line so, 70 is greater than 53 .

Guided Practice

Write a number to make each correct. Use the number line to help if needed.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 18.11

Question 1.
31 < 32
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Guided-Practice-Question-1
Explanation :
The numbers to the left of 32 on a number line are lesser than 32 .
31 is left of 32 .
so, 31 < 32 .

Question 2.
40 > ___
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Guided-Practice-Question-2
Explanation :
Any number to the left of 40 on a number line is lesser than 40 .
38 is left of 40 so, 40 > 38 .

Question 3.
35 > __
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Guided-Practice-Question-3
Explanation :
Any number to the left of 35 on a number line is lesser than 35 .
30 is left of 35 so, 35 > 30 .

Question 4.
___ < 37
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Guided-Practice-Question-4
Explanation :
The numbers to the left of 37 on a number line are lesser than 37.
31 is left of 37 .
so, 31 < 37 .

Question 5.
___ < 40
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Guided-Practice-Question-5
Explanation :
The numbers to the left of 40 on a number line are lesser than 40 .
38 is left of 40 .
so, 38 < 40 .

Question 6.
50 > __
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Guided-Practice-Question-6
Explanation :
Any number to the left of 50 on a number line is lesser than 40 .
40 is left of 50 so, 40 < 50 .

Independent Practice
Write the number or symbol > or < to make each correct. Draw a number line to help if needed.

Question 7.
___ < 26
Answer:
22 < 26 .
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Independent -Practice-Question-7
Explanation :
Any number to the left of 26 on a number line is lesser than 26 .
22 is left of 26 so, 22 < 26 .

Question 8.
75 > __
Answer:
75 > 70 .
Explanation :
Any number to the left of 75 on a number line is lesser than 75 .
70 is left of 75 so, 75 > 70 .

Question 9.
33 > ___
Answer:
33 > 30
Explanation :
Any number to the left of 33 on a number line is lesser than 33 .
30 is left of 33 so, 33 > 30 .

Question 10.
___ < 95
Answer:
80 < 95
Explanation :
Any number to the Left of 95 on a number line is lesser than 95 .
80 is left of 95 so, 80 < 95 .

Question 11.
__ > 50
Answer:
52 > 50
Explanation :
Any number to the Right of 50 on a number line is Greater than 50 .
52 is Right of 50 so, 52 > 50 .

Question 12.
90 < ___
Answer:
90 < 100
Explanation :
Any number to the Right of 90 on a number line is Greater than 90 .
100 is Right of 90 so, 90 < 100 .

Question 13.
39 Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 30 48
Answer:
39 < 48
39 is less than 48
Explanation :
Check the numbers.
Compare the tens First .
in 39 we have 3 tens
in 48 we have 4 tens.
48 have more tens than 39
so, 39 is lesser than 48 .

Question 14.
47 Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 30 35
Answer:
47 > 35 .
Explanation :
Check the numbers.
Compare the tens First .
in 47 we have 4 tens
in 35 we have 3 tens.
47 have more tens than 35
so, 47 is greater than 35 .

Question 15.
29 Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 30 72
Answer:
29 < 72 .
Explanation :
Check the numbers.
Compare the tens First .
in 29 we have 2 tens
in 72 we have 7 tens.
72 have more tens than 29
so, 29 is lesser than 72 .

Higher Order Thinking Write numbers to make each correct. Place the numbers on the number lines.

Question 16.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 31
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Independent -Practice-Higher-Order-Thinking-Question-16
Explanation :
Numbers to the left of 70 are lesser than numbers .
Number to the Right of 70 are greater numbers .

Question 17.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 32
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Independent -Practice-Higher-Order-Thinking-Question-17
Explanation :
Numbers to the left of 64 are lesser than numbers .
Number to the Right of 64 are greater numbers .

Problem Solving

Solve each problem below. Solving Model You can use a number line to help you.

Question 18.
3 friends wrote a number on paper. Paul wrote a number that is greater than Nicole’s number and less than Tina’s number. Nicole’s number is 42. Tina’s number is 44.
What is Paul’s number? __
Answer:
Tina’s Number = 44
Nicole’s Number = 42 .
Paul’s Number = number that is greater than Nicole’s number and less than Tina’s number = 42 < 43 < 44.
Therefore, Paul’s Number = 43 .

Question 19.
enVision® STEM Jay covers some windows with cardboard to block the sunlight from shining through. The number of windows he covers is less than 28 and more than 26. How many windows does Jay cover?
___ windows
Answer:
Number of Windows Covered = Less than 28 and more than 26. = 28 > 27 > 26 .
Therefore, Number of Windows Covered = 27 Windows .

Question 20.
Higher Order Thinking How can you find a number that is greater than 90? Explain.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 35
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Independent -Practice-Higher-Order-Thinking-Question-17
Numbers greater than 90 are on the Right side of the number line of number 90 .
90 < 91< 92< 93< 94 < 95 < 96  are numbers greater than 90 .

Question 21.
Assessment Practice The number on Taylor’s mailbox is less than (<) 70. Which numbers could be on Taylor’s mailbox? Choose two.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 36
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 37 60
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 37 69
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 37 70
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 37 71
Answer :
The number on Taylor’s mailbox is less than (<) 70 are 60 and 69 .
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Lesson-9.5-Compare-Numbers-on-a-Number-Line-Independent -Practice-Higher-Order-Thinking-Question-21

Lesson 9.6 Make Sense and Persevere

I am thinking of a secret number. The number is greater than 20 and less than 30. The number is inside a shape with 4 sides. What is the secret number ? What strategy did you use to find it?
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 38
The secret number is ____.
Answer :
The secret number is 27 .
Explanation :
The numbers which are greater than 20 and less than 30 as per above figure .
22 , 25 , and 27 .
22 is written in a Triangle with three sides.
25 is written in a circle with no sides.
27 is written in a Rhombus with 4 sides .
in 4 sides we have 27.
so, the secret number = 27 .

Thinking Habits
What am I asked to find? What is a good plan for solving this problem?

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 39.1

Convince Me!
How does making a list help you make sense of a problem?
Answer :
Making a list will help you understand the problem clearly with step by step and helps to know the answer clearly without any confusions .

Guided Practice
Use the numbers above to solve each riddle. Write the secret number. Explain your work.

Question 1.
I am a green number. I am greater than 45 and less than 60. Which number am I?
57
Answer :
Green Numbers : 22, 45 and 57 .
Number greater than 45 and less than 60 is 57.
I am number 57 .

Question 2.
I am a blue number. You say my name when you count by 10s. Which number am I?
___
Answer:
Blue Number  :  50, 24, 41.
Count by tens means it is 10 multiple .
so, the number is 50 .

Independent Practice

Make sense of each riddle to find the secret number. Show and explain your work.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 40

Question 3.
The number of pages in my book is less than 96 and greater than 90.
Who could I be?
I have 3 letters in my name. Who am I?
___ ___
Answer:
Jay
Explanation :
Books with pages less than 96 and greater than 90 are
Carla – 92 pages
Jay – 95 pages
I have 3 letters in my name. that is Jay .

Question 4.
The number of pages in my book is greater than 92.
Who could I be?
__ ___ ___
I have the greatest number of pages. Who am I?
___
Answer:
my book is greater than 92.
Carla – 92 pages
Molly – 95 pages
Lisa – 96 pages 
Peg – 98 Pages .
Greatest number of pages  – peg have 98 that is greatest number of pages .

Question 5.

The number of pages in my book is less than 65.
Who could I be?
__ __ ___
I have 10 more than 54 pages. Who am I?
___
Answer:
The number of pages in my book is less than 65 are :
Greg – 55 pages
Yao- 96 pages 
Katie – 98 Pages .
I could be – Greg – 55 pages .
I have 10 more than 54 pages = 54 + 10 = 64 pages – Katie .

Problem Solving

Performance Task

Missing Numbers Akayla has to find a secret number missing from the chart. She gets some clues to help her.
Envision Math Common Core Grade 1 Answers Topic 9 Compare Two-Digit Numbers 40.1
Akayla’s Clues:
– The secret number is greater than 75.
– The number does NOT have an 8 in the ones place.
What is the secret number?

Question 6.
Make Sense What is your plan for solving this problem? Explain.
Envision Math Common Core Grade 1 Answers Topic 9 Compare Two-Digit Numbers 40.2
Answer:
Greater than 75 .
Missing Numbers – 78, 83 and 88 .
which doesn’t have 8 in ones place = 83 as 78 and 88 have 8 in one’s place .
Therefore, The missing number is 83 .
Explanation :
Write the missing numbers for given Condition one by one and sort them .

Question 7.
Explain What is the secret number? How do you know your answer is correct?
Secret number: ___
Answer:
The Secret number is 83 .
As per the conditions given the secret number satisfices them .

Topic 9 Fluency Practice Activity

Find a Match

Find a partner. Point to a clue. Read the clue. Look below the clues to find a match. Write the clue letter in the box next to the match. Find a match for every clue.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 90
Clues
A 6+ 2
B 5 + 5
C 9 – 3
D 5 – 1
E 8 – 6
F 5 + 4
G 7 – 2
H 1 + 2

Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 10 – 0
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 2 + 2
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 10 – 1
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 9 – 7
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 2 + 3
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 7 – 4
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 4 + 4
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 50 3 + 3
Answer :
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Fluency-Practice-Activity-Find-a-Match
Explanation :
A= 6+ 2= 4+4 =8
B= 5 + 5=10- 0 =10
C= 9 – 3= 3 +3 = 6
D=5 – 1=2 + 2 =4
E= 8 – 6=9 – 7 = 2
F =5 + 4=10 – 1= 9
G= 7 – 2=2 + 3 =5
H= 1 + 2=7 – 4 = 3

Topic 9 Vocabulary Review

Understand Vocabulary

Question 1.
Compare the numbers. Circle the number that is more.
26 29
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Vocabulary-Review
Explanation :
Check the numbers
Compare Ones when they have same Tens .
we have more ones in 29 than 26 .
So, 29 is more than 26 .

Question 2.
Compare the numbers. Circle the number that is less.
58 68
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Vocabulary-Review-Question-2
Explanation :
Check the numbers
Compare Tens they have5 tens in 58 and 6 tens in 68 .
we have more tens in 68 than 58 .
So, 68 is more than 58 .

Question 3.
Choose a term from the Word List. Fill in the blank to make it true.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 60
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Vocabulary-Review-Question-3

Use Vocabulary in Writing

Question 4.
Write a problem using the terms from the Word List. Use place-value blocks to help solve your problem.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 60.1
Answer:

Topic 9 Reteaching

Set A

You can use blocks to show 1 more, 1 less, 10 more, and 10 less than a number.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 60.2

Use blocks. Write the numbers to complete each sentence.

Question 1.
Envision Math Common Core 1st Grade Answers Topic 9 Compare Two-Digit Numbers 60.3

1 more than 87 is ___
1 less than 87 is ___
10 more than 87 is ___
10 less than 87 is ___
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Reteaching-Set-A- Question-1
1 more than 87 is 88
1 less than 87 is 86
10 more than 87 is 97
10 less than 87 is 77

Set B

You can use a hundred chart to find the number that is I more than, I less than, 10 more than, and 10 less than.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 60.4

Write the number that is I more, I less, 10 more, or 10 less. You can use a hundred chart to help you.
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Reteaching-Set-B

Question 2.
1 less than 37
___, 37
Answer :
1 less than 37 is 36 .
36, 37
Explanation :
10 more than 37 means the number below 37 as per hundred chart .

Question 3.
1 more than 37
37, ___
Answer:
1 more than 37 is 38
37, 38
Explanation :
1 more than 37 means the next number to its right as per hundred chart .

Question 4.
10 less than 55
__, 55
Answer:
10 less than 55 is 45 .
45, 55
Explanation :
10 less than 55 means the Number above 45 as per hundred chart .

Question 5.
10 more than 55
55, ___
Answer:
10 more than 55 is 65 .
55, 65 .
Explanation :
10 more than 55 means the number below 65 as per hundred chart .

Set C

You can compare numbers using >, <, or =
> means greater than. 33 is greater than 24.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 62.1
< means less than. 24 is less than 33.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 62.2
Answer:

Write greater than, less than, or equal to. Then write >, <, or =

Question 6.
46 is ____ 26.
46 Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 63 26
Answer :
46 is greater than 26.
46 > 26
Explanation :
Check the numbers .
Compare the tens place vales first
we have more tens in 46 than 26 .
so, 46 > 26 .

Question 7.
25 is ___ 52.
24 Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 63 33
Answer:
25 is less than  52.
24 < 33
Explanation :
check the numbers .
Compare the tens place vales first
we have more tens in 33 than 24 .
so, 24 < 33 .

Set D

Thinking Habits
Make Sense and Persevere

What am I asked to find?
What is a good plan for solving this problem?
How can I check that my solution makes sense?
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 64

Look at the numbers below. Find the secret number.

Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 65

Question 8.
I am a number greater than 65. What numbers could I be? ___
Answer:
Numbers below 65 are 42, 7, 13, 63 and 50 .
Therefore numbers could be 42, 7, 13, 63 and 50 .

Question 9.
I am 10 less than 83. What number am I? __
Answer:
10 less than 83 = 83 – 10 = 73 .
i am 73 .

Topic 9 Assessment Practice

Question 1.
Trina’s house number is 54. Frank’s house number is greater than Trina’s house number. Which is Frank’s house number? How do you know?
A. 52; because 52 > 50
B. 53; because 53 < 54
C. 54; because 54 > 50
D. 55; because 55 > 54
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 66
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Assessment-Practice- Question-1
D. 55; because 55 > 54
Numbers Right of 54 of a number line are the greater numbers .
Explanation :
House Number of Trina’s = 54 .
House Number of Frank’s = greater than 54 that means more than 54
As per options Only Option D is having house number as 55 which is greater than 54 .

Question 2.
Choose two ways to compare the place-value blocks. Explain.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 67
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 68 82 < 87; 82 has fewer ones than 87.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 68 87 = 82; 87 and 82 have the same number of tens.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 68 87 < 82; 82 has more ones than 87.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 68 87 > 82; 87 has more ones than 82.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 68 82 > 87; 82 has more ones than 87.
Answer:

Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Assessment-Practice- Question-2

Question 3.
Find 10 more than 37 without having to count. Explain how you know.
A. 36; 36 has one fewer one than 37.
B. 47; 47 has one more ten than 37.
C. 38; 38 has one more one than 37.
D. 27; 27 has one fewer ten than 37.
Answer:
Option B. 47; 47 has one more ten than 37.
Explanation :
10 more than 37 means add 1 to the tens place of value 37 that gives 10 more than 37 = 47 .

Question 4.
Use the clues to find the secret number from the choices on the right.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 69
I am less than 48. What numbers could I be? ___
I have a 0 in the ones place. What number am I? __
Answer:
I am less than 48 means 42 , 37 and 40 .
I have a 0 in the ones place is 40 as 42 and 37 have 2 and 7 in ones place .
The Number is 40 .

Question 5.
Write the number to complete the part of the hundred chart. Explain how you know.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 70
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Assessment-Practice- Question-5
Explanation :
1 more than 43 means the next number to its right as per hundred chart .
10 more than 43 means the number below 43 as per hundred chart .
1 less than 43 means before number to its left as per hundred chart .
10 less than 43 means the Number above 43 as per hundred chart .

Question 6.
What number is 10 more than 74?
What number is 10 less than 74?
10 more than 74 is ___
10 less than 74 is ___
Answer:
10 more than 74 is 84
10 less than 74 is 64
Explanation :
10 more than 74 means add 1tens to the tens place of value of 74 that gives 84 .
10 less than 74 means subtract 1 tens from the tens place value of 74 that gives 64 .

Question 7.
Look at the place-value blocks. Write the numbers to make the sentences true. Explain how you know which number is greater.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 71
___ is greater than ___.
___ is less than ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Assessment-Practice- Question-7
27 is greater than 22 .
22 is less than 27 .
Explanation :
Check the numbers 27 and 22.
Compare the ones value if both have same tens .
27 have more ones than 22 .
so, 27 is greater than 22
22 is less than 27 .

Topic 9 Performance Task

Mailbox Mysteries
Meg sees these mailboxes in her neighborhood. Each mailbox has a different number.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 72

Question 1.
Write the mailbox number for each clue. You can use the hundred chart to help you.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 73
1 more than 59 __
1 less than 26 ___
10 more than 7 ___
10 less than 83 ___
Answer:
1 more than 59 is 60
1 less than 26 is 25
10 more than 7 is 17
10 less than 83 is 73
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Performance-Task-Mailbox-Mysteries- Question-1

Question 2.
Use these clues to figure out each student’s mailbox number.
Show your work on the hundred chart.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 74
Answer :
Bill’s Number = 34
Sue’s Number = 1 more than Bill’s Number = 34 + 1 = 35
Larry’s Number = 10 less than Sue’s Number = 35 – 10 = 25 .
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Performance-Task-Mailbox-Mysteries- Question-2

Question 3.
Fill in the missing numbers. You can use the number lines to help you.
Write a mailbox number that is greater than 50.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 75
Write a mailbox number that is less than 30.
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 76
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-9-Compare-Two-Digit-Numbers-Topic-9-Performance-Task-Mailbox-Mysteries- Question-3

Question 4.
Meg describes her mailbox number.
She uses these clues.
What is her mailbox number? ___
Explain how you know.

Clues

  • The number is greater than 40.
  • The number is NOT on a red mailbox.
  • The number has more ones than tens.

Answer:
Envision Math Common Core 1st Grade Answer Key Topic 9 Compare Two-Digit Numbers 72

  • The numbers greater than 40 are :
    60 – Green Mail box
    58 – Red Mail Box .
    89 – Blue Mail Box .
    73 – Red Mail Box  .
  • The number is NOT on a red mailbox :
    60 – Green Mail box
    89 – Blue Mail Box .
  • The number has more ones than tens.
    89 – Blue Mail Box .
    ones are 9
    Tens are 8
    ones are more than tens .
    Therefore, The Mail Box number is 89/

enVision Math Common Core Kindergarten Answer Key Topic 14 Describe and Compare Measurable Attributes

Go through the enVision Math Common Core Kindergarten Answer Key Topic 14 Describe and Compare Measurable Attributes regularly and improve your accuracy in solving questions.

enVision Math Common Core Kindergarten Answers Key Topic 14 Describe and Compare Measurable Attributes

Essential Question: How can objects be described and compared by length, height, capacity, and weight?
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 1

enVision STEM Project: Using Materials to Create Shade
Directions Read the character speech bubbles to students. Find Out! Have students find out different ways to create shade. Say: We can use materials to create shade. Talk to your friends and relatives about different ways humans create shade from the sun. Journal: Make a Poster Have students make a poster that shows various objects humans use to create shade. Have them draw three different ways humans create shade.

Review What You know

Question 1.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 2
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Review What You know-1

Question 2.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 3
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Review What You know-2

Describe and Compare Measurable Attributes 2

Question 3.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 4
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Review What You know-3

 

Question 4.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 5
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Review What You know-4

 

Question 5.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 6
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Review What You know-5

 

Question 6.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 7
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Review What You know-6

 

Directions Have students: 1 draw a circle around the cube; 2 draw a circle around the cylinder; 3 draw a circle around the cone; 4 draw a circle around the solid figure that can stack; 5 draw a circle around the solid figure that can roll; 6 draw a circle around the solid figure that can slide.

pick a Project

A
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 8

B
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 9

Directions Say: You will choose one of these projects. Look at picture A. Think about this question: Do you know how much you have grown since you were a baby? If you choose Project A, you will make a display about hand size. Look at picture B. Think about this question: What type of art is this? If you choose Project B, you will build a straw sculpture.
Answer:
I pick up project A.
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-pick a Project-A

C
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 10

D
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 11

Directions Say: You will choose one of these projects. Look at picture C. Think about this question: Would you want to be the tallest person in the world? If you choose Project C, you will trace footprints and measure. Look at picture D. Think about this question: What is the largest animal on Earth? If you choose Project D, you will create a mammals poster.
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-pick a Project-D

Lesson 14.1 Describe and Compare by Length and Height

Activity

Solve & Share
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 12
Directions Say: Marta makes a cube train with 4 cubes. Is her cube train bigger or smaller than the crayon? Is her cube train bigger or smaller than the pencil? How can you find out?
Answer:
Length of cube train is bigger than length of crayon.
Length of the pencil is bigger than length of cube train.

Explanation:
Length of cube = 6 cm.
Length of cube train = 4 × 6 = 24 cm.
Length of crayon = 4.5 cm.
Length of the pencil = 19 cm.

Visual Learning Bridge
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 13

Guided Practice

Question 1.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 14
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Guided Practice-1

Describe and Compare Measurable Attributes 3

Question 2.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 15
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Guided Practice-2

Directions Have students: 1 mark an X on the shorter object; 2 draw a circle around the taller object.

Question 3.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 16
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Guided Practice-3

 

Question 4.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 17
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Guided Practice-4

 

Question 5.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 18
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Guided Practice-5

 

Question 6.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 19
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Guided Practice-6

 

Directions Have students: 3 and 4 draw a circle around the longer object or underline the objects if they are the same length; 5 and 6 mark an X on the shorter object or underline the objects if they are the same height.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 19.1

Independent Practice

Question 7.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 20
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Independent Practice-7

 

Question 8.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 21
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Independent Practice-8

Describe and Compare Measurable Attributes 4

Question 9.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 22
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Independent Practice-9

 

Question 10.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 23
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.1 Describe and Compare by Length and Height-Independent Practice-10

Directions 7 and 8 Have students mark an X on the shorter object and draw a circle around the longer object, or underline the objects if they are the same length.
9 Higher Order Thinking Have students draw an object that is shorter than the cube tower. 10 Higher Order Thinking Have students draw an object that is the same length as the spoon.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 23.1

 

 

Lesson 14.2 Describe and Compare by Capacity

Solve & Share

Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 24

Directions Say: Marta has 2 cups. She wants to use the cup that holds more. How can she find out which cup holds more? Glue the cup that holds less on the left side of the workmat and the cup that holds more on the right side.

Visual Learning Bridge
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 25
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Visual Learning Bridge

 

Guided Practice

Question 1.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 26
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Guided Practice-1

Describe and Compare Measurable Attributes 5

Question 2.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 27
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Guided Practice-2

Directions 1 and 2 Have students draw a circle around the cup that holds more and mark an X on the cup that holds less, or underline the cups if they hold the same amount.

Question 3.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 28
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Guided Practice-3

 

Question 4.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 29
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Guided Practice-4

 

Question 5.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 30
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Guided Practice-5

 

Question 6.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 31
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Guided Practice-6

Directions 3-6 Have students draw a circle around the container that holds more and mark an X on the container that holds less, or underline the containers if they hold the same amount.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 32

Independent Practice

Question 7.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 33
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Independent Practice-7

 

Question 8.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 34
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Independent Practice-8

 

Question 9.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 35
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Independent Practice-9

 

Question 10.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 36
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.2 Describe and Compare by Capacity-Solve & Share-Independent Practice-10

Directions 7 and 8 Have students draw a circle around the container that holds more and mark an X on the container that holds less, or underline the containers if they hold the same amount. 9 Vocabulary Have students draw a circle around the container that has a greater capacity and mark an X on the container that has a smaller capacity, or underline the containers if they have the same capacity, and then explain how they know. 10 Higher Order Thinking Have students draw a container that holds less than the container shown.

Lesson 14.3 Describe and Compare by Weight

Activity

Solve & Share

Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 37

Directions Say: Marta has a pencil and a book. She wants to put the lighter object in her backpack. How can she figure out which object is lighter? Draw the objects where they belong on the balance scale.

Visual Learning Bridge
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 38
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Solve & Share-Visual Learning Bridge

 

Guided Practice

Question 1.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 39
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-1

 

Question 2.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 40
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-2

 

Question 3.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 41
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-3

 

Question 4.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 42
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-4

Directions 1-4 Have students draw a circle around the heavier object and mark an X on the lighter object, or underline the objects if they are the same weight.

Question 5.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 43
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-5

 

Question 6.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 44
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-6

 

Question 7.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 45
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-7

 

Question 8.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 46
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-8

 

Question 9.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 47
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-9

 

Question 10.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 48
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Guided Practice-10

Directions 5-10 Have students draw a circle around the heavier object and mark an X on the lighter object, or underline the objects if they are the same weight.
Envision Math Common Core Grade K Answer Key Topic 14 Describe and Compare Measurable Attributes 49

Independent Practice

Question 11.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 50
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Independent Practice-11

 

Question 12.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 51
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Independent Practice-12

 

Question 13.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 52
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Independent Practice-13

 

Question 14.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 53
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Independent Practice-14

 

Question 15.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 54
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Independent Practice-15

 

Question 16.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 55
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.3 Describe and Compare by Weight-Independent Practice-16

Directions 11-14 Have students draw a circle around the heavier object and mark an X on the lighter object, or underline the objects if they are the same weight. 15 Vocabulary Have students draw an object that is the same weight as the crayon. 16 Higher Order Thinking Have students draw 2 objects. Have them draw the heavier object in the space next to the lower side of the scale and the lighter object in the space next to the higher side of the scale.

 

 

 

Lesson 14.4 Describe Objects by Measurable Attributes

Activity

Solve & Share

Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 56

Directions Say: These are 2 tools for measuring. What can you measure with the cup? What can you measure with the cube train? Draw an object you can measure with each tool.
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Solve & Share

Visual Learning Bridge
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 57

Guided Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 58
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-1

Directions 1 Have students look at the object on the left, identify the attributes that can be measured, and then draw a circle around the tools that could be used to tell about those attributes.

Question 2.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 59
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-2

 

Question 3.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 60
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-3

 

Question 4.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 61
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-4

 

Question 5.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 62
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-5

Directions 2-6 Have students look at the object on the left, identify the attributes that can be measured, and then draw a circle around the tools that could be used to tell about those attributes.

Independent Practice

Question 6.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 63
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-6

Describe and Compare Measurable Attributes 6

Question 7.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 64
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-7

 

Question 8.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 65
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-8

 

Question 9.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 66
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.4 Describe Objects by Measurable Attributes-Guided Practice-9

Directions 6-8 Have students look at the object on the left, identify the attributes that can be measured, and then draw a circle around the tools that could be used to tell about those attributes. 9 Higher Order Thinking Have students identify the attribute that can be measured using the tool on the left, and then draw 2 objects that could be measured using that tool.

 

Describe and Compare Measurable Attributes 7

 

Lesson 14.5 Describe and Compare Objects by Measurable Attributes

Activity

Solve & Share

Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 67

Directions Say: Find two objects in the classroom and draw them on the page. Describe all the ways you can measure the objects. Then mark with an X the object that is shorter and circle the tool that you can use to tell about the lengths of the objects.

Visual Learning Bridge
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 68
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Visual Learning Bridge

Guided Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 69
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Guided Practice-1

Directions 1 Have students look at the objects on the left and identify the attributes that can be measured. Then have students mark an X on the object that is lighter or underline both objects if they are the same weight. Say: Which tool can you use to tell about the weights of the objects? Circle this tool.

Question 2.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 70
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Guided Practice-2

 

Question 3.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 71
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Guided Practice-3

 

Question 4.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 72
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Guided Practice-4

Directions Have students look at the objects on the left and identify the attributes that can be measured. 2-3 Then have students mark an X on the object that holds less or underline both objects if they can hold the same amount. Say: Which tool can you use to tell about how much the objects hold? Circle this tool. 4 Then have students circle the object that holds more or underline both objects if they can hold the same amount. Say: Circle the tool that can be used to tell about how much an object holds. Explain how you know.

Independent Practice

Question 5.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 73
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Guided Practice-5

 

Question 6.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 74
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Guided Practice-6

 

Question 7.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 75
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.5 Describe and Compare Objects by Measurable Attributes-Guided Practice-7

Directions 5 and 6 Have students look at the objects on the left and identify the attributes that can be measured. Then have students draw a circle around the object that is heavier or underline both objects if they are the same weight. Say: Which tool can you use to tell about the weights of the objects? Circle this tool. 7 Higher Order Thinking On the left, have students draw an object that can be measured using the tool shown. On the right, have them draw an object that CANNOT be measured using the tool shown.

 

 

 

Lesson 14.6 Precision

Activity

Solve & Share
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 76

Directions Say: Marta wants to compare the length of a ribbon to the length of a cube train so she can draw a circle around the object that is shorter. How can she do this? Explain where you place the cube train on the page and why.

Visual Learning Bridge
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 77
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Solve & Share-Visual Learning Bridge

Guided Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 78
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Guided Practice-1

 

Question 2.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 79
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Guided Practice-2

Directions Have students: 1 make a cube train with the number of cubes shown, compare the length of the cube train to the object, and then draw a circle around the one that is longer; 2 make a cube tower with the number of cubes shown, compare the height of the cube tower to the object, and then draw a circle around the one that is taller.

Independent Practice

Question 3.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 80
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Independent Practice-3

 

Question 4.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 81
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Independent Practice-4.

 

Question 5.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 82
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Independent Practice-5

Question 6.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 83
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Independent Practice-6

 

Question 7.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 84
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Independent Practice-7

 

Directions Have students make a cube train or cube tower with the number of cubes shown. Then have them: 3 compare the height of the cube tower to the acorn, and then draw a circle around the one that is taller; 4 compare the length of the pinecone to the cube train and mark an X on the one that is shorter; 5 compare the height of the cube tower to the leaf, and then draw a circle around the one that is taller; 6 compare the length of the flower to the cube train and mark an X on the one that is shorter; 7 compare the length of the cube train to the twig, and then draw a circle around the one that is longer.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 85

Problem Solving

Performance Task

Question 8, 9.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 86
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Independent Practice-8
Length of the ribbon = 11 cubes.

 

Question 10.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 87
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Lesson 14.6 Precision-Independent Practice-9
Explanation:
Length of the orange ribbon = 3 cubes
Length of the ribbon = 8 cubes.
No, he is not correct because the length of the orange ribbon is 3 cubes yet the pink ribbon length is 8 cubes. So. length of pink ribbon is longer than orange ribbon.

Directions Read the problem aloud. Then have students use multiple problem-solving methods to solve the problem. Say: Alex has a piece of ribbon. He wants to make a cube train longer than the ribbon. How many cubes long will the cube train be? 8 Use Tools What tool can you use to help solve the problem? Make a cube train that is longer than the piece of purple ribbon, and then write the number of cubes in the train. Explain your answer. 9 Be Precise Why is it important to count the cubes? 10 Explain Carlos says that he made a cube train that is 3 cubes long and that it is longer than the length of the orange ribbon. Is he right or wrong? How do you know?

 

Topic 14 Fluency Practice

Show the Letter Name

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 88
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Fluency Practice-Show the Letter Name-1

 

 

Question 2.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 89
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Fluency Practice-Show the Letter Name-2

Directions Have students: 1 color each box that has a sum or difference that is equal to 5; 2 write the letter that they see.

 

Topic 14 Vocabulary Review

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 89.1
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Vocabulary Review-1

 

Question 2.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 89.2
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Vocabulary Review-2

 

Question 3.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 90
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Vocabulary Review-3

 

Question 4.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 91
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Vocabulary Review-4

 

Question 5.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 92
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Vocabulary Review-5

Directions Understand Vocabulary Have students: 1 draw a circle around the tool that measures length; 2 draw a circle around the longer object; 3 mark an X on the pitcher that has a smaller capacity; 4 draw an object that is the same height as the cubes; 5 draw a circle around the pair of animals that can be the same weight.

 

 

Topic 14 Reteaching

Set A
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 93

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 94
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Reteaching-1

 

Set B
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 95

Question 2.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 96
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Reteaching-2

Directions Have students: 1 draw a circle around the taller flower and mark an X on the shorter flower; 2 draw a circle around the bucket that contains more water, and then mark an X on the bucket that contains less water.

 

Set C
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 97

Question 3.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 98
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Reteaching-3

 

Set D
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 99

Question 4.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 100
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Reteaching-4

Directions Have students: 3 a look at the object on the left and identify the attributes that can be measured. Then have students draw a circle around the tool(s) that could be used to tell about those attributes; 4 make a cube train with the number of cubes shown, compare the length of the cube train to the object, and then draw a circle around the one that is longer.

 

 

Topic 14 Assessment Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 101
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-1

 

Question 2.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 102
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-2

 

Question 3.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 103
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-3

 

Question 4.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 104
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-4

Directions Have students mark the best answer. 1 Which object is shorter than the object on the left but longer than the object on the right? 2 Which object holds less than the other objects? 3 Mark the three objects that can be measured with the tool shown. 4 Have students draw an object that is taller than the toy car, but shorter than the lamp.

Question 5.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 105
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-5

 

Question 6.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 106
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-6

 

Question 7.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 107
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-7

 

Question 8.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 108
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Assessment Practice-8

Directions Have students: 5 draw a circle around the container that holds more, or underline each of the containers if they hold the same amount; 6 look at the object and identify the attributes that can be measured. Then have them draw a circle around the tool(s) that can be used to measure capacity. 7 compare the objects, and then match the heavier object to the lower side of the scale and the lighter object to the higher side of the scale; 8 look at the 2 objects. Circle the object that is heavier, or underline both objects if they are the same weight. Then circle the tool that can be used to tell about the weights of the objects.

Topic 14 Performance Task

Question 1.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 109
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Performance Task-1

 

Question 2.
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Performance Task-2

 

Question 3.
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Performance Task-3

Directions Time for Dinner! Say: Teddy helps his father make dinner. They use different things in the kitchen. Have students: 1 look at the fork and the spoon, and then draw a circle around the longer object and mark an X on the shorter object; 2 look at the yellow cup and the red cup, and then mark an X on the cup that holds less or underline the cups if they hold the same amount. Then draw a container that would hold more than the red cup; 3 look at the turkey and the corn, and then draw a circle around the heavier object or underline the objects if they have the same weight. Then draw an object that would weigh less than the corn.

Question 4.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 112
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Performance Task-4

 

Question 5.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 114
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Performance Task-5

 

Question 6.
Envision Math Common Core Grade K Answers Topic 3 Numeric And Algebraic Expressions 113
Answer:
Envision-Math-Common-Core-Grade-K-Answers-Key-Topic-14-Describe-and-Compare-Measurable-Attributes-Topic 14 Performance Task-6

Directions 4 Say: Teddy and his father will use this pan. What attributes could you measure with the pan? Have students draw a circle around the tool(s) that could be used to tell about those attributes. 5 Have students look at the 2 objects and circle the one that is longer, or underline both objects if they are the same length. Then have them circle the tool that can be used to tell about the lengths of the objects.
6 Say: Teddy and his father will eat this bread for dinner. Have students make a cube train with the number of cubes shown and draw the cube train. Have them compare the length of the cube train to the bread, and then draw a circle around the object that is longer.

enVision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data

enVision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data

Go through the enVision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data regularly and improve your accuracy in solving questions.

enVision Math Common Core 5th Grade Answers Key Topic 10 Represent and Interpret Data

Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 1

enVision STEM Project: Wildfires

Do Research Use the Internet and other sources to learn more about wildfires. Investigate how wildfires affect ecosystems. Explore the costs and benefits of wildfires. List five living things in an ecosystem. Research how long each one takes to recover from a wildfire.

Journal: Write a Report Include what you found. Also in your report:
• Make a pamphlet to show how wildfires affect ecosystems.
• Suggest ways to prevent wildfires.
• Make a line plot to show your data.
• Make up and solve problems using line plots.

Review What You Know

A-Z Vocabulary
Choose the best term from the Word List. Write it on the blank.
• bar graph
• overestimate
• compare
• frequency table
• underestimate

Question 1.
A display that shows how many times an event occurs is a(n) ____
Answer:
A display that shows how many times an event occurs is a frequency table.

Question 2.
A display that uses bars to show data is a(n) ____
Answer:
A display that uses bars to show data is a bar graph.

Represent and Interpret Data 1

Question 3.
Rounding each factor in a multiplication to a greater number gives a(n) ____ of the actual product.
Answer:
Rounding each factor in multiplication to a greater number gives a overestimate of the actual product.

Question 4.
You can use the length of the bars in a bar graph to ___ two similar data sets.
Answer:
You can use the length of the bars in a bar graph to compare two similar data sets.

Fraction Computation

Find each answer.

Question 5.
2\(\frac{1}{2}\) + 5\(\frac{1}{3}\)
Answer:
2\(\frac{1}{2}\) + 5\(\frac{1}{3}\) = 7\(\frac{5}{6}\).

Explanation:
The addition of 2\(\frac{1}{2}\) + 5\(\frac{1}{3}\) is \(\frac{5}{2}\) + \(\frac{16}{3}\) which is \(\frac{15+32}{6}\) = \(\frac{47}{6}\) = 7\(\frac{5}{6}\).

Question 6.
13\(\frac{3}{10}\) – 8\(\frac{1}{5}\)
Answer:
13\(\frac{3}{10}\) – 8\(\frac{1}{5}\) = 5\(\frac{1}{10}\).

Explanation:
The subtraction of 13\(\frac{3}{10}\) – 8\(\frac{1}{5}\) is \(\frac{133}{10}\) – \(\frac{41}{5}\) which is \(\frac{133 – 82}{10}\) = \(\frac{51}{10}\) = 5\(\frac{1}{10}\).

Question 7.
8\(\frac{1}{3}\) + 7\(\frac{11}{12}\)
Answer:
8\(\frac{1}{3}\) + 7\(\frac{11}{12}\) = 15\(\frac{11}{12}\).

Explanation:
The addition of 8\(\frac{1}{3}\) + 7\(\frac{11}{12}\) is \(\frac{24}{3}\) + \(\frac{95}{12}\) which is \(\frac{96+95}{12}\)
= \(\frac{191}{12}\)
= 15\(\frac{11}{12}\).

Question 8.
15 – 5\(\frac{2}{9}\)
Answer:
15 – 5\(\frac{2}{9}\) = 9\(\frac{2}{9}\).

Explanation:
The subtraction of 15 – 5\(\frac{2}{9}\) is 15 – \(\frac{47}{9}\)
= \(\frac{135 – 47}{9}\)
= \(\frac{88}{9}\)
= 9\(\frac{2}{9}\).

Question 9.
7\(\frac{5}{8}\) + 13\(\frac{11}{20}\)
Answer:
7\(\frac{5}{8}\) + 13\(\frac{11}{20}\) = 21\(\frac{7}{40}\).

Explanation:
The addition of 7\(\frac{5}{8}\) + 13\(\frac{11}{20}\) is \(\frac{61}{8}\) + \(\frac{271}{20}\) = \(\frac{305+542}{40}\)
= \(\frac{847}{40}\)
= 21\(\frac{7}{40}\).

Question 10.
15\(\frac{4}{5}\) + 1\(\frac{2}{3}\)
Answer:
15\(\frac{4}{5}\) + 1\(\frac{2}{3}\) = 17\(\frac{7}{15}\).

Explanation:
The addition of 15\(\frac{4}{5}\) + 1\(\frac{2}{3}\) is \(\frac{79}{5}\) +  \(\frac{5}{3}\) which is \(\frac{237+25}{15}\)
= \(\frac{262}{15}\)
= 17\(\frac{7}{15}\).

Represent and Interpret Data 2

Question 11.
\(\frac{7}{8}\) × 4
Answer:
\(\frac{7}{8}\) × 4 = 7\(\frac{1}{2}\).

Explanation:
The multiplication of \(\frac{7}{8}\) × 4 which is \(\frac{7}{2}\)
= 7\(\frac{1}{2}\).

Question 12.
5 × 1\(\frac{2}{3}\)
Answer:
5 × 1\(\frac{2}{3}\) = 18\(\frac{1}{3}\).

Explanation:
The multiplication of 5 × 1\(\frac{2}{3}\) is 5 × \(\frac{11}{3}\)
= \(\frac{55}{3}\)
= 18\(\frac{1}{3}\).

Question 13.
2\(\frac{1}{8}\) × \(\frac{2}{3}\)
Answer:
2\(\frac{1}{8}\) × \(\frac{2}{3}\) = \(\frac{17}{12}\).

Explanation:
The multiplication of 2\(\frac{1}{8}\) × \(\frac{2}{3}\) is \(\frac{17}{8}\) × \(\frac{2}{3}\) which is \(\frac{17}{12}\).

Bar Graphs
Use the bar graph to answer the questions.

Question 14.
Which animal has about 34 teeth?
Answer:
Hyena.

Explanation:
The animal that has about 34 teeth is Hyena.

Question 15.
About how many more teeth does a dog have than a hyena?
Answer:
The number of many more teeth does a dog has is 8 teeth.

Explanation:
Here, the dog has 42 teeth and a hyena has 34 teeth. So the number of many more teeth does a dog has is 42 – 34 which is 8 teeth.

Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 1.5

Question 16.
About how many more teeth does a hyena have than a walrus?
Answer:
The number of many more teeth does a hyena has is 15 teeth.

Explanation:
Here, a hyena has 32 teeth and a walrus has 17 teeth. So the number of many more teeth does a hyena has is 32 – 17 which is 15 teeth.

Pick a Project

PROJECT 10A
How big is Big Data?
Project: Make Line Plots for Data
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 2.1

PROJECT 10B
What was the first U.S. penny?
Project: Design a Coin
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 2.2

PROJECT 10C
Why are sequoia trees so big?
Project: Measure Trees
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 2.3

PROJECT 10D
How are plant leaves different?
Project: Make a Leafy Line Plot
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 2.4

Lesson 10.1 Analyze Line Plots

Solve & Share
Several students were asked how many blocks they walk from home to school each day. The results are shown in the line plot below. Miguel walks the shortest distance. Jila walks the longest distance. How much farther than Miguel does Jila walk?
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 3.1

Answer:
Miguel walks 4.25 blocks more than Jila.

Explanation:
Here, the line plot is shown in the question which represents the distance traveled by the students from their houses to their school. So the distance between 1 and 2 is \(\frac{1}{4}\) which is 0.25 blocks. So the shortest distance traveled by Miguel is 0.25 blocks. And the longest distance traveled by Jila is 4.5 blocks. So the difference between the distances covered by Miguel and Jila is 4.5 – 0.25 = 4.25 blocks. So Miguel walks 4.25 blocks more than Jila.

Make Sense and Persevere How can you find the shortest distance walked?
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 3.2

Look Back! What can you tell about the distance most of the students in the group walk to school each day?

Visual Learning Bridge

Essential Question
How Can You Analyze Data Displayed in a Line Plot?

A.
A line plot, or dot plot, shows data along a number line. Each dot or X represents one value in the data set.
In science class, Abby and her classmates performed an experiment in which they used different amounts of vinegar. The table below shows how much vinegar each person used. What amount was most often used in the experiment?
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 3.3

Answer:
1 cup vinegar was mostly used.

Explanation:
The amount which was most often used in the experiment 1 cup of vinegar.

A line plot shows how often each value occurs.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 3.4

B.
Read the line plot.
A line plot can be used to organize the amount of vinegar each person used.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 3.5

C.
Analyze the data. Use the data to answer your original question. What amount was most often used in the experiment?
Most of the data points are at 1, so 1 cup of vinegar was most often used in the experiment.

Convince Me! Reasoning How does the line plot show what the largest amount of vinegar used was?
Answer:
The line plot represents the data using number line. Here, we can see that the 1 cup of vinegar have mostly often used in the experiment.

Represent and Interpret Data 3

Guided Practice

Do You Understand?

Question 1.
Why does data need to be ordered from least to greatest before creating a line plot?
Answer:
Here, the data need to be ordered from least to greatest before creating a line plot, so that the data from least to greatest can help us interpret the data to get the better sense of the numbers and scope of numbers we are working with.

Question 2.
In the line plot on the previous page, do any values occur the same number of times? Explain.
Answer:
The values that occur the same number of times is \(\frac{1}{2}\) and 1\(\frac{1}{2}\).

Explanation:
The values that occur the same number of times is \(\frac{1}{2}\) and 1\(\frac{1}{2}\) as they occur two times.

Question 3.
Describe any patterns in the line plot on the previous page.
Answer:
The pattern in the line plot is dot plot.

Do You Know How?

In 4 and 5, use the data set to answer the questions.

Question 4.
Students ran for 10 minutes. They ran the following distances, in miles:
\(\frac{3}{4}\), \(\frac{1}{2}\), 1\(\frac{3}{4}\), \(\frac{3}{4}\), 1
1\(\frac{1}{2}\), 1\(\frac{1}{4}\), 2, 1\(\frac{1}{2}\), 1, 1\(\frac{1}{4}\), \(\frac{3}{4}\), 1
How many distances are recorded?

Answer:
14 distances are recorded.

Explanation:
The number of distances recorded are 14 distances.

Question 5.
Use the line plot that shows the data.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 16.1
Which distances occurred most often?
Answer:
\(\frac{3}{4}\), 1 and 1\(\frac{1}{4}\).

Explanation:
The distances that occurs most often is \(\frac{3}{4}\), 1 and 1\(\frac{1}{4}\).

Independent Practice

Data in a line plot can be shown with dots or Xs.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 16.2

In 6-8, use the line plot to answer the questions.

Question 6.
How many orders for cheese does the line plot show?
Answer:
12 orders.

Explanation:
The number of orders for cheese does the line plot shows is 12 orders.

Question 7.
Which amount of cheese was ordered most often?
Answer:
\(\frac{3}{4}\).

Explanation:
\(\frac{3}{4}\) amount of cheese was ordered most often.

Question 8.
How many more orders for \(\frac{3}{4}\) cheese were for a pound or less than for 1 pound or more?

Problem Solving

In 9-11, use the data set and line plot.

Question 9.
Jerome studied the feather lengths of some adult fox sparrows. How long are the longest feathers in the data set?
Answer:
2\(\frac{3}{4}\).

Explanation:
The longest feather length in the given data is 2\(\frac{3}{4}\).

Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 20.1

Question 10.
How many feathers are 2\(\frac{1}{4}\) inches or longer? Explain.
Answer:
8 feathers.

Explanation:
The number of feathers that are 2\(\frac{1}{4}\) inches or longer are 8 feathers.

Question 11.
Higher Order Thinking Jerome found another feather that made the difference between the longest and shortest feather 1\(\frac{3}{4}\) inches. What could be the length of the new feather? Explain.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 20.2
Answer:
The difference is 1.

Explanation:
The difference between the longest and shortest feather is 2\(\frac{3}{4}\) – 1\(\frac{3}{4}\) = \(\frac{11}{4}\) – \(\frac{7}{4}\)
= \(\frac{4}{4}\).
= 1.

Question 12.
Reasoning How can you find the value that occurs most often by looking at a line plot?
Answer:
We can know the value that occurs most often by looking at a line plot by the size of the line plot. If the size is longer then that will be the most occurring on the line plot.

Question 13.
Draw and label a rectangle with a perimeter of 24 inches.
Answer:

Assessment Practice

Question 14.
Use the information shown in the line plot. What is the total weight of the 4 heaviest melons?
A. 6 pounds
B. 11\(\frac{1}{2}\) pounds
C. 22\(\frac{1}{2}\) pounds
D. 24 pounds
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 20.6
Answer:

Lesson 10.2 Make Line Plots

Activity

Solve & Share
A fifth-grade class recorded the height of each student. How could you organize the data? If all the students in the class lay down in a long line, how far would it reach? Make a line plot to solve this problem.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 20.7

Answer:
Given that a fifth-grade class recorded the height of each student, so the line plot of the fifth-grade class is

Organizing data makes it easier to understand and analyze.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 20.8

Look Back! Generalize How does organizing the data help you see the height that occurs most often? Explain.
Answer:
Organizing the data helps to communicate the data in a way that helps others to understand the data and interpret it correctly.

Visual Learning Bridge

Essential Question
How Can You Use a Line Plot to Organize and Represent Measurement Data?
Answer:
We can use a line plot to display and organize data and a line plot shows how many times each number appears in the data set.

A.
The dogs in Paulina’s Pet Shop have the following weights. The weights are in pounds.
How can you organize this information in a line plot?
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 20.9

Answer:
The line plot of weights of dogs is

Measurement data that is organized is easier to use.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 21.1

B.
Organize the data.
Write the weights from least to greatest.
6, 6, 7\(\frac{1}{4}\), 8\(\frac{1}{2}\), 8\(\frac{1}{2}\), 8\(\frac{1}{2}\), 11\(\frac{1}{2}\), 12\(\frac{1}{4}\), 12\(\frac{1}{4}\), 12\(\frac{1}{4}\), 12\(\frac{1}{4}\), 12\(\frac{1}{4}\)
You can also organize the data in a frequency table. The frequency is how many times a given response occurs.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 25.1

C.
Make a line plot.
First draw the number line using an interval of \(\frac{1}{4}\). Then mark a dot for each value in the data set. Write a title for the line plot.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 25.2

Convince Me! Reasoning Which weight occurs most often? Which weight occurs least often? How can you tell from the line plot?

Guided Practice

Do You Understand?

Question 1.
In the line plot of dog weights on the previous page, what does each dot represent?
Answer:
Here, each dot represents the weight of the dog.

Question 2.
In a line plot, how do you determine the values to show on the number line?
Answer:

Do You Know How?

Question 3.
Draw a line plot to represent the data.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 26.1
Answer:
The line plot of weights of pumpkins is

Independent Practice

In 4 and 5, complete the line plot for each data set.

Double check that you have a dot for each value.
Envision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data 26.2

Question 4.
11\(\frac{1}{4}\), 12\(\frac{1}{2}\), 11\(\frac{1}{4}\), 14\(\frac{3}{4}\), 10\(\frac{1}{2}\), 11\(\frac{1}{4}\), 12
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 30.1
Answer:
The line plot of the given value
Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-30.1

Question 5.
1\(\frac{1}{8}\), 2, 1\(\frac{1}{2}\), 1\(\frac{1}{4}\), 1\(\frac{1}{8}\), 1, 2, 1\(\frac{1}{2}\), 1\(\frac{1}{4}\)
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 30.2
Answer:
The line plot of the given values is
Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-30.2

In 6 and 7, construct a line plot for each data set.

Question 6.
\(\frac{1}{2}\), \(\frac{3}{4}\), \(\frac{3}{4}\), 1, 1, 0, \(\frac{1}{2}\), \(\frac{1}{2}\), \(\frac{3}{4}\)
Answer:
The line plot of the given values is
Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-30.2-2

Question 7.
5\(\frac{1}{2}\), 5, 5, 5\(\frac{1}{8}\), 5\(\frac{3}{4}\), 5\(\frac{1}{4}\), 5\(\frac{1}{2}\), 5\(\frac{1}{8}\), 5\(\frac{1}{2}\), 5\(\frac{3}{8}\)
Answer:
The line plot of the given values is

Problem Solving

In 8-10, use the data set.

Question 8.
Make Sense and Persevere Martin’s Tree Service purchased several spruce tree saplings. Draw a line plot of the data showing the heights of the saplings.
Answer:

Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 40.1

Question 9.
How many more saplings with a height of 27\(\frac{1}{4}\) inches or less were there than saplings with a height greater than 27\(\frac{1}{4}\) inches?
Answer:
There are 11 saplings.

Explanation:
The number of saplings that are with a height of 27\(\frac{1}{4}\) inches or less was there than saplings with a height greater than 27\(\frac{1}{4}\) inches are 11 saplings.

Question 10.
Higher Order Thinking Suppose Martin’s Tree Service bought two more saplings that were each 27\(\frac{1}{4}\) inches tall. Would the value that occurred most often change? Explain your answer.
Answer:
Yes, the value that occurred most often will change.

Explanation:
Yes, the value that occurred most often will be changed. As there will be an increase of saplings with the height of 27\(\frac{1}{4}\) inches tall, so the value that occurred most often will change.

Question 11.
Why is organizing data helpful?
Answer:
Organizing data is very useful, by this we can find the values easily and can complete our work fastly.

Question 12.
Randall buys 3 tickets for a concert for $14.50 each. He gives the cashier a $50 bill. How much change does he get? Write equations to show your work.
Answer:
The change that will get to Randell is $6.50 and the equation is $50 – $43.50 = $6.50.

Explanation:
Given that Randall buys 3 tickets for a concert for $14.50 each and he gives the cashier a $50 bill, so the total cost for the tickets will be 3 × 14.50 which is $43.50. So the change that will get to Randell is $50 – $43.50 which is $6.5. So the equation is $50 – $43.50 = $6.50.

Assessment Practice

Question 13.
Amy measured how many centimeters the leaves on her houseplants grew in July. Use the leaf growth data below to complete the line plot on the right.
2\(\frac{1}{2}\), 4\(\frac{1}{2}\), 4, 4, 3, 1, 3, 3\(\frac{1}{2}\), 3\(\frac{1}{2}\), 3\(\frac{1}{2}\), 2\(\frac{1}{2}\), 3, 3\(\frac{1}{2}\), 3\(\frac{1}{2}\), 5\(\frac{1}{2}\)
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 70.1
Answer:
The line plot of the given data is
Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-70.1

Lesson 10.3 Solve Word Problems Using Measurement Data

Solve & Share
Rainfall for the Amazon was measured and recorded for 30 days. The results were displayed in a line plot. What can you tell about the differences in the amounts of rainfall? Use the line plot to solve this problem.

Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 81.1

You can use a representation to analyze data. Show your work!
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 81.2

Look Back! Reasoning What is the difference between the greatest amount of rain in a day and the least amount of rain in a day? How can you tell?

Answer:
The difference is 9 days.

Explanation:
The difference between the greatest amount of rain in a day and the least amount of rain in a day is 11 – 2 which is 9. By using subtraction we can tell that.

Visual Learning Bridge

Essential Question How Can You Use Measurement Data Represented in a Line Plot to Solve Problems?

A.
Bruce measured the daily rainfall while working in Costa Rica. His line plot shows the rainfall for each day in September. What was the total rainfall for the month?

You can use the line plot to make a frequency table.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 81.3

B.
Multiply each value by the frequency to find the amount of rain for that value. Then add the products to find the number of inches of rainfall for the month.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 81.4
The table helps you organize the numerical data for your calculations.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 81.40

Convince Me! Critique Reasoning Rosie says she can find the total rainfall in the example above without multiplying. Do you agree? Explain.
Answer:
Yes, we can find the total rainfall.

Explanation:
Yes, we can find the total rainfall in the example above without multiplying. By adding them we can also find the total rainfall.

Guided Practice

Do You Understand?

In 1-4, use the line plot showing how many grams of salt were left after liquids in various containers evaporated.

Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 82.1

Question 1.
How could you find the difference between the greatest amount and the least amount of salt left?
Answer:
The difference is 5.

Explanation:
The difference between the greatest amount and the least amount of salt left is 7 – 2 which is 5.

Do You Know How?

Question 2.
Write a problem that can be answered using the line plot.
Answer:

Question 3.
Write and solve an equation that represents the total number of grams of salt left.
Answer:
The equation is 7 × 1 \(\frac{1}{2}\) + 4 × 2 + 3 × 6 \(\frac{1}{2}\) + 7 × 5 = 73.

Explanation:
The total number of grams of salt is 7 × 1 \(\frac{1}{2}\) + 4 × 2 + 3 × 6 \(\frac{1}{2}\) + 7 × 5 = 7 × \(\frac{3}{2}\) + 8 + 3 × \(\frac{13}{2}\) + 35
= \(\frac{21}{2}\) + 8 + \(\frac{39}{2}\) + 35
= \(\frac{21+16+39+70}{2}\)
= \(\frac{146}{2}\)
= 73.
And the equation is 7 × 1 \(\frac{1}{2}\) + 4 × 2 + 3 × 6 \(\frac{1}{2}\) + 7 × 5 = 73.

Question 4.
How many grams of salt would be left if two of each container were used?
Answer:
The number of grams of salt is 36 \(\frac{1}{2}\).

Explanation:
The number of grams of salt that would be left if two of each container were used is 73 ÷ 2 which is 36 \(\frac{1}{2}\).

Independent Practice

In 5 and 6, use the line plot Allie made to show the lengths of strings she cut for her art project.

Question 5.
Write an equation for the total amount of string.

Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 83.1

Answer:
The equation is 2 × 12 \(\frac{5}{8}\) + 7 × 12 \(\frac{3}{4}\) + 5 × 12 \(\frac{7}{8}\) + 5 × 13 + 4 × 13 \(\frac{1}{8}\) = 413 \(\frac{1}{4}\).

Equation:
The equation for the total amount of string is 2 × 12 \(\frac{5}{8}\) + 7 × 12 \(\frac{3}{4}\) + 5 × 12 \(\frac{7}{8}\) + 5 × 13 + 4 × 13 \(\frac{1}{8}\)
= 2 × \(\frac{101}{8}\) + 7 × \(\frac{51}{4}\) + 5 × \(\frac{103}{4}\) + 65 + 4 × \(\frac{105}{4}\)
= \(\frac{202}{8}\) + \(\frac{357}{4}\) + \(\frac{515}{4}\) + 65 + \(\frac{420}{4}\)
= \(\frac{202+714+1030+520+840}{8}\)
= \(\frac{3306}{8}\)
= 413 \(\frac{1}{4}\).

Question 6.
What is the difference in length between the longest and the shortest lengths of string?
Answer:
The difference is 2.

Explanation:
The difference in length between the longest and the shortest lengths of the string is 7 – 2 which is 5.

Problem Solving

In 7 and 8, use the line plot Susannah made to show the amount of rainfall in one week.

Question 7.
Algebra Write and solve an equation for the total amount of rainfall, r, Susannah recorded.

Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 83.5

Answer:
The equation will be 2 × \(\frac{1}{16}\) + 1 × \(\frac{1}{8}\) + 1 × \(\frac{1}{4}\) = \(\frac{1}{2}\).

Explanation:
The equation for the total amount of rainfall is 2 × \(\frac{1}{16}\) + 1 × \(\frac{1}{8}\) + 1 × \(\frac{1}{4}\)
= \(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{1}{4}\)
= \(\frac{1+1+2}{8}\)
= \(\frac{4}{8}\)
= \(\frac{1}{2}\).

Question 8.
Higher Order Thinking Suppose the same amount of rain fell the following week, but the same amount of rain fell each day. How much rain fell each day?
Answer:

Question 9.
Make Sense and Persevere The area of a square deck is 81 square feet. How long is each side of the deck?
Answer:
The length of each side is 9.

Explanation:
Given that the area of a square deck is 81 square feet, so the length of each side of the deck is
Area = S × S = 81
S × S = 9 × 9
S = 9.

How does knowing the shape of the deck help you?
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.1

Question 10.
Althea recorded the amount she earned from T-shirt sales each day for 14 days. She made a frequency table to organize the data. Write a problem that can be answered by using the frequency table.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.2
Answer:

Assessment Practice

Question 11.
Kurt recorded the amount of snowfall in each month for one year. What was the total snowfall that year?
A. 12 in.
B. 10\(\frac{1}{4}\) in.
C. 7\(\frac{3}{4}\) in.
D. 10\(\frac{1}{2}\) in.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.3
Answer:
The total snowfall of that year is 10\(\frac{1}{4}\).

Equation:
Given that Kurt recorded the amount of snowfall in each month for one year, so the total snowfall of that year is 1 × \(\frac{1}{4}\) + 2 × \(\frac{1}{2}\) + 1 × \(\frac{3}{4}\) + 3 × 1 + 1 × 2\(\frac{1}{2}\) + 1 × 2\(\frac{3}{4}\)
= \(\frac{1}{4}\) + \(\frac{2}{2}\) + \(\frac{3}{4}\) + 3 + \(\frac{9}{4}\) + \(\frac{11}{4}\)
= \(\frac{1+4+3+12+10+11}{4}\)
= \(\frac{41}{4}\)
= 10\(\frac{1}{4}\).

Lesson 10.4 Critique Reasoning

Activity

Problem Solving

Solve & Share
A cross country coach recorded the team’s practice runs and made the line plot below. The coach had each runner analyze the line plot and write an observation. Read the statements and explain whether you think each runner’s reasoning makes sense.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.4

Thinking Habits
Be a good thinker! These questions can help you.
• What questions can I ask to understand other people’s thinking?
• Are there mistakes in other people’s thinking?
• Can I improve other people’s thinking?
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.5

Look Back! Critique Reasoning Quinn said that to find the total distance the team ran in September, you add each number that has an X above it: \(\frac{1}{2}\) + 1 + 1\(\frac{1}{2}\) + 1\(\frac{3}{4}\) + 2 + 2\(\frac{1}{2}\) + 2\(\frac{3}{4}\) + 3. Do you agree? Explain why or why not.

Visual Learning Bridge

Essential Question How Can You Critique the Reasoning of Others?

A.
Ms. Kelly’s class made a line plot showing how many hours each student spent watching television the previous evening. Amanda said, “No one watched TV for 3 hours.” Drake said, “No, 3 of us watched no TV.” Who is correct? Explain your reasoning.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.6

What information do Amanda and Drake use for reasoning?
Amanda and Drake base their reasoning on their analysis of the data displayed on the line plot.

B.
How can I critique the reasoning of others?
I can
• decide if the statements make sense.
• look for mistakes in calculations.
• clarify or correct flaws in reasoning.

Here’s my thinking.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.7

C.
Amanda’s statement is incorrect. Her reasoning has flaws. She sees the 3 Xs above the zero and thinks that means that zero people watched 3 hours of TV. The labels on the number line tell how many hours, and the Xs tell how many students. So, Amanda should have said, “There are 3 people who watched 0 hours of TV.”
Drake’s statement is correct. Since there are 3 Xs above the o, he is correct when he says that 3 people watched no TV.

Convince Me! Critique Reasoning Andre said, “More than half of us watched TV for less than 2 hours.” Explain how you can critique Andre’s reasoning to see if his thinking makes sense.

Guided Practice
Renee works for a sand and gravel company. She made a line plot to show the weight of the gravel in last week’s orders. She concluded that one third of the orders were for more than 6 tons.

Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.8

Question 1.
What is Renee’s conclusion? How did she support it?
Answer:

Question 2.
Describe at least one thing you would do to critique Renee’s reasoning.
Answer:

Question 3.
Does Renee’s conclusion make sense? Explain.
Answer:

Independent Practice

Critique Reasoning
Aaron made a line plot showing the weights of the heads of cabbage he picked from his garden. He said that since 1\(\frac{1}{2}\) + 2 + 2\(\frac{1}{4}\) + 2\(\frac{3}{4}\) = 8\(\frac{1}{2}\), the total weight of the cabbages is 8\(\frac{1}{2}\) pounds.

Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 86.9

Question 4.
Describe at least one thing you would do to critique Aaron’s reasoning
Answer:

Question 5.
Is Aaron’s addition accurate? Show how you know.
Answer:

When you critique reasoning, you need to explain if someone’s method makes sense.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 87.1

Question 6.
Can you identify any flaws in Aaron’s thinking? Explain.
Answer:

Question 7.
Does Aaron’s conclusion make sense? Explain.
Answer:

Problem Solving

Performance Task
Television Commercials
Ms. Fazio is the manager of a television station. She prepared a line plot to show the lengths of the commercials aired during a recent broadcast. She concluded that the longest commercials were 3 times as long as the shortest ones because 3 × \(\frac{1}{2}\) = 1\(\frac{1}{2}\).
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 100

Question 8.
Make Sense and Persevere Which information in the line plot did Ms. Fazio need to use in order to draw her conclusion?
Answer:

Question 9.
Reasoning Did the number of Xs above the number line affect Ms. Fazio’s conclusion? Explain.
Answer:

To use math precisely, you need to check that the words, numbers, symbols, and units you use are correct and that your calculations are accurate.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 89.1

Question 10.
Model With Math Did Ms. Fazio use the correct operation to support her conclusion? Explain.
Answer:

Question 11.
Be Precise Are Ms. Fazio’s calculations accurate? Show how you know.
Answer:

Question 12.
Critique Reasoning Is Ms. Fazio’s conclusion logical? How did you decide? If not, what can you do to improve her reasoning?
Answer:

Topic 10 Fluency Practice

Activity

Follow the Path
Solve each problem. Follow problems with an answer of 29,160 to shade a path from START to FINISH. You can only move up, down, right, or left.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 89.2

Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-89.2

Topic 10 Vocabulary Review

Glossary

Understand Vocabulary

Choose the best term from the Word List. Write it on the blank.

Word List
• bar graph
• data
• frequency table
• line plot

Question 1.
Another name for collected information is _____
Answer:
Another name for collected information is data.

Question 2.
A ___ uses tally marks to show how many times a data value occurs in a data set.
Answer:
A frequency table uses tally marks to show how many times a data value occurs in a data set.

Question 3.
A(n) ___ is a display of responses on a number line with a dot or X used to show each time a response occurs.
Answer:
A line plot is a display of responses on a number line with a dot or X used to show each time a response occurs.

Round the data to the nearest whole number and order from least to greatest.

Question 4.
2.3, 8.6, 5.5, 4.9
Answer:
2.3, 4.9, 5.5, 8.6.

Explanation:
The nearest whole number and order from least to greatest are 2.3, 4.9, 5.5, 8.6.

Question 5.
42.1, 50, 37.2, 76.5, 43.9
Answer:
37.2, 42.1, 43.9, 50, 76.5.

Explanation:
The nearest whole number and order from least to greatest are 37.2, 42.1, 43.9, 50, 76.5.

Order each data set from least to greatest.

Question 6.
1\(\frac{1}{2}\), 0, 1\(\frac{3}{4}\), 13\(\frac{1}{2}\), 1\(\frac{2}{3}\)
Answer:
0, 1\(\frac{1}{2}\), 1\(\frac{2}{3}\), 13\(\frac{1}{2}\).

Explanation:
The nearest whole number and order from least to greatest are 0, 1\(\frac{1}{2}\), 1\(\frac{2}{3}\), 13\(\frac{1}{2}\).

Question 7.
\(\frac{6}{7}\), 2\(\frac{1}{2}\), \(\frac{3}{4}\), 1, 1\(\frac{3}{4}\)
Answer:
\(\frac{3}{4}\), \(\frac{6}{7}\), 1, 1\(\frac{3}{4}\), 2\(\frac{1}{2}\).

Explanation:
The nearest whole number and order from least to greatest are \(\frac{3}{4}\), \(\frac{6}{7}\), 1, 1\(\frac{3}{4}\), 2\(\frac{1}{2}\).

Write always, sometimes, or never.

Question 8.
A line plot is ____ the best way to display data.
Answer:
A line plot is always the best way to display data.

Question 9.
A data display ___ uses fractions or decimals.
Answer:
A data display sometimes uses fractions or decimals.

Question 10.
Cross out the words that are NOT examples of items that contain data.
Encyclopedia Alphabet Email address MP3 Player Phone number Grocery list

Use Vocabulary in Writing

Question 11.
Twenty students measured their heights for an experiment in their science class. How can a line plot help the students analyze their results?
Answer:
Given that twenty students measured their heights for an experiment in their science class, here line plot helps the students analyze their results by comparing sets of data and track changes over time.

Topic 10 Reteaching

Set A
pages 429-432

The data set below shows the number of cartons of milk drank by 20 students in a week.
2, 4, 3\(\frac{1}{2}\), \(\frac{1}{2}\), 1\(\frac{1}{2}\), 1\(\frac{1}{2}\), 3\(\frac{1}{2}\), 2, 3, \(\frac{1}{2}\), 1, 3\(\frac{1}{2}\), 3, 2, 1, 3\(\frac{1}{2}\), 1, 3, 3\(\frac{1}{2}\), 2
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 90.3

The line plot shows how often each data value occurs.
Envision Math Common Core 5th Grade Answers Topic 10 Represent and Interpret Data 90.4

Use the Cartons Drank line plot.

Question 1.
How many students drank 1\(\frac{1}{2}\) cartons?
Answer:
2 students.

Explanation:
2 students drank 1\(\frac{1}{2}\) cartons.

Question 2.
How many students drank more than 2\(\frac{1}{2}\) cartons?
Answer:
9 students.

Explanation:
9 students drank more than 2\(\frac{1}{2}\) cartons.

Question 3.
What was the greatest number of cartons drank by a student?
Answer:
4 cartons.

Explanation:
The greatest number of cartons drank by a student is 4 cartons.

Question 4.
How many students drank only 1 carton?
Answer:
3 students.

Explanation:
3 students drank only 1 carton.

Question 5.
What is the difference between the greatest and least number of cartons drank?
Answer:
The difference is 5 – 1 = 4.

Explanation:
The difference between the greatest and least number of cartons drank is 5 – 1 which is 4.

Set B
pages 433-436

Twelve people were surveyed about the number of hours they spend reading books on a Saturday. The results are:
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 90.6
Draw a number line from 0 to 3. Mark the number line in fourths because the survey results are given in \(\frac{1}{4}\) hours. Then for each response, place a dot above the value on the number line.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 90.7

Remember that you can make a line plot to show and compare data.

Use the information below to make a line plot about Patrick’s plants.

Patrick listed how many inches his plants grew in one week: 1 \(\frac{1}{2}\) \(\frac{3}{4}\) 1\(\frac{1}{2}\) \(\frac{1}{2}\) 1\(\frac{1}{4}\) \(\frac{1}{2}\) 1
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 90.8

Question 1.
Complete the line plot.
Answer:
The line plot is
Envision-Math-Common-Core-Grade-5-Answers-Topic-10-Represent-and-Interpret-Data-90.8

Question 2.
How many dots are on the line plot?
Answer:
7 dots.

Explanation:
There are 7 dots on the line plot.

Question 3.
How many inches of plant growth was the most common?
Answer:
\(\frac{1}{2}\) and 1\(\frac{1}{2}\).

Explanation:
The most common plant growth in inches is \(\frac{1}{2}\) and 1\(\frac{1}{2}\).

Set C
pages 437-440
This line plot shows the amount of flour Cheyenne needs for several different recipes. She organizes the data in a frequency table to calculate the total amount of flour she needs.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 92.1

Remember that you can multiply each data value by its frequency to find the total amount.
Use the line plot and frequency table at the left.

Question 1.
What values are multiplied in the third column of the table?
Answer:
\(\frac{1}{2}\) × 7 = 3\(\frac{1}{2}\).

Explanation:
The value multiplied in the third column of the table is \(\frac{1}{2}\) × 7 which is 3\(\frac{1}{2}\).

Question 2.
Write and solve an equation to find the total amount of flour Cheyenne needs.
Answer:

Set D
pages 441-444
Think about these questions to help you critique the reasoning of others.

Thinking Habits
• What questions can I ask to understand other people’s thinking?
• Are there mistakes in other people’s thinking?
• Can I improve other people’s thinking?
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 93.4

Remember you need to carefully consider all parts of an argument.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 93.5

Question 1.
Justin says the line plot shows that the daily rainfall for the past two weeks is about an inch. Do you agree with his reasoning? Why or why not?
Answer:

Topic 10 Assessment Practice

Question 1.
Which line plot shows the data?
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 93.6
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 93.7
Answer:
Option A shows correct line plot.

Question 2.
The line plot shows the results from a survey asking parents how many children they have in school. How many parents have two children in school?
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 94.1
Answer:
6 parents.

Explanation:
The number of parents have two children in the school are 6 parents.

Question 3.
Georgiana made a line plot of the amount of time she spent practicing her violin each day in the past two weeks.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 94.2
A. What is the difference between the greatest and least times spent practicing?
B. What is the most common amount of time she spent practicing?
C. What is the total amount of time Georgiana practiced? Write and solve an equation to show your work.
Answer:
The difference is 5.
The common amount of time is \(\frac{3}{4}\).
The equation is 3 \(\frac{1}{2}\) + 6 × \(\frac{3}{4}\) + 3 × 1 + 1 × 1\(\frac{1}{4}\) + 1 × 1\(\frac{1}{2}\) = 11\(\frac{3}{4}\).

Explanation:
The difference between the greatest and least times spent practicing is 6 – 1 which is 5.
The most common amount of time she spent practicing is \(\frac{3}{4}\).
The total amount of time Georgiana practiced is 3 \(\frac{1}{2}\) + 6 × \(\frac{3}{4}\) + 3 × 1 + 1 × 1\(\frac{1}{4}\) + 1 × 1\(\frac{1}{2}\) on solving we will get 11\(\frac{3}{4}\).

Ashraf and Melanie cut rope into different lengths for an art project. They made a line plot to display their data. Use the line plot to answer 4-6.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 95.1

Question 4.
Which is the most common length of rope?
A. 1\(\frac{5}{8}\) ft
B. 1\(\frac{3}{4}\) ft
C. 1\(\frac{7}{8}\) ft
D. 2\(\frac{3}{8}\) ft
Answer:
The most common length of the rope is 1\(\frac{5}{8}\) ft

Question 5.
Which is the total length of rope represented by the data?
A. 25\(\frac{1}{8}\) ft
B. 27\(\frac{5}{8}\) ft
C. 27\(\frac{7}{8}\) ft
D. 28 ft
Answer:

Question 6.
Suppose 2 more pieces of rope are cut to be 2 feet. Would the value that occurred most often change? Explain your reasoning.
Answer:

Question 7.
Terry works at a bakery. This morning he recorded how many ounces each loaf of bread weighed.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 97.1
A. Make a line plot for the data set.

Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 97.2

Answer:
The line plot is
Envision-Math-Common-Core-Grade-5-Answers-Topic-10-Represent-and-Interpret-Data-97.2
B. Morgan said that the difference between the heaviest loaf of bread and the lightest loaf of bread is 1\(\frac{1}{2}\) ounces. Do you agree with Morgan? Explain.
C. What is the combined weight of all the loaves of bread? Show your work.
Answer:

Topic 10 Performance Task

Measuring Bugs
Ms. Wolk’s class measured the length and weight of Madagascar Hissing Cockroaches.

Question 1.
The Cockroach Lengths line plot shows the lengths the class found.
Part A
Which length did the most students get? How can you tell from the line plot?
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 98.1

Answer:
The length did the most students get is 2\(\frac{1}{4}\).

Explanation:
The length did the most students get is 2\(\frac{1}{4}\), we can say by seeing the number of length more.
Part B
Jordan said that all of the Madagascar Hissing Cockroaches were between 2 and 3 inches long. Is he correct? Explain your reasoning.
Part C
Ginny said that twice as many students found a length of 2\(\frac{1}{2}\) inches as found a length of 1\(\frac{3}{4}\) inches. Is she correct? Explain your reasoning.
Part D
How many cockroaches were measured for the data set? How do you know?
Answer:
28 cockroaches.

Explanation:
The number of cockroaches were measured for the data set is 28 cockroaches.

Question 2.
The Cockroach Weights table shows the weights the class found.
Part A
Complete the line plot to represent the cockroach weights.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 98.10
Part B
What is the total weight of all the cockroaches the students measured? Complete the table to help you. Show your work.
Envision Math Common Core Grade 5 Answers Topic 10 Represent and Interpret Data 98.2
Answer:

Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money

enVision Math Common Core Grade 1 Answer Key Topic 13 Time and Money

Go through the enVision Math Common Core Grade 1 Answer Key Topic 13 Time and Money regularly and improve your accuracy in solving questions.

enVision Math Common Core 1st Grade Answers Key Topic 13 Time and Money

Essential Question:
What are the values of coins, and what are some different ways to tell time?
Musical instruments can make many different sounds.
Almost all of these sounds are made when some part of the instrument vibrates.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 1
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 2
The Sound of Vibration
Find Out Talk to friends and relatives about the sounds that different musical instruments make. Ask them if they know what part of the instrument vibrates to make the sound.

Journal: Make a Book Show what you found out. In your book, also:

  • Draw pictures of different musical instruments.
  • Circle or highlight the part of the instrument that

Review What You Know
Vocabulary

Question 1.
Count to find the missing numbers. 28, 29, __, __, 32, __, 34, __
Answer:

28, 29, 30, 31, 32, 33, 34, 35

Math Common Core Grade 1 Answer Key Topic 13 Time and Money 1

Question 2.
Circle the number in the ones place.
1 2
Answer:

Question 3.
Write the missing numbers to complete the pattern.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 3
Answer:

 

Counting
Question 4.
Count by 1 s to write the missing numbers. 47, 48, __, __, __, 52, 53, __
Answer:

47, 48, 49, 50, 51, 52, 53, 54

Question 5.
Count by 10s to write the missing numbers. __, 20, 30, __, __, __
Answer:

10, 20, 30, 40, 50, 60

Use Tools to Count
Question 6.
Use what you know about counting on a hundred chart to fill in the missing numbers.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 4
Answer:

Pick a Project

PROJECT 13A
What are your favorite library books?
Project: Keep a Reading Log
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 5

PROJECT 13B
Where did all these coins come from? Project:
Make a Coin Poster
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 6

PROJECT 13C
Would you like to work in a store?
Project: Play Store
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 7

3-ACT MATH PREVIEW

Math Modeling
Drip Dry
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 8
I can model with math to solve a problem about time and measurement.

Lesson 13-1 Tell the Value of Coins

Solve & Share
Jennifer has 8 coins. She wants to share them with her friend. She says, “We each get 4 coins like this.” Do you think this is a fair way to share the coins? Explain.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 9
I can … Identify coins and tell their value.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 10

Answer:

No, this Is Not the fair way to share the coins because,

1 nickel = 5 cents

So, 4 nickels = 4 x 5 = 20 cents

1 dime = 10 cents

So, 4 dimes = 4 x 10 = 40 cents

Therefore, it is not the correct way to share the coins.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 11

Convince Me! Look at the penny and the nickel. Write 2 ways they are alike. Then write 2 ways they are different.

Guided Practice

Write the name of the coin. Then tell its value and how many are in a dollar.
Question 1.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 12

Answer:

Name of the Coin = Dime

Value = 10 cents

How many in A dollar = 10

Math Common Core Grade 1 Answer Key Topic 13 Time and Money 2

Question 2.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 13
Answer:

Name of the coin = Penny

Value = 1 cent

How Many in a dollar = 100

Independent Practice

Circle the coins. Then complete the sentences.
Question 3.
Circle every quarter.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 14
A quarter is worth _______ ¢.
There are _______ quarters in a dollar.
Answer:

1 quarter = 25 cents.

$1 = 100 cents

4 quarter = 100 cents

Therefore, There are 4 quarters in a dollar.

Question 4.
Circle every coin with a value of 5¢.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 15
А _______ is worth 5¢.
How many in a dollar? _______
Answer:

A  nickel is worth 5¢

1 Dollar = 100 cents

20 nickels = 5 x 20 = 100 cents

Therefore, 20 nickels = 100 cents.

Question 5.
Mark has 6 dimes. How many more dimes does he need in order to have 1 dollar? _______ more dimes
Answer:

1 dime = 10 cents

So, 6 dimes = 6 x 10 = 60 cents

$1 = 100 cents

100 – 60 = 40

40 cents = 4 dimes

Therefore, Mark need 4 more dimes.

Question 6.
Higher Order Thinking Beth has a stack of nickels worth 1 dollar. She also has a stack of quarters worth 1 dollar. How many coins does she have in all? _______ coins in all
Answer:

$1 = 100 cents

1 nickel = 5 cents

20 nickels = 1 dollar

1 quarter = 25 cents

4 quarters = 1 dollar

Now, 20 nickels + 4 quarters = 24 coins

Therefore, 24 Coins are there in all.

Problem Solving

Solve the problems below.
Question 7.
Draw lines to show which coins go in which bank.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 16
Answer:

Question 8.
Higher Order Thinking Jake has a dollar’s worth of dimes. Henry has a dollar’s worth of nickels. Who has more coins? How many more?
Answer:

$1 = 100 cents

1 dime = 10 cents

So, 10 dimes = 1 dollar

1 nickel = 5 cents

So, 20 Nickels = $1

Therefore, Henry has more coins than Jake.

Henry Has 10 coins more.

Question 9.
Number Sense Solve the riddle. I am a coin that is worth more than a nickel and less than a quarter. What coin am I?
Answer:

Dime

Explanation:

1 nickel = 5 cents

1 Quarter = 25 cents

1 dime = 10 cents

Therefore, Dime coin worth more than a nickel and less than a quarter.

Question 10.
Explain Kate wants to buy a bottle of juice. It costs a dollar. Kate has 3 quarters. How many more quarters does she need?
Answer:

Kate Need 1 quarter To buy a bottle of juice.

$1 = 100 cents

1 quarter = 25 cents

Which means, 3 quarters = 25+25+25 = 75

Now, 100 – 75 = 25

Therefore, Kate Need 1 Quarter To buy a bottle of juice.

Question 11.
Assessment Practice which coins have the same value as a dollar? Choose two that apply.
☐ 50 dimes
☐ 20 nickels
☐ 100 pennies
☐ 10 quarters
Answer:

1 dollar = 100 cents

1 Nickel = 5 cents

Which means, 20 Nickels = 20 x 5 = 100 cents

1 penny = 1 cent

Which means, 100 pennies = 100 cents

Therefore The answer is 20 Nickels and 100 pennies.

Math Common Core Grade 1 Answer Key Topic 13 Time and Money 3

Lesson 13.2 Find the Value of a Group of Coins

Solve & Share
Julia has dime and 2 pennies. How many pop beads can she buy? Use words or pictures to explain how you know.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 17
I can … find the value of a group of coins.

Answer:

Given That Julia Have 1 Dime And 2 Pennies

1 Dime = 10 Cents

And 2 pennies = 2 Cents

Total = 10¢ + 2¢ = 12¢

Also Given That, The Cost Of Pop Beads = 1¢

Therefore She can buy 12 Pop Beads.

Visual Learning Bridge

Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 18

Convince Me! How is counting dimes and pennies like counting by tens and counting by ones?

Guided Practice 

Count on. Then write how much money in all.
Question 1.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 19

Answer:

1 Dime = 10 Cents

So, 6 Dimes = 10 + 10 + 10 + 10 +10 + 10 = 60¢

Therefore, There are 60¢ In All.

Question 2.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 20

Answer:

1 Dime = 10 Cents

So, 2 Dimes = 10 + 10 = 20¢

1 penny = 1 cent

So, 3 Pennies = 3 cents

Total : 20¢ +3¢ = 23¢

Therefore There are 23¢ in all.

Independent Practice

Count on. Then write how much in all.
Question 3.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 21

Answer:

1 penny = 1 cent

So, 5 pennies = 5 Cents
Therefore, there are 5 Cents in all.

Question 4.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 22
Answer:

1 Dime = 10 Cents

So, 3 Dimes = 10 + 10 + 10 = 30¢

1 penny = 1 cent

So, 3 pennies = 3¢

Total : 30¢ + 3¢ = 33¢

Therefore, There are 33¢ In All.

Question 5.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 23

Answer:

1 Dime = 1 Cents

So, 3 Dimes = 10 + 10+ 10 = 30¢

1 penny = 1 cent

Total : 30¢ + 1¢ = 31¢

Therefore, There Are 31¢ In All.

Question 6.
Higher-Order Thinking Find the total value of the coins.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 24
Answer:

I Will Count Dimes First Because It Will Be Easy While Calculating The Total.

1 Dime = 10 Cents

So, 7 Dimes = 10 + 10 + 10 + 10 + 10 + 10 + 10 = 70¢

1 penny = 1 cent

So, 5 Pennies = 5¢

Total : 70¢ + 5¢ = 75¢

Therefore, The value Of The Coins = 75¢

 

Problem Solving

Solve each problem below.
Question 7.
Sally has 45¢. She has dimes and pennies. Draw a picture to show the coins Sally could have.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 25
Answer:

45¢ Can Be Shown In Dimes And Pennies As

4 Dimes And 5 pennies.

1 dime = 10 cents

So, 4 Dimes = 10+ 10+ 10+ 10 = 40¢

1 penny = 1 cent

So, 5 pennies = 5¢

Total: 40¢ + 5¢ = 45¢

 

Question 8.
Be Precise Jack has 5 dimes and 17 pennies. How many cents does Jack have?
Answer:

1 Dime = 10 Cents

So, 5 Dime = 10+ 10 +10 + 10 + 10 = 50¢

1 penny = 1 cent

So, 17 Pennies = 17¢

Total : 50¢ + 17¢ = 67¢

Therefore, Jack Have 67¢

Question 9.
Higher-Order Thinking Tom has 4 dimes. He wants to buy the marker. How many more cents does he need?
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 26
Answer:

Given That Tom Have 4 dimes.

1 Dime = 10 Cents

So, 4 Dimes = 10 + 10 + 10 + 10 = 40¢

Tom Has 40 Cents.

The Cost Of The Marker 54¢

Now, 54¢ – 40¢ = 14¢

Therefore, Tom Need 14¢ To Buy The Marker.

Question 10.
Assessment Practice Rita has the 2 coins below in her purse.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 27
Which coins does Rita need to have 31¢ exactly?
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 28

Answer: D

Rita Have 2 dimes in her purse.

1 dime = 10 cents

so, 2 dimes = 10+10 = 20 cents

To make 31 cents Rita needs 11 cents

11 cents can be shown as 1 dime and 1 penny.

1 dime = 10 cents + 1 penny = 1 cents

Total : 11 cents

So, The answer is D.

Lesson 13.3 Understand the Hour and Minute Hands

Solve & Share
Look at the clock. Ria says this clock shows 12 o’clock. Pat says this clock shows 3 o’clock. Do you agree with Ria or Pat? Tell why.
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 29
I can … tell time to the hour.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answer Key Topic 13 Time and Money 30

Convince Me! How is the hour hand different from the minute hand?

Guided Practice

Write the time shown on each clock. Practice
Question 1.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 31
Answer:

hour
hand: 4
minute
hand: 12
4 o’clock

Question 2.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 32
hour
hand: _______
minute
hand: _______
_______ o’clock

Answer:

hour
hand: 9
minute
hand: 12
9 o’clock

Question 3.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 33
hour
hand: _______
minute
hand: _______
_______ o’clock

Answer:

hour
hand: 3
minute
hand: 12
3 o’clock

Independent Practice

Draw the hour and minute hands to show the time.
Question 4.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 34
10 o’clock
Answer:

Question 5.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 35
2 o’clock
Answer:

Question 6.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 36
11 o’clock
Answer:

Question 7.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 37
12 o’clock
Answer:

Question 8.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 38
6 o’clock
Answer:

Question 9.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 39
1 o’clock
Answer:

Question 10.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 40
5 o’clock
Answer:

Question 11.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 41
8 o’clock
Answer:

Question 12.
Higher Order Thinking Write a time. Draw the hour and minute hands to show the time. Draw a picture to show an activity you do at that time.
_______ o’clock
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 42
Answer:

6 o’clock

Problem Solving

Solve each problem below.
Question 13.
Look for Patterns Sarah wakes up at 7 o’clock. Draw the hands on the clock to show 7 o’clock.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 43

Answer:

Question 14.
enVision® STEM Each string on a guitar makes a different sound when it vibrates. Joe starts tuning his guitar at 9 o’clock. It takes him one hour to finish. What time does he finish? _______ o’clock
Answer:

At 10 o’clock

Question 15.
Higher Order Thinking Karen starts playing soccer one hour after 5 o’clock. Draw the hour and minute hands on the clock to show what time Karen starts playing soccer.
Then write a sentence about an activity you might do at that time.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 44
Answer:

I play Cricket for 1 hour

Question 16.
Assessment Practice Bill likes to read after 3 o’clock and before 5 o’clock. Which clock shows the time Bill might read?
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 45
Answer:

Lesson 13.4 Tell and Write Time to the Hour

Solve & Share
Both of the clocks show the same time. Tell me what time is shown. Then write one way the clocks are alike and one way they are different.
I can … tell time to the hour using 2 different types of clocks.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 46

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 47

Convince Me! Do the clocks show the same time? Explain.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 48

Answer:

No. The left side clock time is 7:00 and right side clock time showing is 8:00.

Guided Practice

Draw the hands on the clock face. Then write the time on the other clock.
Question 1.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 49

Question 2.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 50
Answer:

Question 3.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 51
Answer:

Question 4.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 52
Answer:

Independent Practice

Draw the hands on the clock face. Then write the time on the other clock.
Question 5.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 53
Answer:

Question 6.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 54
Answer:

Question 7.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 55
Answer:

Question 8.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 56
Answer:

Question 9.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 57
Answer:

Question 10.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 58
Answer:

Think about how hands move on a clock to help solve the problem.

Question 11.
Number Sense Mary writes a pattern. Then she erases some of the times. Write the missing times.
6:00, 8:00, ______ : _______, 12:00, _____ : ______
Answer:

6:00, 8:00, 10:00, 12:00, 2:00

Problem Solving

Solve each problem below.
Question 12.
Reasoning Raul starts riding his bike at 1:00. He rides for 1 hour. What time does Raul stop? Draw the hands on the clock face. Then write the time on the other clock.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 59
Answer:

Question 13.
Vocabulary Lucy reads for 1 hour. She starts reading at 8:00. What time did Lucy stop reading? Draw the hands on the clock face. Then write the hour Lucy stops reading.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 60
_______ o’clock
Answer:

9 o’clock

Question 14.
Higher Order Thinking David goes to bed 2 hours before his mother. David’s mother goes to bed at 11:00.
Write the time David goes to bed on the clock.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 61
Answer:

Question 15.
Assessment Practice Maribel washes dishes after 6:00 and before 9:00. Which clocks show a time Maribel might wash dishes? Choose two that apply.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 62
Answer:

Lesson 13.5 Tell and Write Time to the Half Hour

Solve & Share
The minute hand travels all the way around the clock every hour. Each little mark is 1 minute of time.
Count how many minutes make up I hour. How many marks are there if the minute hand goes only halfway around the clock? Explain your answer.
I can … tell time to the half hour.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 63

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 64

Convince Me! Why is the hour hand between 6 and 7 when it is 6:30?

Guided Practice

Write the numbers to complete each sentence. Then write the time on the other clock.
Question 1.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 65

Question 2.
The hour hand is between ________ and ______.
The minute hand is on _______.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 66
Answer:

The hour hand is between 4 and 5.
The minute hand is on 6

Independent Practice

Write the time shown on each clock.
Question 3.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 67
Answer:

The hour hand is between 8 and 9.
The minute hand is on 6

Question 4.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 68
Answer:

The hour hand is between 5 and 6.
The minute hand is on 6

Question 5.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 69
Answer:

The hour hand is between 12 and 1.
The minute hand is on 6

Look at the pattern. Write the missing times./
Question 6.
6:00, 6:30, 7:00, ______,8:00, _______, _______
Answer:

6:00, 6:30, 7:00, 7:30, 8:00, 8:30, 9:00

Question 7.
2:30, 3:30, ______,5:30, _______, _______
Answer:

2:30, 3:30, 4:30, 5:30, 6:30, 7:30, 8:30

Question 8.
Higher Order Thinking Carlos plays basketball for 30 minutes each day. He always starts playing at half past an hour. Write times he might start and stop playing basketball. Draw the hands on each clock face to show the times.
Envision Math Common Core 1st Grade Answers Topic 13 Time and Money 70
Answer:

Problem Solving

Solve each problem below.
Question 9.
Be Precise Sandy walks her dog at 3:00. She walks for 30 minutes. What time does Sandy stop walking her dog? Draw the hands on the clock face. Write the time on the other clock.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 71
Answer:

Sandy stop walking her dog at 3:30

Question 10.
Be Precise Robin gets to school at 9:00. Her math class starts at half-past 9. What time does Robin’s math class start? Draw the hands on the clock face. Write the time on the other clock.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 72
Answer:

Robin’s math class start at 9:30

Question 11.
Higher Order Thinking Show 8:00 on the first clock. On the second clock, show the time 30 minutes later. Is the hour hand still at 8? Explain.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 73
Answer:

No, The hour hand will rotate and it will lie between 8 to 9.

Question 12.
Assessment Practice Which clock below shows the same time as the clock face?
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 74
Answer:

‘C’ clock shows the same time as the clock face.

Lesson 13.6 Problem Solving

Reasoning
Solve & Share
Noel has a music lesson at 3:30. At 4:30, he goes to the library. He gets ready at 5:00 so he can have dinner at 5:30. After dinner ends at 6:00, he plays a game. Organize Noel’s schedule in a way that makes sense to you.
I can … use reasoning to tell and write time.

Thinking Habits What do the numbers stand for? How are the numbers in the problem related?
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 75

Visual Learning Bridge
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 76

Convince Me! What happens 1 hour after Art begins? Explain how you know.

Guided Practice

Use Mr. Diaz’s Class Schedule above to answer the questions. Circle the activity that starts at the time shown. Then explain your reasoning.
Question 1.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 77

Question 2.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 78
Answer:

Independent Practice

Use the Nature Trip Schedule to answer the questions.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 79
Question 3.
Which activity do children do just before the Bird Watch? Explain your reasoning.
Answer:

‘Walk’ is the activity children do just before the Bird. It is at 10:00 before Bird Watch which is at 11:00.

Question 4.
Which activity or activities do children do after Lunch? Explain your reasoning.
Answer:

‘Make a bird house’ is the activity children do after Lunch. It is at 12:30 after lunch which is at 12:00

Question 5.
Which activity starts at the time shown? Explain your reasoning.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 80
Answer:

‘Make a Birdhouse’ is the activity. It is at 12:30.

Question 6.
Vocabulary Circle the time that shows a half hour past 3:00.
2:00
3:00
3:30
4:00
Answer:

3:30

Problem Solving

Performance Task
Visiting the City Andrew’s family takes a day trip to the city.
Help him solve the problems below using the Family Schedule.
Envision Math Common Core Grade 1 Answer Key Topic 13 Time and Money 80

Question 7.
Model The minute hand fell off this clock. What time should the clock show when Andrew’s family arrives at the Aquarium?
Draw the minute hand and write the time shown.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 82
Answer:

Question 8.
Reasoning Andrew writes down all the activities his family is doing at 30 minutes after the hour. How many activities did Andrew write? Explain how you found out.
Answer:

Topic 13 Fluency Practice Activity

Point&Tally
Find a partner. Get paper and a pencil. Each partner chooses a different color: light blue or dark blue. Partner I and Partner 2 each point to a black number at the same time. Both partners add those numbers. If the answer is on your color, you get a tally mark. Work until one partner gets twelve tally marks.
I can … add and subtract within 10.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 83

Topic 13 Vocabulary Review

Word List
• cent (c)
• minute
• dime
• minute
• dollar hand
• half hour
• nickel
• hour o’clock
• hour hand
• quarter

Understand Vocabulary
Question 1.
Circle the hour hand.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 84
Answer:

Question 2.
Circle the minute hand.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 85
Answer:

Question 3.
Fill in the blank.
Use a word from the Word List.
A 5¢ coin is called a __________
Answer:

Question 4.
Fill in the blank.
Use a word from the Word List.
A 25¢ coin is called a ___________ .
Answer:

Question 5.
Fill in the blank.
Use a word from the Word List.
There are 10 dimes in one __________.
Answer:

Use Vocabulary in Writing
Question 6.
Tell what time is shown on the clock using a word from the Word List.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 86
Answer:

Topic 13 Reteaching

Set A

You can draw the hour and minute hands to show the time. Show 8:00
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 87

This clock shows 5 o’clock.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 88

Answer:

Draw or write the time.
Question 1.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 89
Answer:

Question 2.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 90
_________ 0′ clock
Answer:

6 0′ clock

Draw the hands on the clock face. Then write the time on the other clock.
Question 3.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 91
Answer:

Set B

What time do the clocks show?
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 92
Remember: Half past means 30 minutes after the hour.

Write the time shown on each clock.
Question 4.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 93
half past _______
or ______ : ______
Answer:

half past 7

or 7:30

Question 5.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 94
half past _______
or ______ : ______
Answer:

half past 2
or 2:30

Set C

Thinking Habits
Reasoning
What do the numbers stand for?
How are the numbers in the problem related?
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 95

Use the schedule to answer the questions.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 96

Question 6.
What activity starts 2 hours after Reading?
Answer:

Recess is the activity starts 2 hours after Reading

Question 7.
What time does Math begin?
_______ : _______
Answer:

9:30

Topic 13 Assessment Practice

Question 1.
Lisa rides her bike after 2 o’clock and before 6 o’clock every Friday.
Choose two clocks that show the time Lisa might ride her bike.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 97
Answer:

Question 2.
Which clock shows the same time as the clock face?
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 98
Answer:

D

Question 3.
Draw the time on the clock.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 99
5 o’clock
Answer:

Question 4.
Draw hands on the clock face to show the time that Story Time starts.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 100
Answer:

Question 5.
Show the same time on both clocks. How do you know you are correct?
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 101
Answer:

Minute hand is at12  and hour hand is at 3, so the time is 3 o’clock.  same time is displayed on the other clock also.

Topic 13 Performance Task

A Trip to the Zoo Carol and her class take a trip to the zoo. The chart shows their schedule.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 102

Question 1.
Show another way to write the time for each activity.
Large Animals _________
Train Ride _________
Answer:

Large Animals – 10 o’ clock
Train Ride – Half past 9 o’ clock

Question 2.
Draw the hands on the clock to show the time for the Dolphin Show.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 103
Answer:

Question 3.
The class left school at half past 8.
Draw the hands and write the time on the clocks to show what time they left school.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 104
Answer:

Question 4.
Carol says that this clock shows the same time that Lunch starts.
Envision Math Common Core Grade 1 Answers Topic 13 Time and Money 105
Do you agree with her?
Circle Yes or No.
Explain your answer.
Answer:

No. I won’t agree with her.

Because the time at Lunch starts is 11:30 but the clock is showing the time 10:30.

Question 5.
The class finishes seeing the Small Animals at 1:30. They will get back at school in 30 minutes. What time will it be then? Choose a way to show the time.
Answer:

The time will be 2:00

enVision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers

enVision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers

Go through the enVision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers regularly and improve your accuracy in solving questions.

enVision Math Common Core 3rd Grade Answers Key Topic 12 Understand Fractions as Numbers

Essential Question:
What are different interpretations of a fraction?
Answer:
There are five different interpretations of fractions.
Explanation:
 Fractions as parts of wholes or parts of sets.
Fractions as the result of dividing two numbers.
Fractions as the ratio of two quantities.
Fractions as operators.
Fractions as measures. 

Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 1

EnVision STEM Project: Fossils and Environment
Do Research Use the Internet or other sources to find out more about what fossils tell us about past environments. Research and make a booklet of fossils found in your state. Find at least 5 fossils and use one page for each fossil. Include where each fossil was found and what type of environment each location is now.

Write a Report: Journal Include what you found. Also in your report:

  • List the types of food each of the 5 creatures ate when they were alive.
  • Explain whether each of the 5 creatures on your list could live in today’s environment.
  • Find the lengths of different fossils to the nearest half inch. Record the lengths in a line plot.

Review What You Know

Vocabulary
Choose the best term from the box. Write it on the blank.

  • halves
  • thirds
  • inch
  • yard

Question 1.
If a shape is divided into 2 equal parts, the parts can be called _________.
Answer:
Halves

Understand Fractions as Numbers 1

Question 2.
The width of an adult’s thumb is about 1 _________.
Answer:
Inch

Question 3.
If a shape is divided into 3 equal parts, the parts can be called _________.
Answer:
Thirds

Skip Counting on the Number Line

Skip count on the number line. Write the missing numbers.
Question 4.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 2
Answer:
125, 130, 135, 140, 145, 150, 155
Explanation:
Add 5 to each number present on number line.
110 + 5 = 115
115 + 5 = 120
120 + 5 = 125
125 + 5 = 130
130 + 5 = 135
135 + 5 = 140
140 + 5 = 145
145 + 5 = 150
150 + 5 = 155

Question 5.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 3
Answer:
240, 260
Explanation:
Add 20 to each number present on number line
180 + 20 = 200
200 + 20 = 220
220 + 20 = 240
240 + 20 = 260

Equal Parts

Question 6.
Circle the shapes that show halves.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 4
Answer:

Question 7.
Circle the shapes that show fourths.
Answer:

Measurement

Question 8.
How long is the nail to the nearest inch? Explain how you know.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 6
Answer :
2 inches
Explanation :
The nail is in between the 1.5 marks and 2 inch mark
so the nearest inch the nail is 2 inches

Pick a Project

PROJECT 12A
How long would it take to drive across the Florida Keys?
Project: Make a Map
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 7

Answer:
Miami to Key West Drive Guide: Places to Stop on a Florida Keys Road Trip! - Quirky Travel Guy

The Florida Keys Overseas Highway is 113 miles in length, joining the mainland of Florida (starting in Florida City, just south of Homestead) to Key West. If you drove directly from Key Largo to Key West, it would take you roughly 2.5 hours, traveling distance of 100 miles.

PROJECT 12B
Why are there so many different floors in a building?
Project: Create a flooring design
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 8

Answer:
A floor is the bottom surface of a room or vehicle. Floors vary from simple dirt in a cave to many-layered surfaces made with modern technology. Floors may be stone, wood, bamboo, metal or any other material that can support the expected load. The levels of a building are often referred to as floors, although a more proper term is storey.

There are a few basic steps to creating a floor plan:
  1. Choose an area. Determine the area to be drawn.
  2. Take measurements. If the building exists, measure the walls, doors, and pertinent furniture so that the floor plan will be accurate.
  3. Draw walls.
  4. Add architectural features.
  5. Add furniture

PROJECT 12C
What is the most common hat size?
Project: Collect Hat Size Data and Create a Line Plot
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 9
Answer:
Head sizes and shapes differ from region to region. The most common male size is 7-5/8 and the average hat size for females 7-2/8

PROJECT 12D
What are the most popular fruits and vegetables?
Project: Draw a Garden Plot
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 10

Answer:
The most popular fruits and vegetables are,
Fruits like Mango ,Banana ,Apple, Grapes, Water melon.. so on
Vegetables like Carrot, Potato, Tomato, Brinjal … So on

Pin on Gardening Tips and Ideas
Lesson 12.1 Partition Regions into Equal Parts

Solve & Share
Show two different ways to divide a 2 x 6 region into 6 equal parts. How do you know the parts are equal?
I can … read and write a unit fraction.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 11

Look Back! How are the parts of the regions alike? How are they different?

Essential Question
How Can You Name the Equal Parts of a Whole?
Answer:
Each equal part of a whole is called one-half.
Explanation:
One half is expressed as 1/2 and read as one over two or one upon two.

Visual Learning Bridge
You can divide a whole into equal parts. What fraction can you write to represent one of these equal parts?
A fraction is a part of a whole.
Divide each green whole into four equal parts.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 12

Divide each green whole into six equal parts.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 13
In the green wholes:

  • All parts have an equal area.
  • Each part is one sixth of the area of the whole.
  • One sixth can be written as the fraction \(\frac{1}{6}\).

Convince Me! Critique Reasoning Kim says that the figure at the right is divided into fourths because there are 4 equal parts. Carrie says it is not divided into fourths because the parts are not the same shape. Who is correct? Explain.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 14

Answer:
Carrie is correct.
Explanation:
In the given figure it is not divided into fourths because the parts are not of the same shape.

Understand Fractions as Numbers 2

Guided Practice

Do You Understand?
Question 1.
In the examples in Box A on the previous page, explain how you know the 4 parts are equal.
Answer:
All parts are equal.
Explanation:
All parts have an equal area.
Each part is one-fourth or a quarter of the whole sheet.

In 2 and 3, tell if each shape shows equal or unequal parts. If the parts are equal, label 1 of the parts using a unit fraction.
Question 2.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 15
Answer:
Equal parts
Explanation:
The area and size of each part of the figure are equal so the figure is divided into equal parts.

Question 3.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 16
Answer:
Unequal parts
Explanation:
The area and size of each part of the figure are not equal so the figure is divided into unequal parts.

Do You Know How?
Question 4.
Draw lines to divide the shape into 8 equal parts. Then write the fraction that represents 1 part.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 17
Answer:

1/8 unit fraction
Explanation:
The area and size of each part of the figure must be equal .
Then the figure is divided into equal parts
The total area of the figure is 24
So we need 8 parts
24 ÷ 8 = 3

Independent Practice

In 5-7, tell if each shape shows equal or unequal parts. If the parts are equal, label 1 of the parts using a unit fraction.
Question 5.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 18
Answer:
Unequal parts
Explanation:
The given square has unequal parts, so it is difficult to denote in fraction

Question 6.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 19
Answer:
Equal parts
Explanation:
The area and size of each part of the figure must be equal.
Then the figure is divided into equal parts.

Question 7.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 20
Answer:
Equal parts
Explanation:
The area and size of each part of the figure must be equal.
Then the figure is divided into equal parts.

In 8-10, draw lines to divide the shape into the given number of equal parts. Then write the fraction that represents one part.
Question 8.
6 equal parts
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 21
Answer:

Question 9.
3 equal parts
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 22
Answer:

Question 10.
4 equal parts
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 23
Answer:

Problem Solving

In 11-14, use the table of flags to answer the questions.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 24
Question 11.
What fraction represents the white part of Nigeria’s flag?
Answer:
one third[1/3]

Question 12.
Which nation’s flag is \(\frac{1}{2}\) red?
Answer:
Poland

Question 13.
Higher Order Thinking The flag of this nation has more than 3 equal parts. Which nation is it, and what fraction represents 1 part of its flag?
Answer:
Mauritius has more than 3 equal parts.
One fourth fraction represents 1 part of its flag.

Question 14.
Which nation’s flag is NOT divided into equal parts?
Answer:
Seychelles

Question 15.
Maryann buys 24 cans of soda. The soda comes in packs of 6 cans. How many packs does she purchase? Write a multiplication equation and a division equation to show your answer.
Answer:
4 packs of can soda
Explanation:
Maryann buys 24 cans of soda
1 pack of soda cans consist of 6 cans
so :
24 ÷ 6 = 4
Maryann buys 4 packs of soda cans
6 x 4 = 24

Question 16.
Make Sense and Persevere Jim has stickers in an array of 8 rows and 4 columns. He also has a packet of 14 stickers. How many stickers does Jim have in all?
Answer:
46 stickers
Explanation:
Jim has stickers in an array of 8 rows and 4 columns.
No of stickers in array are:
8 x 4 = 32 stickers
He also has a packet of 14 stickers.
total no of stickers Jim has are:
32 + 14 = 46 stickers

Assessment Practice

Question 17.
Draw lines to show how to divide this square into 8 equal pieces. Then select the fraction that represents 1 of the pieces.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 25
A. \(\frac{1}{2}\)
B. \(\frac{1}{3}\)
C. \(\frac{1}{4}\)
D. \(\frac{1}{8}\)
Answer:

option D
1/8 unit fracttion

Lesson 12.2 Fractions and Regions

Solve & Share
Pat made a garden in the shape of a rectangle and divided it into 4 equal parts. She planted flowers in 3 of the parts. Draw a picture of what Pat’s garden might look like.
Answer:
Pat’s garden might look like this.

I can… use a fraction to represent multiple copies of a unit fraction.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 26

Look Back! How many parts of Pat’s garden do NOT have flowers? Explain.
Answer:
1/4 part of Pat’s garden do NOT have flowers.
Explanation:
As  she planted only 3/4 of his garden with flowers.

Essential Question
How Can You Show and Name Parts of a Region?
Answer:
Fractions name parts of a whole region.
Explanation:
When an object is divided into a number of equal parts then each part is called a faction.
There are 2 parts that make up a faction:
Numerator: Which is the number that goes on top of the fraction, tells how many parts of the whole.
Denominator: Which is the number that goes on the bottom of the fraction, tells how many equal parts in all.

Visual Learning Bridge
Mr. Peters served part of a pan of enchiladas to a friend. What does each part of the whole pan represent? What part was served? What part is left?

Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 27

Answer:
Each part of the whole represent fraction.
2/6 part is served.
4/6 part is left.

Convince Me! Be Precise Below is a picture of a pie pan. Draw lines and use shading to show that five \(\frac{1}{8}\)-pieces are still in the pan, and that three \(\frac{1}{8}\)-pieces were eaten. Use a fraction to label the part of the pie that is in the pan.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 28

Answer:
3/8 pie in the pan is eaten.
5/8 pie in the pan is left over.

Guided Practice

Do You Understand?
Question 1.
In the problem in Box A on the previous page, what fraction names all of the pieces in the pan?
Answer:
The whole pan is divided into 6 equal parts. Each part is 1/6 of the whole
Explanation:
6 copies of 1/6 is 6/6.
So the whole is 6/6.
The unit fraction is 1/6.

Question 2.
Mrs. Patel made a cake. What fraction of the whole cake does each piece represent?
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 29
Answer:
1/8 fraction of the whole cake represents each piece

Question 3.
In the picture in Exercise 2, how many \(\frac{1}{8}\)-pieces were eaten? What fraction of the whole cake was eaten?
Answer:
2 pieces were eaten.
2/8 pieces were eaten.
Explanation:
In the given picture cake is divided into 8 equal parts.
Out of which 2 pieces were eaten.

Do You Know How?
In 4-6, use the figure below.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 30
Question 4.
How many \(\frac{1}{3}\)-parts are blue?
Answer:
Two
Explanation:
Out of 3 parts in a given picture 2 parts are blue and 1 part is yellow.

Question 5.
What fraction of the whole is blue?
Answer:
Two third
Explanation:
In the given picture 2/3 of the whole is colored with blue

Question 6.
What fraction names all of the parts in the whole?
Answer:
1/3 one thirds

Independent Practice

In 7-10, write the unit fraction that represents each part of the whole. Then write the number of blue parts and the fraction of the whole that is blue.
Question 7.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 31
Answer:
One part is blue
The fraction of whole is 1/2
Explanation:
The given triangle is equally divided into two,
one half colored with blue and the the other with yellow.
So the fraction of whole is 1/2.

Question 8.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 32
Answer:
3 parts are blue
The fraction of whole is 3/6
Explanation:
Given hexagon is equally divided into six equal parts,
out of six, three are colored with blue and three with yellow
So the fraction of hexagon is written as 3/6.

Question 9.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 33
Answer:
2 parts are blue
The fraction of whole is 2/4
Explanation:
Given circle is equally divided into 4 parts,
out of which 2 are colored with blue and 2 with yellow.
So the fraction of circle is written as 2/4.

Question 10.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 34
Answer:
6 parts are blue
The fraction of whole is 6/8
Explanation:
Given picture is equally divided into 8 parts,
Out of which 6 are colored with blue and 2 with yellow.
So the fraction of given picture is written as 6/8.

Question 11.
Draw a rectangle that shows 6 equal parts. Write the unit fraction that represents each part. Then shade \(\frac{2}{6}\) of the rectangle. Explain how you know you shaded \(\frac{2}{6}\) of the rectangle.
Answer:

The unit fraction that represents the part of the rectangle is 116

Problem Solving

Question 12.
Vocabulary Fill in the blanks.
In the fraction \(\frac{4}{7}\), 4 is the ______ and 7 is the ________.
Answer:
4 is the numerator and 7 is denominator

Question 13.
Generalize Divide the grid below into fourths. Shade 3 of the parts. Write a fraction that represents the shaded area. Write a fraction that represents the unshaded area. What can you generalize about your fractions?
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 35
Answer:

Question 14.
Christine has 6 red scarves and 3 blue scarves. Each scarf has 2 stripes. How many stripes does Christine have on her scarves? Write equations to represent and solve the problem.
Answer:
Christine has 18 stripes in total on her scarves.
Explanation:
No of red scarves = 6
No of stripes on red scarves = 6 x 2 = 12
No of blue scarves + 3
No of stripes on blue scarves = 3 x 2 = 6
Total no of stripes = 12 + 6 = 18

Question 15.
Higher Order Thinking Draw a circle that shows 6 equal parts. Shade more than \(\frac{3}{6}\) of the circle, but less than \(\frac{5}{6}\) of the circle. What fraction have you shaded?
Answer:

Explanation:
A fraction more than 3/6 is 4/6 and a fraction less than 5/6 is 4/6
so we have to shade 4/6 of the circle

Question 16.
Number Sense What is the area of the baseball card? Show your work.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 36
Answer:
The area of baseball card is 70 cm.
Explanation:
Baseball card is in the shape of rectangle.
So the area of rectangle is length X breadth  ( l x b )
Length = 10 cm
Breadth = 7 cm
Area = length x breadth
= 10 x 7
= 70 cm.

Assessment Practice

Question 17.
Select numbers from the box to write fractions to show 3 parts of each of these vegetable trays.
Envision Math Common Core 3rd Grade Answer Key Topic 12 Understand Fractions as Numbers 37
Answer:

Explanation:
The first plate is divided into 4 parts out of which three parts are removed
The second plate is divided into 6 parts out of which three parts are removed
The third plate is divided into 8 parts out of which three parts are removed

Lesson 12.3 Understand the Whole

Solve & Shar
Mrs. Garcia’s third-grade class is planting a flower garden and a vegetable garden.
Draw a picture of the whole flower garden and the whole vegetable garden based on the parts shown. How did you decide what the whole of each garden looked like?
I can … identify the whole by seeing a part.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 38

Look Back! What do the fractions and tell you about the number of equal parts in the whole?
Answer:
A basic way to interpret a fraction is by dividing a whole object into several equal parts.
The denominator 
tells how many equal parts the whole is subdivided into.
The numerator 
tells the number of those parts that are under consideration.

Essential Question
How Can You Use a Fractional Part to Find the Whole?
Answer:
For finding a fraction of a whole number, we multiply the numerator of the fraction by the given number and then divide the product by the denominator of the fraction.

Visual Learning Bridge
Anya and Novi are running in different races. The diagrams below show how much of their races each runner has completed.
Draw a picture of the whole of each track. Write a fraction to represent the whole.

You can look at the fraction to find how many parts will make up the whole.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 39

You know Anya and Novi have each completed \(\frac{1}{6}\) of their races.
Six lengths of \(\frac{1}{6}\) make \(\frac{6}{6}\), or 1 whole.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 40

Convince Me! Reasoning Why is Novi’s track longer than Anya’s track?
Answer:
Novi’s track is longer than Anya’s track because 1/6th of the track were of different size.

Another Example! The part of a race Rob completed is shown at the right. You can use fractional parts like this to identify the whole.
\(\frac{2}{3}\) is 2 copies of \(\frac{1}{3}\). Divide Rob’s track into 2 equal parts.

Three copies of \(\frac{1}{3}\) make \(\frac{3}{3}\), or 1 whole. Draw one more third.
1 = \(\frac{3}{3}\).
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 41

Guided Practice

Do You Understand?
Question 1.
If the distance Anya ran was of the length of the track, what fraction would you use to represent the whole track?
Answer:
The fraction of whole track = 6/6
Explanation:
Six lengths of 1/6 make 6/6 or whole.

Question 2.
What is true about the numerator and denominator of each fraction that represents one whole?
Answer:
A fraction represents a part of a whole.
Explanation:
The
numerator represents how many parts of that whole are being considered,
while the 
denominator represents the total number of parts created from the whole.

Do You Know How?
3. Draw a picture of the whole and write a fraction to represent the whole.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 42
Answer:

Independent Practice

In 4-7, draw a picture of the whole and write a fraction to represent the whole.
Question 4.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 43
Answer:

1 = 3/3

Question 5.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 44
Answer:

1 = 2/2

Question 6.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 45
Answer:
1 = 4/4

Question 7.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 46
Answer:

1 = 6/6

Problem Solving

Question 8.
Ronnie and Gina were shown \(\frac{1}{2}\) of a table. They each drew a picture of the whole table. Whose drawing could be correct? Explain.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 47
Answer:
Gina’s drawing of the whole table is correct
Explanation:
Both Ronnie and Gina were correct.
but tables are generally square , rectangle or circle in shape so Gina’s table is correct

Question 9.
Higher Order Thinking If the part shown in Exercise 8 is \(\frac{1}{4}\) of a table, what could the whole table look like? Draw a picture and write a fraction to represent the whole.
Answer:

One whole

Question 10.
The Florida panther is endangered. In 1970, the population was estimated at 20 panthers. In 2017, the population was estimated at 230 panthers. About how many more panthers were there in 2017 than in 1970?
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 48
Answer:
About 210 more panthers were there in 2017 than in 1970.
Explanation:
In 1970, the population was 20 panthers.
In 2017, the population was estimated at 230 panthers.
So 230 – 20 = 210.
Question 11.
Construct Arguments Jenna and Jamal are making rugs. They have finished the parts shown. Draw pictures to show each whole rug. Whose rug will be longer when it is finished? Explain.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 49
Answer:
Jenna: I have finished 1/3 of my rug.
Jamal: I have finished 1/3 of my rug.
Jamal: My rug is bigger than you.
Jenna: How is your rug bigger than mine. Explain?
Jamal: My 1/3 of the rug is bigger than your 1/3 of the rug
Explanation:
Jamal’s 1/3 rd of the rug is bigger than Jenna’s 1/3 of the rug

So Jamal’s rug is longer than Jenna.
Assessment Practice

Question 12.
The picture shows \(\frac{2}{3}\) of a granola bar. Which shows the whole granola bar?
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 50
Answer:
Option B

Question 13.
Each part below is \(\frac{1}{2}\) of a different whole. Which is part of the largest whole?
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 51
Answer:
Option A

Lesson 12.4 Number Line: Fractions Less Than 1

Solve & Share
At a state park, there is a 1-mile hiking path between the park entrance and the beach. Scenic lookouts are located at points and of the distance from the park entrance to the beach. Show about where the lookout points are located on the line below.
I can… represent fractions on a number line.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 52

Look Back! If you know about where the point for \(\frac{1}{3}\) is located, how can you find about where the point for \(\frac{2}{3}\) is located?
Answer:
The line is divided into 3 parts,
We know 1/3 location on number line.
The point next to 1/3is 2/3, so we know where 2/3 point is located.

Essential Question
How Can You Record Fractions on a Number Line?
Answer:
Fractions expand our number system beyond whole numbers and integers.
Explanation:
Fractions help us to denote any decimal number with higher precision.
Representation of Fractions on the number line is important to understand how fractions represent part of a whole.

Visual Learning Bridge
Mr. Singer is picking up his daughter, Greta, from school to go to soccer practice. Greta’s school is located at \(\frac{3}{4}\) of the distance from the Singers’ house to the soccer field. How can you represent \(\frac{3}{4}\) on a number line?
Every number on a number line represents a distance from 0.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 53

Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 54

Convince Me! Critique Reasoning Jenna and Benito each marked \(\frac{1}{4}\) on a number line. The length of the part from 0 to \(\frac{1}{4}\) on Jenna’s number line is shorter than on Benito at Benito’s. Did someone make a mistake? Explain your thinking.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 55

Jenna did a mistake by marking unit fraction on a small number line, compared with Benito number line. 
Guided Practice

Do You Understand?
Question 1.
Maliya divides a number line from 0 to 1 into 6 equal lengths. What unit fraction represents each equal length? What should Maliya label the tick mark just to the left of 1? Explain.
Answer:
5/6 unit fraction
Explanation:
0 to 1 is divided in to 6 fractions
Each 1/6 unit fraction

Question 2.
Josh divides a number line from 0 to 1 into 8 equal lengths. What should he label the first tick mark just to the right of 0? Explain.
Answer:
1/8 unit fraction.
Explanation:

 

Do You Know How?
In 3 and 4, divide the number line into the given number of equal lengths. Then mark and label the given fraction on the number line.
Question 3.
2 equal lengths; \(\frac{1}{2}\)
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 56
Answer:

Question 4.
4 equal lengths; \(\frac{2}{4}\)
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 57
Answer:


Explanation :
Draw a line and make 3 equal parts on number line and then mark 1/4, 2/4 and 3/4unit fraction.

Leveled Practice In 5 and 6, divide the number line into the given number of equal lengths. Then mark and label the given fraction on the number line.
Question 5.
3 equal lengths; \(\frac{2}{3}\)
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 58
Answer:
2/3 unit fraction.

Explanation : Draw a line and make 3 equal parts on number line and then mark 1/3, 2/3 and 3/3 units

Question 6.
6 equal lengths; \(\frac{2}{6}\)
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 59
Answer: 2/6

Explanation :
Draw a line and make 6 equal parts on number line and then mark 1/6, 2/6,3/6,4/6,5/6 and 6/6units

In 7 and 8, draw a number line from 0 to 1. Divide the number line into equal lengths for the given fraction. Then mark and label the given fraction on the number line.
Question 7.
\(\frac{4}{6}\)
Answer: 4/6

Explanation :
Draw a line and make 6 equal parts on number line and then mark 1/6, 2/6,3/6,4/6,5/6 and 6/6units

Question 8.
\(\frac{5}{8}\)
Answer: 5/8

Explanation :
Draw a line and make 8 equal parts on number line and then mark 1/8 , 2/8 , 3/8 , 4/8 , 5/8 , 6/8 , 7/8 and 8/8units

Problem Solving

Question 9.
Construct Arguments Terrance and Dana each drew a number line and marked \(\frac{3}{4}\). Did each person represent \(\frac{3}{4}\) in the correct place on his or her line? Explain.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 60
Answer:
yes
Explanation:
Terrance number line is a bit smaller that Dana’s but both the number lines are divided into equal parts.

Question 10.
A gymnast starts at the left end of the balance beam and does some handsprings. When she is finished, she is at the point shown on the diagram. What fraction represents how far she went on the balance beam?
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 61
Answer:
6/8 unit fraction.
Explanation :
The balance beam is divided in to 8 equal parts of same unit lengths
the point is market at 6/8 on the balance beam.

Question 11.
Mark draws a number line and labels the points for 0 and 1. He divides the distance from 0 to 1 into 2 equal lengths and labels the fraction \(\frac{1}{2}\). If Mark divides each half into 2 equal lengths, what fractions can Mark label on his number line?
Answer:

Explanation:
Mark draws a number line and labels the points for 0 and 1 of two equal lengths and labels the fraction and label 0 , 1/2 and 1.
Mark divides each half into 2 equal lengths, each fractions is marked labels on his number line as 1/4, 2/4, 3/4 and 4/4
as shown in the above figure.

Question 12.
Higher Order Thinking Show 3 ways you can represent three eighths.
Answer:

The number ABOVE the line tells HOW MANY PARTS
we have (the colored parts).The number BELOW the line tells how many EQUAL parts
the whole is divided into. To find 3/8 of a number, we multiply the numerator 3 by the given whole number and then divide the product by the denominator 8.

Assessment Practice

Question 13.
What fraction does the red point on this number line represent?
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 62
Answer:
Option  C
Explanation:
The above line is of 6 equal parts of each label 1/6, 2/6, 3/6, 4/6, 5/6 and 6/6

Question 14.
Which number line has a red point at \(\frac{1}{3}\)?
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 63
Answer:
Option A
Explanation :
In the number line has a red point at \(\frac{1}{3}\)

Lesson 12.5 Number Line: Fractions Greater Than 1

Solve & Share
The length of one strip of paper is 1 whole unit. Fold two strips of paper in half. Open the two strips and place them end to end.
How many halves do you have? Use fractions to name each fold line. Tell how you decided. Draw a picture to show your work.
Answer:
2 halves

strip of paper is 1 whole unit. Fold two strips of paper in half,
two halves for two strips of papers , if it unfolded and kept end to end open

I can … represent fractions equal to or greater than 1 on a number line
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 64

Look Back! If you added a third strip of paper folded in half, how could you use halves to name the fold lines? Explain.
Answer:
If you add a third strip of paper folded in half, as 5/4 and 6/4.
Explanation:
One can represent fractions equal to or greater than 1 on a number line.

Essential Question
How Can You Use a Number Line to Represent Fractions Greater Than 1?
Answer:
Fractions greater than 1 have numerators larger than their denominators, those that are less than 1 have numerators smaller than their denominators; the rest are equal to 1.

Visual Learning Bridge
A marsh rabbit hopped \(\frac{7}{4}\) the length of a rabbit trail. How can you show this on a number line?
Number lines can represent fractions that are greater than 1 whole \(\frac{7}{4}\). 5 is greater than 1 whole, but less than 2 wholes. The whole is the distance between 0 and 1.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 65

Divide each whole into 4 equal lengths.
Each length is \(\frac{1}{4}\) of the whole.
\(\frac{4}{4}\) is the same as 1 whole.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 66

The marsh rabbit hopped 7 lengths of the unit fraction \(\frac{1}{4}\).
The point showing 7 lengths of \(\frac{1}{4}\) can be labeled as \(\frac{7}{4}\)
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 67

Answer: 7/4
Explanation:
Marsh rabbit hopped shown in the number line.

Convince Me! Be Precise One tick mark on the number line below has been named with the fraction \(\frac{2}{3}\). On the number line the lengths marked are equal. Write fractions for the other tick marks shown.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 68

Answer:


Explanation:
Divided a number line from 0 to 1 into 3 equal lengths. Each unit fraction represents 1/3 of equal length.

Guided Practice

Do You Understand?
Question 1.
Name a fraction that is to the right of the tick mark for 2 on a number line.
Answer: 7/3
Explanation :

Question 2.
Quinn says that \(\frac{10}{8}\) comes to the right of \(\frac{9}{8}\) on a number line. Do you agree? Why or why not?
Answer: YES
Explanation:

Do You Know How?
In 3 and 4, each number line has equal lengths marked. Write the missing fractions.
Question 3.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 69
Answer:
1/3 and 4/3 of unit fraction.
Explanation:
Marked on number line.

Question 4.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 70

Answer:
1/4,  4/4,  5/4 and 7/4 are marked on number line.
Explanation:

Independent Practice

Leveled Practice In 5-7, each number line has equal lengths marked. Write the missing fractions.
Question 5.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 71
Answer:
1/2 and 3/2 are missing marked on number line.
Explanation:

Question 6.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 72
Answer:
1/4 and 4/4 or 1 are marked on number line.

Explanation:

Question 7.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 73
Answer:
2/6,  4/6 and 5/6 are missing marked on number line.
Explanation:

In 8 and 9, divide the number lines into equal lengths. Write the missing fractions.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 74
Question 8.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 75
Answer:
1/3, 4/3, 5/3 7/3 and 8/3 are marked on number line.

Explanation:

Question 9.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 76
Answer:
2/8, 3/8, 5/8 and 6/8 are missing numbers marked on number line.
Explanation:

Problem Solving

In 10 and 11, use the number line below.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 77
Question 10.
What fraction tells how far the swimming pool is from the school? Explain how you know.
Answer:
1⅓ mile from school.
Explanation :

Question 11.
Higher Order Thinking The hospital is halfway between the grocery store and the post office. What fraction tells how far the hospital is from the school? Explain.
Answer:
4/6 unit fraction.
Explanation :
The hospital is 4/6 mile distance from the school, it is located at 4/6 on number line.

Question 12.
Tim has 78 board games. He has 10 boxes. Each box holds 9 games. If Tim puts all the games he has into the boxes, how many more games can he fit? Complete the bar diagram and solve the problem.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 78
Answer:
12 more games.
Explanation:

Tim has 10 Boxes, each box holds 9 games.
Total boxes can hold 90 games, but the Tim has 78 games.
Required games = 90-78 = 12 games.

Question 13.
Critique Reasoning Rachel says that she can find (7 × 5) × 2 by calculating (7 × 2) + (5 × 2) = 14 + 10. Then add to get 24. Does Rachel’s reasoning make sense? Use properties of operations to explain.
Answer:
Rachel’s reasoning doesn’t make any sense.
Explanation:
Commutative Property      x + y = y+ x
Associative Property          x + (y + z) = (x + y) + z
According to the above two properties (7×5)x2=70 and
(7 × 2) + (5 × 2) = 14 + 10 =24.

Assessment Practice

Question 14.
What fraction is represented by the total length marked on the number line? Select the correct fraction from the box.
Envision Math Common Core 3rd Grade Answers Topic 12 Understand Fractions as Numbers 79
Answer:
4/3 fraction on number length.
Explanation:

Lesson 12.6 Line Plots and Length

Solve & Share
Jamie measured the lengths of 6 beetles. She measured each beetle’s length to the nearest inch and to the nearest half inch. She recorded the lengths in the two line plots below. Measure the length of each beetle below to the nearest inch and to the nearest half inch. Record your measurements in Jamie’s line plots.
I can … measure to the nearest half inch and show the data on a line plot.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 80

Look Back! What tool did you use to measure the length of each beetle? How did you use this tool?
Answer :
I used a scale to measure the beetle.
We have to place the beetle beside the scale and then we have to mark the length of the beetle on a piece of paper.

Essential Question
How Can You Measure Lengths and Use Line Plots to Show the Data?
Answer:
Line plots, are particularly useful for showing measurement data.
Explanation:
If a class of students all 
measured the length of their pencils, a line plot would highlight the range and frequency of the measurements.

Visual Learning Bridge
Julio is measuring some lengths of yarn in inches. How can he use a ruler to measure to the nearest half inch?
Line up one end of the object with 0.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 81
The fifth \(\frac{1}{2}\)-inch tick mark is closest to the end of the length of yarn.
So, to the nearest half inch, the yarn measures \(\frac{5}{2}\) inches.
This length is two whole inches and one \(\frac{1}{2}\) inch. You can write this length as 2\(\frac{1}{2}\) inches.
Answer:
Julio measured 9 other lengths of yarn in inches:
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 82
Explanation:
One can use number lines to show fractions.
A line plot is a way to organize data on a number line.

Steps to Make a Line Plot

  • Draw a number line. Show a scale based on the data.
  • Write a title for the line plot.
  • Mark a dot for each data value.
    Answer:

Convince Me! Reasoning Suppose you measured a length of yarn that was about 4\(\frac{1}{2}\) inches. How would you need to change the line plot above to record this length?
Answer:
It has to extend up to 9/2.
Explanation:
The line is extended to right side and the values are increases as shown in the above line plot,
values on line is extended up to 9/2 for 4½.

Guided Practice

Do You Understand?
Question 1.
Draw a line that is 1½ inches long.
Answer:

Question 2.
If a line measures halfway between 3 and 3\(\frac{1}{2}\) inches and you need to measure to the nearest \(\frac{1}{2}\) inch, what length will you record? Why?
Answer:
3 inches is the nearest inch.

Explanation:
The line is nearer to 3 inch mark.

Do You Know How?
Question 3.
Measure the length of each of your fingers. List the measurements to the nearest half inch.
Answer:
1 Index or Point Finger of Length 3 inches
2 Middle Finger of Length 3½ inches
3 Ring Finger of Length 3 inches
4 Little Finger of Length 2½ inches
5 Thumb Finger of Length  2½ inches
Explanation:
Answers may vary from hand to hand.

Question 4.
Make a line plot to show the measurements of your fingers.
Answer:
Inches of fingers may vary from person to person.
Explanation:

Question 5.
Measure the lengths of the pieces of yarn at the right to the nearest half inch. Write the length for each piece.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 83
Answer:
First      – 3 inches
Second – 2½ inches
Third     – 3 inches
Forth     – 2 inches
Fifth      – 2 inches
Explanation:
Length of yarn may vary.

Question 6.
Draw a line to represent another length of yarn. Measure your line to the nearest half inch.
Answer:
3½ inches length yarn.

 

Question 7.
Make a line plot to show the measurements of the yarn.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 84
Answer:
3½ inches length yarn.

Problem Solving

Question 8.
Measure the lengths of 10 classroom objects to the nearest half inch. Choose objects that are between 1 and 6 inches long. Record your measurements.
Answer:

Question 9.
On grid paper, draw a line plot to show your data from Exercise 8.
Answer:

Question 10.
Make Sense and Persevere Raymond weighed his three dogs. The oldest dog weighs 74 pounds. The other two dogs each weigh 34 pounds. How many more pounds does the oldest dog weigh than the other two dogs combined?
Answer:
The oldest dog weighs 6 more ponds than the other two dogs.
Explanation:
Weight of oldest dog is 74
Weight of other two dogs (34+34) is 68
So the oldest dog weighs 6 ponds more
74 – 68 = 6

Question 11.
Draw a number line from 0 to 2. Label the wholes. Divide each whole into thirds. Label each fraction.
Answer:

In 12 and 13, use the table at the right.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 85
Question 12.
How many more of the shortest paper chains does Rico have than the longest paper chains? Explain.
Answer:
Shortest paper chain length 6½
Rico has 3 shortest paper chains each of length 6½
Explanation :
In the table the shortest length of the paper chain is 6½
There are 3 shortest 6½

Question 13.
Higher Order Thinking Look at Rico’s measurements. Can you tell if he measured the paper chains to the nearest half inch or to the nearest inch? Explain.
Answer:
Rico’s measurements are to the nearest half inch
Explanation:
If we look at Rico’s measurements all of the measurements are in inches and nearest half inches,
there are no one fourth inches.
So Rico’s measurements are in nearest half inches.

Assessment Practice

Question 14.
Jessica used 4 of Nail A, 2 of Nail B, and 3 of Nail C to build a birdhouse. Measure each nail to the nearest half inch. Then complete the line plot.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 86
Answer:

Lesson 12.7 More Line Plots and Length

Solve & Share
Monica and her friends measured the lengths of their shoes. Show this data by marking a dot for each length on the line plot below.
Measure the length of three classmates’ shoes. Add a dot to represent each length on the line plot. What length was the most common?
I can … measure to the nearest fourth inch and show the data on a line plot.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 87

Look Back! Are there different ways to record the results of a data collection? Explain.
Answer:
Yes, there are different ways to record the results of a data collection.
Explanation:
We can use a scale, measuring tape, and so on to measure the data.

Essentials Question
How Can You Make and Use Line Plots?
Answer:
line plot is a graph that shows frequency of data along a number line. It is best to use a line plot when comparing fewer than 25 numbers. It is a quick, simple way to organize data.

Visual Learning Bridge
Anna is measuring the length of her crayons. How can she use a ruler to measure to the nearest fourth inch?
Line up one end of the object with 0.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 88
The tenth \(\frac{1}{4}\)-inch tick mark is closest to the end of the length of the crayon.
So, to the nearest fourth inch, the crayon measures \(\frac{10}{4}\) inches.
This length is two whole inches and two \(\frac{1}{4}\) inches. You can write this length as 2\(\frac{2}{4}\) inches.

Anna measured her other crayons.
She then recorded the data in a line plot.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 89

Convince Me! Make Sense and Persevere Nathan also made a line plot to show the lengths of his crayons. Tell three things you know about the lengths of Nathan’s crayons.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 90
Answer:
Nathan’s measured his crayons nearest ¼th
Most of Nathan’s crayons are 2¼ inches
The smallest crayon Nathan’s has 1 inch.

Guided Practice

Do You Understand?
Question 1.
Measure the length of this line to the nearest fourth inch.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 91
Answer:
Length = 3¾ inches
Explanation:

Question 2.
Describe how you would show this measurement on a line plot.
Answer:

Do You Know How?
Question 3.
Draw a line plot to show the data.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 92
Answer:

Question 4.
Measure your pencil to the nearest fourth inch. Show the length on your line plot.
Answer:
length of pencil : 3 \(\frac{3}{4}\)

Independent Practice

Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 93
Question 5.
Daisy measured the lengths of her toy dinosaurs to the nearest fourth inch. She listed the lengths. Make a line plot to show the data.
1\(\frac{2}{4}\) in., 2\(\frac{1}{4}\) in., 1 in., 1\(\frac{2}{4}\) in., 1\(\frac{3}{4}\) in.
Answer:

Question 6.
Measure the lengths of the toy dinosaurs at the right to the nearest fourth inch. Write the length for each toy. Show the lengths on your line plot.
Answer:
length of toy 1 : 1\(\frac{2}{4}\) in.
length of toy 2 : 2\(\frac{1}{4}\) in.
length of toy 3 : 1 in.
length of toy 4 : 1\(\frac{2}{4}\) in.
length of toy 5 : 1\(\frac{3}{4}\) in.

Problem Solving

In 7 and 8, use the line plot at the right.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 94
Question 7.
Arty made a line plot to show the number of inches that different snails crawled in a 5-minute race. What was the most common distance that the snails crawled?
Answer:
the most common distance that the snails crawled is 9 \(\frac{1}{4}\) inches

Question 8.
Higher Order Thinking How many more snails crawled a length more than 8\(\frac{3}{4}\) inches than a length less than 8\(\frac{3}{4}\) inches?
Answer:
snails that crawled length less than 8\(\frac{3}{4}\) inches are : 6
snails that crawled length more than 8\(\frac{3}{4}\) inches are : 19
difference : 19 – 6 = 13 snails
13 more snails crawled a length more than 8\(\frac{3}{4}\) inches than a length less than 8\(\frac{3}{4}\) inches

Question 9.
Measure the lengths of 10 classroom objects to the nearest fourth inch. Choose objects that are between 1 and 5 inches long. Record your measurements.
Answer:

Question 10.
On grid paper, draw a line plot to show your data from Exercise 9.
Answer:

Question 11.
Jackson bought 5 books that cost $7 each. How much change did he get from $40?
Answer:
Jackson got $5 change.
Explanation:
Cost of each book = $7
Cost of 5 books = 5×7
Total cost of 5 books =$35
Total amount paid = $40
Total change he received = 40-35
= $5.

Question 12.
Use Structure Use the digits 2, 6, and 8 to make as many 3-digit numbers as you can. Use place value to arrange the numbers in order from least to greatest.
Answer:
H     T     U
2     6      8
2     8      6
6     2      8
6     8      2
8     2      6
8     6      2
Assessment Practice

Question 13.
Tonya is making headbands. She recorded the lengths of all the blue bows she purchased for the headbands. Tonya also purchased 4 red bows with lengths of 1 inch, 1\(\frac{1}{4}\) inches, 1\(\frac{2}{4}\) inches, and 1\(\frac{2}{4}\) inches. Record the lengths of Tonya’s red bows in the line plot.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 95
Answer:
Red bows are : 1 inch , 1\(\frac{1}{4}\) inches, 1\(\frac{2}{4}\) inches, and 1\(\frac{2}{4}\) inches.
so there are 4 red bows.

Lesson 12.8 Problem Solving

Make Sense and Persevere
Solve & Share
Marcus, Mariah, and Tony painted a mural. They divided it into equal parts. Marcus painted 2 parts, Mariah painted 3 parts, and Tony painted the rest. What fraction of the mural did each student paint?
This problem may have missing or extra information. If information you need is missing, make up some reasonable information and then solve the problem.
I can … make sense of problems and keep working if I get stuck.

Thinking Habits
Be a good thinker! These questions can help you.

  • What do I need to find?
  • What do I know?
  • What’s my plan for solving the problem?
  • What else can I try if I get stuck?
  • How can I check that my solution makes sense?
    Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 96

Look Back! Make Sense and Persevere What information was not given in the problem? How did you still solve the problem?
Answer:
The number of parts the mural is divided into was not given
Additional information:
Marcus, Mariah, and Tony painted a mural. They divided it into 8 equal parts. Marcus painted 2 parts, Mariah painted 3 parts, and Tony painted the rest. What fraction of the mural did each student paint?
Answer:
Marcus painted 2 parts
Mariah painted 3 parts
and Tony painted the rest
= 8 – ( 2 + 3 )
= 8 – 5
= 3 parts
Tony painted 3 parts
Marcus painted  :  \(\frac{2}{8}\)
Mariah painted  :  \(\frac{3}{8}\)
Tony painted      :  \(\frac{3}{8}\)

Essential Question
How Can You Make Sense of a Problem and Persevere in Solving It?
Answer:
The meaning of a problem and looking for entry points to its solution. Helps to analyze givens, constraints, relationships, and goals.

Visual Learning Bridge

Suki divides her garden into 6 equal parts. She plants daisies, roses, and violets. It takes Suki 1 hour to plant the flowers. She plants daisies in 1 part, roses in 2 parts, and violets in the rest of the garden.
In what fraction of the garden does Suki plant violets?
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 97
What is a good plan for solving the problem?
I need to make sense of the given information. I need to think about what I can use to help me solve the problem.

How can I make sense of and solve this problem?
Answer:
I can…..

  • identify the quantities given.
  • understand which quantities are needed to solve the problem.
  • choose and implement an appropriate strategy.
  • check to be sure my work and answer make sense.
    Explanation:

The information about 1 hour to plant the flowers is not needed to solve the problem.
I can use a picture to help make sense.
1 equal part for daisies is \(\frac{1}{6}\) of the whole.
2 equal parts for roses is \(\frac{2}{6}\) of the whole.
There are 3 equal parts left for violets.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 98
3 copies of \(\frac{1}{6}\) is \(\frac{3}{6}\).
So, Suki plants violets in \(\frac{3}{6}\) of the garden.

Convince Me! Make Sense and Persevere How can you check to make sure the work and answer given above make sense?
Answer:
Total number of parts garden is divided into is: 6 parts
Daisies are planted in 1 part [ 1/6 fraction]
Roses are planted in 2 parts [ 2/6 fraction]
So Suki plants violets in 3 parts as :
1 + 2 = 3
6 – 3  = 3 parts
3/6 unit fraction.

Guided Practice

Make Sense and Persevere Keira and Matt cut a sandwich into 4 equal parts. They each ate 1 part. Keira is 9 years old. Matt is the same age as Keira. What fraction of the sandwich is not eaten?
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 99
Question 1.
Is there any missing or extra information? Explain.
Answer:
Missing information : none
Extra information : the ages of Keira and Matt are given [we don’t need their ages to determine the parts of the sandwich left]

Question 2.
What do you need to find before you can determine how much of the sandwich is left?
Answer:
We don’t need to find the any other information as all the needed information is given in the question

Question 3.
Solve the problem. If information you need is missing, make up some reasonable information for the problem.
Answer:
The sandwich is divided into 4 equal parts
Keira and Matt each ate one part so total parts eaten : 2 parts
number of parts left is : 4- 2 = 2 parts

Independent Practice

Make Sense and Persevere Marni planted a vegetable garden. She put lettuce in 1 part, carrots in 4 parts, and broccoli in the rest of her garden. In what fraction of the garden did Marni plant broccoli?
Question 4.
Is there any missing or extra information?
Answer:
Missing information : the question did not specify the number of the parts Marni’s garden is divided into
Extra information : none

Question 5.
Solve the problem. If information you need is missing, make up some reasonable information for the problem.
Answer:
Additional information : Marni’s garden is divided into 8 parts. She put lettuce in 1 part, carrots in 4 parts, and broccoli in the rest of her garden. In what fraction of the garden did Marni plant broccoli?
Answer:
fraction in which broccoli is planted : 3/8
Explanation:
Total number of parts Marni’s garden is divided into is 8 parts
lettuce : 1 part
carrots : 4 parts
broccoli : 8 – (1 + 4)
.             : 8 – 5 = 3
fraction in which broccoli is planted : 3/8

Question 6.
Can you use a different number of parts and still solve the problem? Explain.
Answer:
yes
Explanation :
If Total number of parts Marni’s garden is divided into is 6 parts
lettuce : 1 part
carrots : 4 parts
broccoli : 6 – (1 + 4)
.             : 6 – 5 = 1
fraction in which broccoli is planted : 1/8

Problem Solving

Performance Task
Sports Day
Green School divides its school gym into 8 equal parts for a sports day. Basketball is in 2 parts, soccer is in 1 part, and volleyball and tennis are in the rest.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 100
Question 7.
Make Sense and Persevere The gym teacher wants to know what fraction of the gym is used for tennis. What missing information do you need to solve the problem?
Answer:
School gym is divides into 8 equal parts.
Tennis and Volleyball not clearly mentioned, these two are missing information do you need to solve the problem.

In 8 and 9, draw a picture to represent the number of parts in each plan.
Question 8.
Reasoning What fraction of the gym would be used for tennis if 2 parts were for volleyball?
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 101
Answer: 3 parts

Explanation:
if 2 parts were used for volleyball , three parts used for tennis

Question 9.
Reasoning What fraction of the gym would be used for tennis if 3 parts were used for volleyball?
Answer: 2 PARTS

Explanation : if 3 parts were used for volleyball , two parts used for tennis as shown in that above picture

Question 10.
Construct Arguments To have the same fraction for tennis as for basketball, which plan, Exercise 8 or 9, should be used? Justify your answer.
Answer:
plan 9 should be used
Explanation:
for tennis and basket ball to be equal we need to have equal number of parts for tennis and basket ball
in question 9 plan tennis and basket ball both are takin a space of 2 parts
whereas in question 8 plan tennis is taking up more space than that of basket ball
so,
for tennis and basket ball to be equal we need to have equal number of parts for tennis and basket ball

Topic 12 Fluency Practice Activity

Follow the path
Shade a path from START to FINISH. Follow the sums and differences where the digit in the hundreds place is greater than the digit in the tens place. You can only move up, down, right, or left.
I can … add and subtract within 1,000.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 102
Answer :

Topic 12 Vocabulary Review

Understand Vocabulary
Word List

  • denominator
  • fraction
  • line plot
  • nearest fourth inch
  • nearest half inch
  • numerator
  • unit fraction

Question 1.
Circle each unit fraction.
\(\frac{1}{4}\)
\(\frac{3}{8}\)
\(\frac{1}{6}\)
\(\frac{1}{8}\)
\(\frac{2}{3}\)
Answer:

Question 2.
Circle each fraction where 6 is the denominator.
\(\frac{3}{6}\)
\(\frac{6}{8}\)
\(\frac{1}{6}\)
\(\frac{5}{6}\)
\(\frac{4}{8}\)
Answer:

Question 3.
Circle each fraction where 4 is the numerator.
\(\frac{2}{4}\)
\(\frac{4}{8}\)
\(\frac{1}{4}\)
\(\frac{3}{4}\)
\(\frac{4}{6}\)
Answer:

Question 4.
Circle the lengths that could be measurements to the nearest half inch.
2\(\frac{1}{2}\) in.
4 in.
3\(\frac{3}{4}\) in.
7\(\frac{1}{4}\) in.
6 in.
Answer:

Question 5.
Circle the lengths that could be measurements to the nearest fourth inch.
8\(\frac{3}{4}\) in.
1\(\frac{1}{4}\) in.
11 in.
7\(\frac{1}{4}\) in.
6 in.
Answer:

Write always, sometimes, or never.
Question 6.
The numerator in a fraction is _?_ greater than the denominator. _________
Answer:
Some times
Explanation:
In a proper fraction, the numerator is sometimes more than the denominator.
Question 7.
A fraction ? _ has a numerator and denominator. __________
Answer:
Always
Explanation:
A fraction represents a part of a whole or any number of equal parts.
For example, one-half, eight-fifths, three-quarters.
Question 8
A line plot_?_ shows measurements of lengths. _________
Answer:
Never
Explanation:
A Line plot can be defined as a graph that displays data as points or check marks above a number line, showing the frequency of each value.

Use Vocabulary in Writing

Question 9.
Use at least 2 terms from the Word List to explain how to find the unit fraction of the shape shown below.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 103
Answer:
1/6
Explanation:
A unit fraction is any fraction with 1 as its numerator (top number), and a whole number for the denominator (bottom number).
If we divide the hexagon into 6 equal parts
then each part will be one part of the six parts
that is 1/6

Topic 12 Reteaching

Set A pages 437-440

This is one way to divide a whole into fourths.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 104
Because each of the 4 parts has the same area, each part is one fourth of the whole.
You can write this fraction as \(\frac{1}{4}\)
A unit fraction represents one of the equal parts \(\frac{1}{4}\) is a unit fraction.

Remember that fractions can name equal parts of a whole.

In 1 and 2, draw lines to divide the shape into the given number of equal parts. Then write the fraction that represents 1 part.
Question 1.
6 equal parts
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 105
Answer:

Explanation:
total area of the figure : 12
12 divided into 6 parts is 12 ÷ 6 = 2

Question 2.
2 equal parts
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 106
Answer:

Explanation:
total area of the figure : 12
12 divided into 2 parts is 12 ÷ 2 = 6

Question 3.
Martin divides a shape into 3 equal parts. What unit fraction can he write to represent 1 part?
Answer:

Set B pages 441-444

What fraction of this rectangle is shaded?
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 107
The rectangle is divided into 8 equal parts. So, the unit fraction of the rectangle is \(\frac{1}{8}\).
In the whole rectangle, there are 8 parts of \(\frac{1}{8}\).
8 copies of \(\frac{1}{8}\) is \(\frac{8}{8}\)
For the shaded part there are 6 parts of \(\frac{1}{8}\).
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 108
6 copies of \(\frac{1}{8}\) is \(\frac{6}{8}\)
So, \(\frac{6}{8}\) of the rectangle is shaded.

Remember that you need to think about how many parts there are in all and how many parts are shaded.

In 1-4, write the unit fraction that represents each part of the whole. Next, write the number of shaded parts. Last, write the fraction of the whole that is shaded.
Question 1.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 109
Answer:
Unit fraction = 1/3
Number of shaded part is one.
Fraction of whole that is shaded = 1/3
Question 2.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 110
Answer:
Unit fraction = 5/6
Number of shaded parts are 5
Fraction of whole that is shaded = 5/6
Question 3.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 111
Answer:
Unit fraction = 3/4
Number of shaded parts are 3
Fraction of whole that is shaded = 3/4

Question 4.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 112
Answer:
Unit fraction = 2/4
Number of shaded parts are 2
Fraction of whole that is shaded = 2/4

Set C pages 445-448

This shape is \(\frac{2}{4}\) of a piece of fabric Tina used in a quilt. You can draw a picture and write a fraction to represent the whole piece of fabric.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 113
\(\frac{2}{4}\) is 2 copies of \(\frac{1}{4}\)
Divide the piece of fabric into 2 equal parts.
4 copies of \(\frac{1}{4}\) makes \(\frac{4}{4}\). or 1 whole.

Remember that the denominator shows the total number of equal parts in a whole.

In 1 and 2, draw a picture and write a fraction to represent the whole.
Question 1.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 114
Answer:

1 = 4/4

Question 2.
Envision Math Common Core Grade 3 Answer Key Topic 12 Understand Fractions as Numbers 115
Answer:

1 = 8/8

Set D pages 449-452

You can show fractions on a number line.
The fraction \(\frac{5}{6}\) is labeled. What are the missing fractions?
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 116
First, find the unit fraction. The line is divided into six equal lengths. So, the number line shows sixths.
Each jump represents \(\frac{1}{6}\). So, the first tick mark is labeled \(\frac{1}{6}\). The second tick mark is labeled \(\frac{2}{6}\), and so on.
The missing fractions on the number line are \(\frac{1}{6}, \frac{2}{6}, \frac{3}{6}\), and \(\frac{4}{6}\)

Remember to first decide what unit fraction is shown on each number line.

In 1 and 2, write the missing fractions on each number line.
Question 1.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 117
Answer:
1/4 and 3/4

Question 2.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 118
Answer:
1/8 , 2/8 , 4/8 , 5/8 , 7/8

Question 3.
Divide the number line below into 3 equal parts and mark \(\frac{2}{3}\) on the line.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 119
Answer:

Set E pages 453-456

Number lines can have fractions greater than 1.
The number line below is divided into thirds.
The denominator is 3 because the unit fraction is \(\frac{1}{3}\). The numerator shows how many copies of the unit fraction each point represents.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 120

Remember that the numerator increases by 1 because each part of the number line is 1 more copy of the unit fraction.

Question 1.
The number line has equal lengths marked. Write the missing fractions.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 121
Answer:
1/6 , 4/6 , 5/6 , 7/6 , 8/6

Question 2.
Divide the number line into fourths. Label each point.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 122
Answer:

Set F pages 457-460

You can use a line plot to show data, such as lengths measured to the nearest half inch.
Steps to make a line plot:

  • Draw a number line and choose a scale.
  • The scale should show data values from the least to the greatest.
  • Write a title for the line plot.
  • Mark a dot for each value.
    Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 123

Remember to mark a dot for each length. Check your completed line plot against the data in the chart.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 124
Question 1.
Draw a line plot to show the data.
Answer:

Question 2.
How many strings does Carl have in all?
Answer:
10 strings
Explanation:
2½ inch strings – 04
3 inch    strings – 03
3½ inch strings – 02
4 inch    strings – 01

Question 3.
Draw a line that is the same length as the most common string length.
Answer:
Most common string is 2½ inch

Set G pages 461-464

You can measure to different lengths, such as to the nearest fourth inch.
The closest fourth-inch mark to the end of the length of the rectangle is the 2\(\frac{1}{4}\)-inch mark.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 125
The lengths can be shown on a line plot.

Remember to think about the scale of the line plot. It needs to include the least and greatest values.

Question 1.
Measure and record the lengths of 5 classroom objects to the nearest fourth inch. Use objects that are between 1 and 3 inches long.
Answer:
Eraser : 1.5 inches
Pencil :  2.7 inches
Pen Cap : 2.3 inches
Chalk : 2.3 inches
Sticker : 1 inch

Question 2.
Draw a line plot to show your data.
Answer:

Set H pages 465-468

Think about these questions to help you make sense and persevere in solving problems.
Thinking Habits

  • What do I need to find?
  • What do I know?
  • What’s my plan for solving the problem?
  • What else can I try if I get stuck?
  • How can I check that my solution makes sense?
    Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 126

Remember to make sense of the problem by identifying the quantities. Then use what you know to solve.

Gavin divided his notebook into 8 equal parts. He plans to use 3 parts to take notes for math and 2 parts for reading. He has school from 8:30 A.M. to 3:30 P.M. What fraction of his notebook does he have left?
Question 1.
Is there any missing or extra information? Explain.
Answer:
Gavin divided his book into 8 equal parts
3 parts are used for math 3/8
2 parts are used for reading 2/8
The fraction of notebook he has left is :
3 + 2 = 5
8 – 5 = 3
The fraction of notebook he has left is 3/5

Question 2.
Solve the problem. If information you need is missing, make up some reasonable information for the problem. You can draw a picture to help.
Answer:
The missing information is:
3/8 part of the book was used for science

Topic 12 Assessment Practice

Question 1.
What fraction of the whole is colored green? What fraction of the whole is colored yellow?
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 127
Answer:
3/6 fraction of the whole is colored green.
3/6 fraction of the whole is colored yellow.

Question 2.
Write a fraction to name the equal parts of the whole pizza. How many parts would you need to make two whole pizzas? Explain.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 128
Answer:
Fraction name : 1/8
we need 16 parts to make 2 whole pizzas
Explanation:
1 pizza needs 8 parts to make 1 whole so we need 16 parts [8 + 8 = 16] to make 2 wholes

Question 3.
This line segment represents \(\frac{1}{3}\) of the distance from Mal’s house to the library. Which represents the whole distance and has an accurate explanation?
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 129
A. Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 130 The line segment represents \(\frac{1}{3}\) the distance from Mal’s house to the library. So, the whole distance is 3 times as long.
B. Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 131 The line segment represents \(\frac{1}{3}\) the distance from Mal’s house to the library. So, the whole distance is 2 times as long.
C. Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 132 The line segment represents \(\frac{1}{3}\) the distance from Mal’s house to the library. So, the whole distance is 4 times as long.
D. Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 133 The line segment represents the distance from Mal’s house to the library. So, the whole distance is the identical line segment.
Answer:
Option A
Explanation:
The line segment represents 1/3 the distance from Mal’s house to the library. So, the whole distance is 3 times as long.

Question 4.
Which point is at \(\frac{3}{6}\) on the number line?
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 134
A. Point A
B. Point B
C. Point C
D. Point D
Answer:
Point B

Question 5.
Which of the fractions would be to the right of 1 on a number line? Select all that apply.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 135
Answer:
5/4

Question 6.
A. Draw a picture to show \(\frac{2}{4}\).
Answer:

B. Explain how you knew you had shaded the correct amount of your picture.
Answer:
Divide the circle into fourths and then shade 2 of the 4 parts blue

Question 7.
Jeremy put pepperoni on \(\frac{1}{2}\) of a pizza. He put olives on \(\frac{1}{3}\) of the pizza. What fraction of the pizza did NOT have pepperoni? What fraction of the pizza did NOT have olives?
Answer:
1/2 of the fraction did not have pepperoni.
2/3 of the fraction did not have olives.

Question 8.
One point on the number line below has been named with the fraction \(\frac{2}{4}\). Write a fraction for each of the other points shown.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 136
Answer:

Question 9.
Explain how you know \(\frac{3}{3}\) represents a whole.
Answer:
Fraction 3/3 means 3 parts of 3 parts
Dividing 3 with 3 we get 1
So the fraction 3/3 is a whole 1

Question 10.
Jared folded a piece of paper 9 inches by 12 inches into sections as shown below. What fraction of the total area is in each section? Explain.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 137
Answer:
Fraction of total Area is 36
Explanation:
Area of total paper = 9 x 12 = 108 sq.inches
The paper is divided into 3 equal part
Area of each part = 108 ÷ 3 = 36 sq.inches

Question 11.
How many \(\frac{2}{8}\)s do you need to get \(\frac{8}{8}\)?
Answer:
Four
Explanation:
we need four 2/8 fractions to get 8/8
2/8 + 2/8 + 2/8 + 2/8 = 8/8

Question 12.
Lane’s class is painting a mural with 6 equal parts. They spent 45 minutes painting on each of 2 days. On the first day, the class painted \(\frac{1}{6}\) of the mural. The next day, the class painted another \(\frac{1}{6}\) of the mural. How many \(\frac{1}{6}\) parts did the class paint in the two days?
A. 1
B. 2
C. 3
D. 4
Answer:
Option B
Explanation:
The class paints 1/6 part each day in d days the class paints 2/6 parts
1/6 – day 1
1/6 – day 2
By day 2 no of parts painted are 1/6 + 1/6 = 2/6

Question 13.
How many \(\frac{1}{8}\) s do you need to get \(\frac{5}{8}\)? Use the number line below for help.
A. 1
B. 3
C. 5
D. 8
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 138
Answer:
Option C
Explanation:
You need 5 yards to make 1/8 as 5/8

Question 14.
Which point represents 6 lengths of \(\frac{1}{8}\) on the number line? Explain.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 139
Answer:
Point D

Question 15.
Divide the circle into 8 equal parts. What fraction does each part represent?
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 140
Answer:

Each part represent1/8 fraction.

Question 16.
Seth drew \(\frac{2}{4}\) of a shape below. Draw a picture to show the whole shape and write a fraction to represent the whole.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 141
Answer:

Explanation:
One whole is 4/4 that means to get 4/4 we need to have 2 parts of 2/4
As 2/4 + 2/4 = 4/4

Question 17.
Mara believes the point marked on the number line is \(\frac{2}{3}\). Is she correct? Explain.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 142
Answer:
Mara is wrong
Explanation:
the markings of the fractions on the number line are not correct
[the markings are not even there is a lot of gap between 1/3 and 3/3]

Question 18.
Select all the sentences that describe this shape.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 143
Answer:

Question 19.
Divide the number line into equal lengths. Then mark and label the given fraction.
6 equal lengths; \(\frac{5}{6}\)
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 144
Answer:

Explanation:
First divide the number line into 6 equal parts like in the picture below

Then mark the 5/6th point

Question 20.
Tony collects colored strings. The table shows the lengths of some of his strings.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 145
A. Measure the lengths of Tony’s red and brown strings shown below to the nearest fourth inch.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 146
Answer:
Red string     : 3     inches
Brown string : 2¾ inches

B. Draw a line plot to show the lengths of Tony’s 7 strings to the nearest fourth inch.
Answer:

Topic 12 Performance Task

Art Display
Three students, Zach, Allie, and Paige, are making an art display.

Use the Paint Colors list and the design at the right to answer Questions 1-4.
Question 1.
The display will be divided into 8 equal parts. Paint Colors Draw lines to show one way to do this. Then write the fraction that describes the the total shape that is represented by 1 equal part.
Paint Colors

  • Allie is painting the blue parts.
  • Paige is painting the red parts.
  • Zach is painting the yellow parts.
  •  Each student will paint at least 2 parts.
    Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 147

Answer:

1/8 part

Question 2.
Shade the parts blue, yellow, or red to show how many parts each student could paint. Write fractions to show how much of the total display Allie and Paige painted.
Answer:

  • Allie is painting the 3 blue parts.      3/8
  • Paige is painting the 3 red parts.      3/8
  • Zach is painting the 2 yellow parts.

Question 3.
Divide the number line into the number of equal parts of the display. Then mark a dot to show the fraction of the display that Zach painted on the number line.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 148
Answer:

Question 4.
Which fraction represents the whole display? Explain. Then mark a dot to show where this fraction is located on the number line above.
Answer:
8/8 is the whole fraction

Use the Ribbon Lengths diagram on the right and the Number of Ribbons table below to answer Question 5.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 149

Question 5.
The students will use the ribbon lengths at the right in their display
Part A
Measure and record the lengths of each of these ribbons to the nearest fourth inch.
Answer:
RED Ribbon : 3¾
BLUE Ribbon : 3 2/4  [3½]
GREEN Ribbon : 3¼

Part B
The Number of Ribbons table shows how many of each color ribbon will be used. Draw a line plot to show this data.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 150
Answer:

Question 6.
In order to complete the display, the students recorded the number of half-hour sessions they spent working together. The number line below is divided into equal parts. Each part represents half an hour. Write the missing fractions on the number line.
Envision Math Common Core Grade 3 Answers Topic 12 Understand Fractions as Numbers 151
Answer:

Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes

enVision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes

Go through the enVision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes regularly and improve your accuracy in solving questions.

enVision Math Common Core 1st Grade Answers Key Topic 14 Reason with Shapes and Their Attributes

Essential Question:
How can you define shapes and compose new shapes?

Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 1

Find Out Talk to friends and relatives about everyday objects that have special shapes. Discuss how the shape is important for its use.
Journal: Make a Book Show what you found out. In your book, also:

  • Draw different buildings using circles, squares, rectangles, cylinders, and rectangular prisms.
  • In your drawings, show how shapes can be put together to make new shapes.

Review What You Know

Vocabulary
Question 1.
Scott sorted these shapes. Put an X on the one that does not belong.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 2
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-2
Explanation:
In the above image we can observe 4 shapes one is square, second is rectangle, third is also rectangle and fourth is circle. Both Square and rectangle have four edges and four vertices. Circle has 0 edges and 0 vertices. So draw X on the circle which is different from the above three shapes.

Reason with Shapes and Their Attributes 1
Question 2.
Circle the object that is a different shape.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 3
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-3

Explanation:
In the above image we can observe four shapes. First shape is different from the remaining three shapes. So circle first shape.

Question 3.
Circle the triangle.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 4
Answer:

Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-4
Explanation:
In the above image we can observe four different shapes one is circle and second one is rectangle and third is square, fourth is triangle. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. Here we have to draw a circle for triangle. So draw a circle for triangle.

Same and Different
Question 4.
Draw a shape that is the same as the one below.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 5
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-5
Explanation:
Here we have to draw a shape that is same as the one above in the question. We can observe the circle shape in the above image. So drawn a circle shape which is similar to the above image.

Question 5.
Draw a shape that is different from the one below.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 6
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-6
The above shape is right angled triangle which is different from the above shape.
Explanation:
Here we have to draw a shape which is different from the square shape. In geometry, a square is a regular quadrilateral, it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length.
Here I drawn right angled triangle. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry.
C1ount by 1s
Question 6.
Write the missing numbers.
1, ______, 3, 4, _______
Answer:
1, 2, 3, 4, 5
The missing numbers are 2, 5
Explanation:
In the above number series we can observe 1, ______, 3, 4, _______. We have to find the missing numbers in the series. The missing numbers are 2, 5. The number series is 1, 2, 3, 4, 5.

Reason with Shapes and Their Attributes 2

Pick a Project

PROJECT 14A
Have you ever seen a building this crooked? Project: Build a Strong Tower
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 120

PROJECT 14B
Where can you see your reflection? Project: Reflect Shapes
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 121

PROJECT 14C
How can lots of little tiles make one big piece of art? Project: Design a Tile Picture
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 122

PROJECT 14D
What is a robot?
Project: Design and Build a Robot
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 123

Lesson 14.1 Use Attributes to Define Two Dimensional (2-D) Shapes

Solve & Share
Tell how the 4 shapes are alike. Tell how the 4 shapes are different. Use a measuring tool to help..
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 7
I can … use attributes to describe shapes.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 8

Convince Me! Look at the blue triangle above. How would you define it by how it looks?

Guided Practice

For each shape, tell how many straight sides or vertices, and if it is closed or not.
Question 1.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 9
Answer:

Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-9
Explanation:
In the above image we can observe trapezium shape. A trapezium is a quadrilateral, which is defined as a shape with four sides, which has one set of parallel sides. The trapezium is basically a types of quadrilaterals, with exactly one pair of parallel sides. Trapezium has four straight sides and it is a closed shape.

Question 2.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 10
How many vertices? ________
Closed? _______
Answer:
There are 2 vertices for the above image.
The above image is not a closed shape.
Explanation:
The above shape is not a triangle because it is not a closed shape and it has 2 vertices.

Question 3.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 11
How many straight sides? __________
Closed? ___________
Answer:
The above shape is hexagon. It has 6 straight sides.
The above shape is a closed shape.
Explanation:
The above shape is hexagon. Hexagon is a closed geometric figure having six angles and six sides. It has six straight sides and it is a closed shape.

Reason with Shapes and Their Attributes 3

Independent Practice

Draw each shape.
Question 4.
Draw a closed shape with 3 vertices.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-11(1)
Right angled triangle is a closed shape with three vertices.
Explanation:
A Right angled triangle is a closed shape with three vertices. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry.

Question 5.
Draw a closed shape with 0 straight sides.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-11(2)
Circle is a closed shape with 0 straight sides.
Explanation:
Circle is a closed shape with 0 straight sides. It is one of the 2D shapes.

Question 6.
Draw a closed shape with more than 3 vertices.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-11(3)
Square is a closed shape with more than 3 vertices.
Explanation:
Square is a closed shape with more than 3 vertices. In geometry, a square is a regular quadrilateral, which means that it has four equal sides and four equal angles. Square has 4 vertices and a closed shape.

Question 7.
Circle the closed shapes.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 12
Answer:

Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-12
Explanation:
In the above image we can observe different types of shapes. Some are closed shapes some are not closed shapes. The closed figures are triangle, circle, and parallelogram. So draw a circle for the closed shapes.

Question 8.
Higher Order Thinking Look at the shapes in each group. Explain how the shapes are sorted.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 13
Answer:
In Group 1 all triangles are sorted with different shape and size. And all triangle shapes are closed figures.
In Group 2 only two shapes are closed figures. The closed shapes are circle and hexagon. Remaining two shapes are not closed shapes.

Problem Solving

Solve each problem below.
Question 9.
Be Precise Circle 3 shapes that have the same number of vertices and sides.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 14
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-14
Explanation:
In the above image we can observe different types of shapes. The shapes are Hexagon, rectangle, square, triangle, circle. Square and rectangle have four sides and four vertices. Draw a circle for square and rectangle.

Question 10.
Be Precise Circle 3 shapes that do NOT have any vertices.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 15
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-15
Explanation:
In the above image, we can observe different types of shapes. There are hexagons, squares, circles, and rhombus. Hexagon has six vertices and the square has four vertices, the circle has no vertices, and the rhombus has four vertices. So draw a circle for circle shape.

Question 11.
Higher Order Thinking Think about a 2-D shape. Write a riddle about the shape for a partner to solve.
Answer:

Question 12.
Assessment Practice I have 6 vertices. I am a closed figure. Which shape or shapes can I NOT be? Choose three that apply.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 16
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-16
Explanation:
In the above image, we can observe two closed shapes and two open shapes. The closed shapes are hexagon and triangle. Hexagon has 6 vertices and a closed figure. But here asked the shape should not be a hexagon. So select the remaining three shapes.

Lesson 14.2 Defining and Non-Defining Attributes of 2-D Shapes

Solve & Share
Tell how the 5 shapes are alike. Tell how the 5 shapes are different. Use a tool to help.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 17
I can … define 2-D shapes by their attributes.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 18

Convince Me! Why is this shape NOT a square?
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 19

Answer:
It’s a rectangle.

Explanation:
The shown image is not square, because the image shows opposite sides are parallel which represents a rectangle.

Guided Practice

Circle the words that are true for Practice the shape.
Question 1.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 20
are blue.
have 4 equal sides.
are closed shapes.
are small.
have 4 square corners.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-20
Explanation:
In the above image we can observe two square shapes. Draw a circle for these words. All squares have 4 equal sides. All squares are closed shapes and all squares have 4 square corners.

Independent Practice

Circle the words that are true for each shape.
Question 2.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 21
All triangles:
are orange.
have 3 sides.
have 3 equal sides.
are tall.
are closed figures.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-21
Explanation:
In the above image we can observe a triangle. Draw a circle for these words. All triangles have 3 sides and all triangles are closed figures.

Question 3.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 22
All circles:
are blue.
have 0 vertices.
are small.
have 0 straight sides.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-22
Explanation:
In the above image we can observe a circle. Draw a circle for these words. All circles have 0 vertices and all circles have 0 straight sides.

Question 4.
Higher Order Thinking Tim says that this is a rectangle. Is he correct? Tell why or why not.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 23
Answer:
The above image is not a rectangle because it is not a closed shape.
Explanation:
Rectangle is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides, in contrast to a square. The rectangle is a closed figure. The above image is not a closed figure so the above shape is not a rectangle.

Problem Solving

Solve each problem below.
Question 5.
Use Tools Do all rectangles have equal sides? Circle Yes or No.
Yes
No
Choose a tool to show how you know.
Answer:
No.

Explanation:
No, all rectangles do not have equal sides.

Question 6.
Higher Order Thinking Jake says both of these shapes are hexagons because they are closed, have 6 straight sides, and are red. Do you agree? Explain.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 24
Answer:
Hexagonal shape is a two-dimensional geometrical shape which is made of six sides, having the same or different dimensions of length. Hexagon is a closed figure.
The above shapes are hexagons. Hexagon is a closed shape and it has 6 straight sides. Color, overall size, or position do not define a shape. So I am not agree with Jake.

Question 7.
Assessment Practice Tanya says that this shape is NOT a square. Do you agree? Circle Yes or No.
Yes
No
Explain why or why not.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 25
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-25
The above image is a square.
Explanation:
A square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length. The above shape is square because it has four equal sides.

Lesson 14.3 Build and Draw 2-D Shapes by Attributes

Solve & Share
Find square corners and rectangle shapes in the classroom. Tell your partner why a shape you find is a rectangle. Count how many square corners you find. Use the chart to help keep track.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 26
I can … use different materials to make shapes.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 27

Convince Me! Sue made the gray shape on the right. Is it also a hexagon? Tell how you know.

Guided Practice

Make a square. Use materials your teacher gives you. Glue or tape the square in the box. Explain how you know it is a square.
Question 1.
Answer:
As we have glued the square in the box and all the sides are equal. So we know it is a square.

Independent Practice

Use materials your teacher gives you to make each shape. Glue or tape the shape in the box. Explain how you know the shape is correct.
Question 2.
Make a circle.
Answer:

Question 3.
Make a rectangle.
Answer:

Question 4.
Higher Order Thinking Carlos made the shapes below. He says they are both squares. Is he correct? Explain.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 28
Answer:
Carlos is not correct because in the above two images first, one is the square and the second one is a rectangle.
Explanation:
The first shape is square because the square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length.
The second shape is a rectangle because it is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides, in contrast to a square.

Problem Solving

Draw a picture to solve each problem below. Use pattern blocks to help you.
Question 5.
Reasoning Sandy makes a closed shape with 4 equal sides. What shape did she make?
Draw the shape Sandy made.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-29
Sandy made a square shape. It is a closed shape with 4 equal sides.
Explanation:
Sandy made a square shape because it is a closed shape with four equal sides. A square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length

Question 6.
Reasoning Miguel makes a closed shape with 3 straight sides and 3 vertices. What shape did Miguel make?
Draw the shape Miguel made.
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-30
Miguel made a triangle. It is a closed shape with 3 straight sides and 3 vertices.
Explanation:
Miguel made a triangle. Because it is a closed shape with 3 straight sides and 3 vertices. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry.

Question 7.
Higher Order Thinking Use a piece of paper to make a square. Then turn the square into a triangle. What did you do? Explain.
Answer:
We have turned the square into a triangle.

Question 8.
Assessment Practice Mark wants to use straws to make a hexagon. Use the dots to draw straight lines that show Mark how the hexagon would look.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 29
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-29 (1)
Explanation:
Mark used the dots to draw straight lines to draw the hexagon. The hexagon shape is a two-dimensional geometrical shape that is made of six sides, having the same or different dimensions of length. Here Mark drew the hexagon with the help of dots and straight lines.

Lesson 14.4 Compose 2-D Shapes

Solve & Share
Use Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 30 shapes to make a Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 31. Write how many of each shape you use. Then add the three numbers to find how many pieces in all. See if you can make the hexagon with less than 15 pieces in all!
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 32
________ pieces in all
I can .. put shapes together to make another shape.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 33

Convince Me! How can you make a large shape using smaller shapes?

Guided Practice

Use pattern blocks to make the large triangle shape.
Question 1.
Complete the chart.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 34
Answer:

Independent Practice

Use the smaller shapes to make larger shapes.
Question 2.
Complete the chart to show a list of ways you can make the hexagon. Use pattern blocks to help.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 35
Answer:

Question 3.
Use Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 36 to make a Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 37. Draw the Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 36 in the space below.
Answer:

Question 4.
Higher Order Thinking Use 3 pattern blocks to make a new shape. Trace the pattern blocks. What shapes did you use? What shape did you make?
Answer:

Problem Solving

Use smaller shapes to make bigger shapes.
Question 5.
Make Sense Two of which shape can make Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 38?
Answer:

Question 6.
Make Sense Two of which shape can make Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 39?
Answer:

Question 7.
Higher Order Thinking Name and draw the shape you will make if you put the orange pattern blocks together with their full sides touching. Explain how you know.
Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 40
Answer:
Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-40
If I put the orange pattern blocks together with their full sides touching then we got the shape as a rectangle.
Explanation:
In the above image, we can observe two shapes which are squares. A square has four equal sides and four equal angles. When we combine these two squares then we get a rectangle shape. A rectangle is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides, in contrast to a square.

Question 8.
Assessment Practice Nicole wants to make a hexagon. She has I Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 41 Which set of other shapes could she use to complete the Envision Math Common Core 1st Grade Answer Key Topic 14 Reason with Shapes and Their Attributes 39?
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 42
Answer:

Lesson 14.5 Compose New 2-D Shapes from 2-D Shapes

Solve & Share
Use exactly 10 pattern blocks to make a picture of a boat. Trace the shapes in the space below to show your boat.
Then use what you know about tens. How many pattern blocks would you need to make 6 boats?
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 43
I can … use shapes to make different shapes.

It would take _________ pattern blocks to make 6 boats.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 44

Convince Me! Use pattern blocks to make a picture of a tree. What shapes did you use? Explain.

Guided Practice

Start with a triangle and use pattern blocks to make a picture. Trace around your shapes to show your picture. Write how many of each shape you used.
Question 1.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 45

Independent Practice

Use any of the pattern blocks shown to make pictures. Practice Trace around your shapes to show your pictures. Write how many of each shape you used for each picture.
Question 2.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 46
Answer:

Question 3.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 47
Answer:

Problem Solving

Solve the problems below.
Question 4.
Model Dana started making a flower using these pattern blocks. Draw more leaves and petals to help her finish.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 48
Answer:

Question 5.
Higher Order Thinking Use pattern blocks to make a picture of a fish.
Answer:

Question 6.
Assessment Practice Jeff is making a model of this arrow. Which shape does he need to add to his model to finish it?
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 49
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-49
He needs to add a triangle to his model to finish the arrow.
Explanation:
Jeff needs to add one shape to the above arrow. Here we have four options. Option A is a hexagon and option B is a trapezium, option C is a parallelogram, and option D is a triangle. Here triangle is the correct match to the above image. So Jeff needs to add a triangle to his model to finish the arrow. So make a tick mark to option D.

Lesson 14.6 Use Attributes to Define Three Dimensional (3-D) Shapes

Solve & Share
Can you find objects in the classroom that are shaped like the objects below? Find as many as you can and record the number of each shape you find. Circle the shape that you find the most.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 50
I can … define 3-D shapes by their number of edges, vertices, and faces or flat surfaces.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 51

Convince Me! Do 3-D shapes always have either faces, flat surfaces, or vertices? Explain.

Guided Practice

Write how many faces or flat surfaces and vertices each 3-D shape has.
Question.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 52
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-52
Explanation:
1. A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
2. A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). A cone has one flat surface, one vertex, and 0 edges.

Independent Practice

Write how many faces or flat surfaces, vertices, and edge each object has.
Question.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 53
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-53
Explanation:
3. A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere. A Sphere has Zero vertices, zero faces, and zero edges.
4. In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets, or sides, with three meetings at each vertex. It has 6 faces, 12 edges, and 8 vertices.
5. The above image has two flat surfaces, zero vertices, and 2 edges.

Question 6.
Higher Order Thinking Lily has an object that looks like a 3-D shape. The object has 2 flat surfaces and 0 vertices.
Draw an object that Lily could have.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-53(1)
The above object has two flat surfaces and zero vertices. The object is a cylinder.
Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. The cylinder has two flat surfaces and zero vertices.

Problem Solving

Solve each problem below.
Question 7.
This shape is a cone. Which shape below is also a cone? How do you know?
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 54
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-54
Explanation:
In the above we can observe three shapes. First is cylinder, second is cone and third also cone. A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone. The circular base has measured value of radius. Cone has one flat surface and one vertex and zero edges.

Question 8.
Reasoning Nikki and Ben each buy I item from the store. Nikki’s item has 4 more edges than vertices. Ben’s item has the same number of flat surfaces and edges. Draw a circle around Nikki’s item. Draw a box around Ben’s item.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 55
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-55
Explanation:
Nikki and Ben each buy one item from the store. Nikki’s item has 4 more edges than vertices. Ben’s item has the same number of flat surfaces and edges.
Nikki’s item has 8 vertices and 12 edges. The shape is a rectangular prism. So draw a circle for Nikki’s item.
Ben item has 2 flat surfaces and 2 edges. Draw a box to the ben’s item.

Question 9.
Higher Order Thinking Draw and label a 3-D shape. Then write a sentence describing your 3-D shape.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-54(1)
The above 3D shape is a cube.
Explanation:
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex. It has 6 faces, 12 edges, and 8 vertices.

Question 10.
Assessment Practice I have 6 faces. I have 8 vertices. Which 3-D shape could I be? Choose two that apply.
☐ sphere
☐ cube
☐ rectangular prism
☐ cylinder
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-55(1)
Explanation:
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
A Cube is a solid three-dimensional figure, which has 6 square faces, 8 vertices and 12 edges.

Lesson 14.7 Defining and Non-Defining Attributes of 3-D Shapes

Solve & Share
Measure the lengths of the cylinders. How could you make a tower 10 cubes tall using some of the cylinders? Tell what shape the tower would be.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 56
I can … choose the defining attributes of 3-D shapes.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 57

Convince Me! Write 2 things that are true about all rectangular prisms. Write 2 things that do not define rectangular prisms.

Guided Practice

Circle the words that are true for the shape.
Question 1.
All cones:
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 58

Independent Practice

Circle the words that are true for each shape.
Question 2.
All cubes:
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 59
have 12 edges.
have 8 vertices.
cannot roll.
are blue.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-59
Explanation:
A Cube is a solid three-dimensional figure, which has 6 square faces, 8 vertices and 12 edges. Draw a circle for the above words. All cubes have 12 edges and 8 vertices. All cubes cannot roll.

Question 3.
All cylinders:
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 60
have 2 flat surfaces.
cannot roll.
are red.
can roll.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-60
Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. Draw a circle for the above words. All cylinder have two flat surface and all cylinders can roll.

Question 4.
en Vision® STEM Kevin wants to build a wall. Circle the 3-D shape or shapes he could stack to build the wall.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 61
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-61
Explanation:
STEM Kevin can build the wall with these two shape one is cube and other one is rectangular prism.
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex. The cube is the only regular hexahedron. It has 6 faces, 12 edges, and 8 vertices.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
Problem Solving

Solve the problems below.
Question 5.
Explain Do all cubes have the same number of edges?
Yes
No
Answer:
Yes all cubes have the same number of edges.
Explanation:
A cube has sides of equal length and each vertex forms a right angle between the edges. Hence, a cube has 6 faces, 12 edges, and 8 vertices. So all cubes have the same number of edges.

Explain or draw a picture to show how you know.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-60(1)
Explanation:
A cube has sides of equal length and each vertex forms a right angle between the edges. Hence, a cube has 6 faces, 12 edges, and 8 vertices.

Question 6.
Higher Order Thinking Steve says that both of these shapes are the same because they both have 6 faces and both are purple. Do you agree? Explain.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 62
Answer:

Question 7.
Assessment Practice Match each shape with the words that describe it.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 63
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-63
Explanation:
A rectangular prism has 8 vertices. So match the rectangular prism with the 8 vertices.
A cube has 6 equal faces. So match the cube with the 6 equal faces.
A sphere has no flat surfaces or vertices. So match the sphere with the no flat surfaces or vertices.
A cone has one vertex. So match the cone with one vertex.

Lesson 14.8 Compose with 3-D Shapes

Solve & Share
Use green cubes to build two different rectangular prisms. Draw and write about the shapes you made. How many cubes did you use to build both rectangular prisms?
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 64
I can … put 3-D shapes together to make another 3-D shape.

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 65

Convince Me! How can you find the 3-D shapes that make an object?

Guided Practice

Circle the 3-D shapes that could be put together to make the object.
Question 1.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 66

Question 2.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 67
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-67
Explanation:
The 3-D shapes that makes an above object are rectangular prism and cube. Draw a circle for the 3-D shapes that could be put together to make the object are rectangular prism and cube.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex.

Independent Practice

Circle the 3-D shapes that could be put together to make the object.
Question 3.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 68
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-68
Explanation:
The 3-D shapes that makes an above object are rectangular prism, cube, cylinder, and sphere. Draw a circle for the 3-D shapes that could be put together to make the object are rectangular prism, cube, cylinder, and sphere.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
A cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere.

Question 4.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 69
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-69
Explanation:
The 3-D shapes that makes an above object are rectangular prism, cylinder, and cone. Draw a circle for the 3-D shapes that could be put together to make the object are rectangular prism, cylinder, and cone.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone. The circular base has measured value of radius.

Question 5.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 70
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-70
Explanation:
The 3-D shapes that makes an above object are cylinders. Draw a circle for the 3-D shapes that could be put together to make the object are cylinder.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
Question 6.
Higher Order Thinking Jon wants to combine 6 green cubes to make a bigger cube. Can Jon do this? Explain. Use cubes to help.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 71

Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-71
Jon can combine 6 green cubes to make bigger cube.
Explanation:
Jon can combine 6 green cubes to make bigger cube. In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex. The cube is the only regular hexahedron. It has 6 faces, 12 edges, and 8 vertices.

Problem Solving

Solve the problems below.
Question 7.
Make Sense Ralph made this shape below with 3-D shapes.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 72
What 3-D shapes did Ralph use?
Answer:
Ralph used two cones and one cylinder.
Explanation:
Ralph used two cones and one cylinder.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone.

Question 8.
Make Sense Kirsten has 12 ice cubes. She wants to combine the ice cubes to make an ice sculpture.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 73
What 3-D shape could Kirsten make with the ice cubes?
Answer:
Kristen can make a 3D shape with ice cubes is rectangular prism.
Explanation:
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section. Rectangular prisms can be of two types, namely right rectangular prism and non-right rectangular prisms.

Question 9.
Higher Order Thinking Ellen uses two of the same shape to build a bigger 3-D shape. Her new figure has 2 flat surfaces and O vertices.
What 2 shapes did Ellen use?
_________________
What bigger shape did Ellen build?
__________________
Answer:
Ellen used two same shape cylinders to build a bigger 3D shape.
The bigger shape is cylinder. A cylinder has 2 flat surfaces and 0 vertices.
Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.

Question 10.
Assessment Practice Which object could be made with a Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 74 and a Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 75?
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 76
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-76
Explanation:
The object that could be made with both cone and cylinder is crayon. Put a tick mark to the option A.

Lesson 14.9 Problem Solving

Make Sense and Persevere
Solve & Share
Draw an X on all the objects that have flat surfaces that are circles. Tell how you know the flat surfaces are circles. Make sense of the problem by circling the words that are true about the objects you crossed out.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 77
I can … make sense of problems.
Thinking Habits What am I asked to find? What else can I try if I get stuck?
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 78

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 79

Convince Me! What words can always be used to describe a rectangular prism?

Guided Practice

Circle the words that are true of the shapes.
Question 1.
All of these shapes are squares.
Envision Math Common Core 1st Grade Answers Topic 14 Reason with Shapes and Their Attributes 80

Independent Practice

Circle the words that are true of the shapes. Then explain how you know.
Question 2.
All of these shapes are cones.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 81
All cones:
are blue
have I flat surface
have I edge
have | vertex
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-81
Explanation:
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone. The circular base has measured value of radius. All cones have one flat surface and one vertex.

Question 3.
All of these shapes are hexagons.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 82
All hexagons:
are small
have 6 sides
are blue
have 6 vertices
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-82
Explanation:
Hexagon is a two-dimensional geometrical shape which is made of six sides, having the same or different dimensions of length. All hexagons have 6 sides and 6 vertices.

Problem Solving

Performance Task
Arts and Crafts Wes has cubes, spheres, cylinders, and cones. He wants to use these shapes to make art pieces for an arts and crafts sale at his school.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 83
Wes wants to put together the right shapes for each piece of art.

Question 4.
Be Precise Wes wants to put together one shape that has 6 faces and one shape that has no flat surfaces. What shapes can he use? Explain.
Answer:
He uses cube and sphere. The one shape that has 6 faces is called as cube and the one shape that has no flat surfaces is called as sphere.
Explanation:
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex.
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere.

Question 5.
Reasoning Wes puts two cubes together to make a new shape. Tell what shape Wes made and one thing that is true about the new shape.
Answer:

Topic 14 Fluency Practice Activity

Show the Word
Color these sums and differences. Leave the rest white.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 84
I can … add and subtract within 10.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 85
The word is
________ __________ ____________
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-85

The word is OFF
Explanation:
By coloring these sums and differences we got the word as OFF. For one I colored blue, for two I colored orange and for three I colored green.

Topic 14 Vocabulary Review

Understand Vocabulary
Word List
• 2-D shape
• 3-D shape
• attributes
• cone
• cube
• cylinder
• edge
• face
• flat surface
• rectangle
• rectangular prism
• side
• sphere
• square
• triangle
• vertex/ vertices

Question 1.
Put an X on the 2-D shape that has no vertices. Circle the 2-D shape that has 4 vertices and 4 equal sides.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 87
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-87
Explanation:
Here I put X to the circle because it has no vertices. A circle is a closed two-dimensional figure in which the set of all the points in the plane is equidistant from a given point called “center”.
Here I drawn a circle for square because it has four vertices and 4 equal sides. Square is a regular quadrilateral, which has all the four sides of equal length and all four angles are also equal.

Question 2.
Write what part of the shape is shown. Use the Word List.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 88
Answer:
In the above image we can observe a flat surface of the cone.
Explanation:
In the above image the arrow points to the flat surface of the cone. A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base(which does not contain the apex).
Question 3.
Complete the name of the shape. Use the Word List to help you.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 89
________ prism
Answer:
The name of the above shape is rectangular prism.
Explanation:
In the above image we can observe a rectangular prism. A rectangular prism is a three-dimensional shape. It has six faces, and all the faces of the prism are rectangles. Both the bases of a rectangular prism must be a rectangle. Also, the other lateral faces will be rectangles. It is also called a cuboid.

Use Vocabulary in Writing
Question 4.
Draw some shapes. Label the shapes using words from the Word List.
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-89(1)
Explanation:
From the above word list I draw some shapes. Here I draw two 2D shapes and two 3D shapes. In 2D shapes I draw square and triangle. In 3D shapes I draw sphere and cone as we can observe in the above image.

Topic 14 Reteaching

Set A

You can define 2-D shapes by their attributes.
A hexagon must be a closed figure. It must have 6 sides and 6 vertices.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 90
Color, overall size, or position do not define a shape.

Solve each problem below.
Question 1.
Circle the shape that has 4 straight sides and 4 vertices.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 91
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-91
Explanation:
In the above shapes I draw a circle for rectangle shape because it has four straight sides and 4 vertices. A rectangle is a two-dimensional figure, which has four sides (Quadrilateral) and four corners/vertices. All the interior angles are equal, which measures 90 degrees. The opposite sides of a rectangle are parallel and are of equal measure.

Question 2.
Circle the shape that has 0 vertices.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 91
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-91 (1)
Explanation:
In the above shapes I draw a circle for circle shape because it has 0 vertices. A circle is a closed two-dimensional figure in which the set of all the points in the plane is equidistant from a given point called “center”.

Set B

You can make 2-D shapes using different kinds of materials.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 92

Use materials your teacher gives you to make a rectangle. Glue or tape it in the box.
Question 3.
Answer:

Set C

You can use pattern blocks to make a larger shape.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 93

Question 4.
Make this shape in two different ways.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 94
Answer:

Set D

You can use pattern blocks to make a picture.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 95
Write the number of blocks you used.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 96

Question 5.
Make a picture. Write how many of each block you used.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 97
Answer:

Set E

Reteaching Continued
You can find faces, flat surfaces, edges, and vertices on 3-D shapes or objects.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 98

Write how many flat surfaces, edges, and vertices for each shape.
Question 6.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 99
_________ flat surfaces
________ vertices
________ edges
Answer:
A cylinder has 2 Flat surfaces, 0 vertices and 2 edges.
Explanation:
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. A cylinder has 2 Flat surfaces, 0 vertices and 2 edges.

Question 7.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 100
_________ flat surfaces
________ vertices
________ edges
Answer:
A cone has 1 flat surfaces and 1 vertices and 0 edges.
Explanation:
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). A cone has 1 flat surfaces and 1 vertices and 0 edges.

Set F

You can combine 3-D shapes to make bigger 3-D shapes. Combine 2 cubes.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 101

Two shapes were combined to make a new shape. Write the number of flat surfaces, vertices, and edges for the new shape.
Question 8.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 102
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-102
Explanation:
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. A cylinder has a curved lateral surface and two circular faces at its ends. A cylinder has no corner or vertex. A cylinder has 2 circular edges.

Set G

All of these are cylinders.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 103
Cylinders are defined by:
0 vertices and 2 flat surfaces.
Cylinders are NOT defined by:
Color or Direction

Finish the sentences to define spheres.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 104
Question 9.
Spheres are defined by:
________ and _________.
Answer:
Spheres are defined by 0 vertices and 0 flat surfaces.
Explanation:
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere. Sphere has 0 vertices and 0 flat surfaces.

Question 10.
Spheres are NOT defined by:
____________ or ___________.
Answer:
Spheres are not defined by color or directions.
Explanation:
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere. Sphere has 0 vertices and 0 flat surfaces. Spheres are not defined by color or directions.

Set H

Thinking Habits
Persevere
What am I asked to find? What else can I try if I get stuck?
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 105

Circle the words that are true for all rectangles.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 106
Question 11.
All rectangles:
have sides of different lengths.
are blue.
have 4 vertices.
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-106(1)
Explanation:
A Rectangle is a four sided-polygon, having all the internal angles equal to 90 degrees. The two sides at each corner or vertex, meet at right angles. The opposite sides of the rectangle are equal in length which makes it different from a square. It has 4 vertices.

Topic 14 Assessment Practice

Question 1.
Which shape has exactly 3 sides?
A. rectangle
B. triangle
C. circle
D. Square
Answer:
B. Triangle
Explanation:
A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. Triangle is a plane figure with three straight sides and three angles.

Question 2.
How do you know if a shape is a square?
A. The shape has 0 edges and 0 vertices.
B. The shape has 3 edges and 3 vertices.
C. The shape has 4 edges and 4 vertices.
D. The shape has 4 edges that are the same length and 4 vertices.
Answer:
D. The shape has 4 edges that are the same length and 4 vertices.
Explanation:
In geometry, a square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length. A square has 4 edges that are the same length and 4 vertices.

Question 3.
How many flat surfaces and edges does a cone have?
________ flat surface(s)
________ edge(s)
Answer:
Cone have 1 flat surface.
Cone have 0 edges.
Explanation:
A cone is a shape formed by using a set of line segments or the lines which connect a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). A cone has 0 edges and has 1 flat surface.

Question 4.
Jaxon makes 3 triangles. Then he puts them together to make a new shape.
Draw a shape that Jaxon could have made.
Answer:

Question 5.
Complete the sentence. Then explain how you know you are correct.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 107
This 3-D shape is a _________.
Answer:
This 3-D shape is a cylinder.
Explanation:
The above 3D shape is a cylinder. A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.

Question 6.
Jazmin is making a butterfly. Use pattern blocks to draw in the pieces she is still missing.
Envision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes 108
Answer:
Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-14-Reason-with-Shapes-and-Their-Attributes-108
Explanation:
Jazmin is making a butterfly. She missed some pieces. By using pattern blocks we can make a butterfly. The pattern blocks are trapezium and hexagon. She missed three pieces of hexagon and one piece of trapezium. By using these shapes we can complete the butterfly shape.

Question 7.
Choose two sets of shapes you can use to make Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 109.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 110
Answer:

Question 8.
All of these shapes are triangles. Circle two ways to describe all triangles.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 111
Answer:
Envision-Math-Common-Core-Grade-1-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-111
Explanation:
A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. All triangles have 3 sides and 3 vertices.

Question 9.
A. Which 3-D shape does NOT have a vertex?
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 112
Answer:
Envision-Math-Common-Core-Grade-1-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-112
Explanation:
In the above image, we can observe 4 different 3D shapes. The shapes are cube, rectangular prism, cone, and cylinder. The cylinder has 0 vertices.

B. What is the name of the shape you chose in A?
Answer:
The name of the shape I choose in A is a cylinder.
Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.

Question 10.
Circle the two 3-D shapes that can be used to make this object.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 113
Answer:
Envision-Math-Common-Core-Grade-1-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-113
Explanation:
The two 3D shapes that make the above objectives are rectangular prism and cube.
A rectangular prism has 8 vertices, 12 sides, and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross-section.
In Geometry, a Cube is a solid three-dimensional figure, which has 6 square faces, 8 vertices, and 12 edges.

Question 11.
A. Which 2-D shape has no straight sides?
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 114
Answer:
Envision-Math-Common-Core-Grade-1-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-114
Explanation:
In the above image, we can observe four different 2D shapes. The shapes are Hexagon, parallelogram, square, circle. The 2D shape that has no straight sides is the circle.

B. How many vertices does your answer to A have?
Answer:
0 vertices
Explanation:
The circle doesn’t have vertices.

Question 12.
Match each 3-D shape with one way to describe it. Use each description once.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 115
Answer:
Envision-Math-Common-Core-Grade-1-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-115
Explanation:
A cone has 1 vertex.
A sphere has no flat surfaces.
A rectangular prism has 12 edges.
A cube has 12 edges and 6 square faces.

Topic 14 Performance Task

Home Sweet Home! Leslie uses shapes to make this drawing of her house.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 116

Question 1.
Color two of the rectangles in the drawing blue.
Answer:
Envision-Math-Common-Core-Grade-1-Answers-Topic-14-Reason-with-Shapes-and-Their-Attributes-116-1

Question 2.
Explain how you know that the two shapes are rectangles.
Answer:
As parallel sides are equal we can know that it is a rectangle

Question 3.
One of the windows of the house is in the shape of a hexagon.
Show 3 ways you could make a hexagon using smaller shapes. You can use pattern blocks to help you.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 117
Answer:

Question 4.
Leslie has these tents in her backyard.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 118
She says that the doors of both tents are the shape of a triangle because they have 3 sides and 3 vertices.
Do you agree with Leslie’s reasoning? Circle Yes or No.
Yes
No
Explain your answer.
Answer:
Yes.

Explanation:
As the tent is in triangle shape, so they have 3 sides and 3 vertices.

Question 5.
Leslie has a table in her house that is this shape.
Envision Math Common Core Grade 1 Answers Topic 14 Reason with Shapes and Their Attributes 119
Part A
What is the shape of her table?

Answer:
Rectangle.

Explanation:
The shape of her table is rectangle as the parallel sides are equal.

Part B
How many of each does her table have?
faces ________
edges ________
vertices ________

Answer:
Faces – 2.
Edges – 4.
Vertices – 4.

Explanation:
As the table is rectangle shape, so the number of faces of the rectangle is 2.
The edges of the rectangle is 4.
The vertices of the rectangle is 4.

Part C
What 3-D shapes could Leslie put together to make her table?
Answer:
Right rectangular prism.

Explanation:
The 3-D shapes could be right rectangular prism.

Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value

enVision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value

Go through the enVision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value regularly and improve your accuracy in solving questions.

enVision Math Common Core 1st Grade Answers Key Topic 8 Understand Place Value

Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1
enVision STEM Project: Daylight Throughout the Year
Find Out Talk to friends and relatives about why there is more daylight in summer than in winter.
Ask them to help you find information about the changes in daylight each season.

Journal: Make a Book Draw pictures of the tilting globe and the sun at different times of the year. In your book, also:

  • Add labels to show summer and winter.
  • Write a sentence to describe the pattern of the seasons in your own words.

Review What You Know

Vocabulary

Question 1.
Circle the tens digit.
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.1
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Vocabulary-Question-1
Explanation:
Given 2 digit number 48.
Two digit number have tens place and ones place.
4 is in tens place and 8 in ones place
4 is circled as tens digit.

understand place value 1

Question 2.
Circle the ones digit.
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Vocabulary-Question-2
Explanation:
Given 2 digit number 76.
Two digit number have tens place and ones place.
7 is in tens place and 6 in ones place
6 is circled as ones digit.

Question 3.
Use the ten-frames to find the sum.
7 + 9 = ___
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Vocabulary-Question-3

Counting to 120

Question 4.
Write the number that comes next when counting forward by Is. Use a hundred chart to help you.
110, 111, 112, ____
Answer:
110, 111, 112, 113
Explanation:
Given
A sequence of  3 digit numbers
110, 111, 112, ____ and asked to find the 4th digit by counting forward by Is
3 digit number have hundreds place  tens place and ones place
Since counting forward by 1s
we add the 1 to the ones place of 3rd digit to get the 4th digit keeping the tens place and hundreds place constant.
112 + 001 = 113.
Missing number is 113.

understand place value 2

Question 5.
Maria counts by 10s. She starts at 30. Write the missing numbers.
30, ___, ___
60, ___
Answer:
30, _40__, _50__
60, _70__
Explanation:
Maria counts by 10s
Given
30, ___, ___ and 2 number missing to find the missing number we add 1 to the tens place keeping ones place constant.
given
30 = 3 is tens digit and 0 ones digit.
Adding tens digit with 1
3 + 1 = 4, 4 + 1 = 5.
30, _40__,_50__
60 = 6 tens digit and 0 ones digit
60 + 10 = 70
60, _70__

Hundred Chart

Question 6.
Write the missing numbers in this part of the hundred chart.
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.5
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Hundred-Chart-Question-6

pick a Project

PROJECT 8A
What do you put on your hot dog?
Project: Act Out Serving Up Hot Dogs
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.6
Answer:
Topping on the Hot dog
1. Hot dog bun.
2. Veg- dog or Non- Veg dog
3. Onion
4. Jalapenos
5. Lattice
6. Herbs
7. Sauces.

PROJECT 8B
What is your favorite color?
Project: Make a Color Poster
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.7

PROJECT 8C
Can you eat a tiger?
Project: Play a Cracker Stack Game
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.8

PROJECT 8D
Which sea creatures have 10 legs?
Project: Make a Finger Painting
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 1.9
Answer:

Lesson 8.1 Make Numbers 11 to 19

Solve & Share

Use counters and ten-frames to show 12, then 15, and then 18. Draw your counters in the ten-frames below. Tell what is the same and different about each number you show.
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.1

Visual Learning Bridge
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.2

Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-Solve-&-Share

Convince Me!
How could you use ten-frames to show 13 counters?
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-Convince-Me!
Explanation:
one group of 10 ones = 1 ten
13 is made up of one group of 10 ones and 3 ones
13 is 1 ten and  3 ones.

understand place value 3

Guided Practice

Use counters to make each number. Then write each number as I ten and some ones.

Question 1.
twelve
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.3 is 1 ten and Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.4 ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Guided-Practice-Question-1
Explanation:
one group of 10 ones = 1 ten
12 is made up of one group of 10 ones and 2 ones
12 = 10 + 2
12 is 1 ten and  2 ones.

Question 2.
fourteen
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.5 is 1 ten and ___ ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Guided-Practice-Question-2
Explanation:
one group of 10 ones = 1 ten
14 is made up of one group of 10 ones and 4 ones
14 = 10 + 4
14 is 1 ten and  4 ones.

Question 3.
fifteen
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.5 is 1 ten and __ ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Guided-Practice-Question-3
Explanation:
one group of 10 ones = 1 ten
15 is made up of one group of 10 ones and 5 ones
15 = 10 + 5
15 is 1 ten and  5 ones.

Independent Practice

Use counters to make each number. Then write the word or number.

Question 4.
sixteen
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.5 is ___ ten and 6 ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Independent-Practice-Question-4
Explanation:
one group of 10 ones = 1 ten
16 is made up of one group of 10 ones and 6 ones
16 = 10 + 6
16 is 1 ten and  6 ones.

Question 5.
____
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.6 is 1 ten and 8 ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Independent-Practice-Question-5
Explanation:
one group of 10 ones = 1 ten
18 is made up of one group of 10 ones and 8 ones
18 = 10 + 8
18 is 1 ten and  8 ones.

Question 6.
thirteen
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.7 is 1 ten and __ ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-Convince-Me!
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.7 is 1 ten and __ ones.
Explanation:
one group of 10 ones = 1 ten
13 is made up of one group of 10 ones and 3 ones
13 = 10 + 3
13 is 1 ten and 3 ones.

Question 7.
eleven
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.8 is ___ ten and 1 one.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Independent-Practice-Question-7
Explanation:
one group of 10 ones = 1 ten
11 is made up of one group of 10 ones and 1 ones
11 = 10 + 1
11 is 1 ten and  1 ones.

Question 8.
_____
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.9 is 1 and 7 ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Independent-Practice-Question-8
Explanation:
one group of 10 ones = 1 ten
17 is made up of one group of 10 ones and  7 ones
17 = 10 + 7
17 is 1 ten and  7 ones.

Question 9.
nineteen
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.10 is 1 ten and 9 ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Independent-Practice-Question-9
Explanation:
one group of 10 ones = 1 ten
19 is made up of one group of 10 ones and 9 ones
19 = 10 + 9
19 is 1 ten and  9 ones.

Question 10.
Vocabulary Circle the tens and ones that match the words shown.
Envision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value 2.11
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Independent-Practice-Question-10
Explanation:
one group of 10 ones = 1 ten
12 is made up of one group of 10 ones and 2 ones
12 = 10 + 2
12 is 1 ten and 2  ones.
Explanation:
one group of 10 ones = 1 ten
15 is made up of one group of 10 ones and 5 ones
15 = 10 + 5
15 is 1 ten and  5 ones.

Problem Solving

Solve each problem below.

Question 11.
Use Tools Jill has 14 buttons and 2 boxes. She puts 10 buttons in one box. How many buttons does Jill put in the other box? Draw counters to solve. Write the numbers.
___ buttons
__ is ___ ten and __ ones.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 2.12
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Problem-Solving-Question-11

Question 12.
Higher Order Thinking Choose a number between 11 and 14. Draw a picture to show how to make the number with ten-frames. Write the number and the number word.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 2.13
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Problem-Solving-Question-12

Question 13.
Assessment Practice Match the groups or numbers on the left with the number word on the right.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 2.14
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19- Problem-Solving-Question-13

Lesson 8.2 Numbers Made with Tens

Solve & Share

How are 2 tens and 20 ones alike and different?
Use cubes to show your answer. Then draw your cubes.

Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 3.1

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 3.2

Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Solve-&-Share

Convince Me!
How many tens are in 90? How do you know?
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Solve-&-Share-Convince-Me!
Explanation:
10 cubes make 1 ten.
To count the number of tens in 90
we count by 10’s as  10,20,30,40,50,60,70,80,90.
we count by tens as 1 ten, 2 tens, 3 tens, 4 tens, 5 tens, 6 tens, 7 tens, 8 tens, 9 tens.
There are 90 cubes
90 is 9 tens and 0 ones.

Guided Practice

Use cubes. Count by 10s. Write the numbers.

Question 1
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.1
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Question-1
Explanation:
10 cubes make 1 ten.
Here are 3 ten.
Count by 10’s to
10, 20, 30.
There are 30 cubes in all.
3 tens and 0 ones is 30.

Question 2.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.2
___ tens and ___ ones is ____.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Question-2
Explanation:
10 cubes make 1 ten.
Here are 5 ten.
Count by 10’s to
10, 20, 30, 40, 50.
There are 50 cubes in all.
5 tens and 0 ones is 50.

Independent Practice

Use cubes. Count by 10s. Draw the cubes. Write the numbers.

Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.3

Question 3.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.4
6 tens and 0 ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-3
Explanation:
10 cubes make 1 ten.
Here are 6 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60.
There are 60 cubes in all.
6 × 10 = 60.
6 tens and 0 ones is Sixty.

Question 4.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.5
___ tens and ___ ones is 90.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-4
Explanation:
10 cubes make 1 ten.
Here are 9 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60, 70, 80, 90.
There are 90 cubes in all.
9 × 10 = 90.
9 tens and 0 ones is Ninety.

Question 5.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.6
8 tens and 0 ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-5
Explanation:
10 cubes make 1 ten.
Here are 8 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60, 70, 80.
There are 80 cubes in all.
8 × 10 = 80.
8 tens and 0 ones is Eighty.

Question 6.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.7
__ tens and ___ ones is 70.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-6

Explanation:
10 cubes make 1 ten.
Here are 7 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60, 70.
There are 70 cubes in all.
7 × 10 = 70.
7 tens and 0 ones is Seventy

Question 7.
Number Sense Joey has 2 tens. He wants to trade the tens for ones. How many ones should Joey get?
____ ones
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.8
Answer:
Number of tens Joey has = 2 tens
Joey wants to trade tens for ones.
1 ten = 10 ones
So, 2 tens  = 2 × 10 = 20 ones.
Joel gets 20 ones foe 2 tens.

Problem Solving

Solve the problems below.

Question 8.
Reasoning There are 2 buses. 10 people are in each bus. How many people ride in the buses? Count by 10s. Draw a picture to solve.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.9
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Problem-Solving-Question-8

Question 9.
Reasoning George has 3 boxes of pens. 10 pens are in each box. How many pens does George have?
___ pens
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Problem-Solving-Question-9

Question 10.
Higher Order Thinking Brian has a book. He reads 10 pages every day. Show how many pages Brian reads in 5 days. Use pictures, numbers, or words.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.10
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Problem-Solving-Question-10

Question 11.
Assessment Practice
Beth has 4 jars. Each jar has 10 bouncy balls in it. How many bouncy balls does Beth have in all?
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.11
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.12
Answer:
Number of Jars Beth has = 4
Number of bouncy balls in each jar = 10
Total number of bouncy balls in the 4  jars = 10 + 10 + 10 + 10 = 40
4 × 10 = 40.
C)40 is the answer.
There are 40 bouncy balls in the jars.

Lesson 8.3 Count with Groups of Tens and Ones

Solve & Share

Tara has 34 cubes. How many groups of 10 can she make with the cubes? Show your work in the space below.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.13
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Solve-&-Share

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.14

Convince Me!
Why does 37 have 3 groups of 10 and not 4 groups of 10?
Answer:
37 = 10 + 10 + 10 + 7
= 3 tens and 7 ones
= 3 groups of 10 and 7 ones.
4 groups of 10 = 10 + 10 + 10 + 10  = 40
So, 37 has 3 groups of 10 and 7 ones.

Guided Practice
Circle groups of 10. Write the numbers.

Question 1.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.15
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Question-1
Explanation:
2 sets of 5 cubes make 10.
Here 5 sets of 5 cubes and 2 cubes
out of 5 set of 5 cubes 4 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
2 group of  10’s are formed.
The left over cubes are ones  = 5 + 2 = 7 ones.
2 groups of 10’s and 7 ones = 27 .

Question 2.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 4.16
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Question-2
Explanation:
2 sets of 5 cubes make 10.
Here 7 sets of 5 cubes and 9 cubes
out of 7 set of 5 cubes 6 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
3 group of  10’s are formed.
The left over cubes are ones  = 5 + 4 = 9 ones.
3 groups of 10’s and 9 ones = 39.

Independent Practice

Circle the groups of 10. Write the numbers.

Question 3.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.1
___ groups of 10 and ___ ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-3
Explanation:
2 sets of 5 cubes make 10.
Here 8 sets of 5 cubes and 3 cubes
8 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
4 group of  10’s are formed.
The left over cubes are ones  = 3 = 3 ones.
4 groups of 10’s and 3 ones = 43.

Question 4.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.2
___ groups of 10 and __ ones is ____.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-4
Explanation:
2 sets of 5 cubes make 10.
Here 7 sets of 5 cubes
out of 7 set of 5 cubes 6 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
3 group of  10’s are formed.
The left over cubes are ones  = 5 = 5 ones.
3 groups of 10’s and 5 ones = 35.

Question 5.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.3
___ group of 10 and ___ ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-5
Explanation:
2 sets of 5 cubes make 10.
Here 3 sets of 5 cubes and 1 cubes
out of 3 set of 5 cubes 2 sets of 5 cubes make a
5 + 5 = 10
1 group of  10’s are formed.
The left over cubes are ones  = 5 + 1 = 6 ones.
1 groups of 10’s and 6 ones = 16.

Question 6.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.4
___ groups of 10 and ___ ones is ___.

Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.5
Write the number of groups of 10 and the number of ones. Then write the total.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-6
Explanation:
2 sets of 5 cubes make 10.
Here 9 sets of 5 cubes and 3 cubes
out of 9 set of 5 cubes 8 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
4 group of  10’s are formed.
The left over cubes are ones  = 5 +3 = 8 ones.
4 groups of 10’s and 8 ones = 48.

Question 7.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.6
___ groups of 10 and ___ ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-7
Explanation:
2 sets of 5 cubes make 10.
Here 5 sets of 5 cubes
out of 5 set of 5 cubes 4 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
2 group of  10’s are formed.
The left over cubes are ones  = 5  = 5 ones.
2 groups of 10’s and 5 ones = 25.

Question 8.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.7
__ groups of 10 and ___ ones is __.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-8
Explanation:
2 sets of 5 cubes make 10.
Here 4 sets of 5 cubes
4 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
2 group of  10’s are formed.
The left over cubes are ones  = 2  = 2 ones.
2 groups of 10’s and 2 ones = 22.

Problem Solving

Draw a picture and write the numbers to solve each Solving problem below.

Question 9.
Model A monkey has 32 bananas. 10 bananas are in each bunch.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.8
How many bunches are there? ____
How many bananas are left over? ___
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Problem-Solving-Question-9
Question 10.
Model The dogs have 21 bones. 10 bones are in each bowl.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 5.9
How many bowls are there? ____
How many bones are left over? ____
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Problem-Solving-Question-10

Question 11.
Higher Order Thinking
Amil writes a number. His number has 5 groups of 10. His number has less than 9 ones. What number could Amil have written? ____
Answer:
Number of groups of 10’s Amil number has = 5
10 + 10 + 10 + 10 + 10 = 50
Number of ones Amil number has = less than 9
less than 9 may be = 1,2, 3, 4, 5, 6, 7, 8.
The number may be
5 groups of 10’s and 1 ones = 51
5 groups of 10’s and 2 ones = 52
5 groups of 10’s and 3 ones = 53
5 groups of 10’s and 4 ones = 54
5 groups of 10’s and 5 ones = 55
5 groups of 10’s and 6 ones = 56
5 groups of 10’s and 7 ones = 57
5 groups of 10’s and 8 ones = 58.
Amil number may be 51, 52, 53, 54, 55, 56, 57, 58.

Question 12.
Assessment Practice
A store has 5 bunches of grapes and 3 left over. Each bunch has 10 grapes. How many grapes are there in all? Explain.
Answer:
Number of bunches of grapes in the store = 5
Number of grapes in each bunch = 10 grapes
Number of left over = 3
Number of grapes in 5 bunches = 10 + 10 + 10 + 10 + 10 = 50 grapes.
Total number of grapes = 50 grapes and 3 left over is 53 grapes.

Lesson 8.4 Tens and Ones

Solve & Share

Estimate how many cubes are in your bag. Then empty the bag in the space below. Without counting each cube, estimate how many cubes there are. Write each estimate.

Now count the cubes and write the total number of cubes.

Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.1
Estimate 1: ___ cubes
Estimate 2: ___ cubes
Actual amount: ___ cubes
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Solve-&-Share

Visual Learning Bridge
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.2

Convince Me!
How are these numbers alike? How are they different?
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.43
Answer:
46 and 64 are two digit numbers
Two digit number have tens and ones.
Both the number have tens and ones digits only.
They are different as the place values of the number are different.
46 has 4 in tens place and 6 in ones place
64 has 6 in tens place and 4 in ones place .

Guided Practice
Use cubes. Count the tens and ones. Then write the numbers.

Question 1.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Question-1
Explanation:
Given
3 sets of 10 cubes in tens place
5 + 3 = 8 cubes in ones place
30 + 8 = 38.
3 tens and 8 ones  is 38.
3 in  38 is the tens digit
8 in 38 is the ones digit.

Question 2.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.4
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Question-2
Explanation:
Given
4 sets of 10 cubes in tens place
1 cubes in ones place
40 + 1 = 41
4 tens and 1 ones  is 41.
4 in  41 is the tens digit
1 in 41 is the ones digit.

Independent Practice

Use cubes. Count the tens and ones. Then write the numbers.

Question 3.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.5
___ Ten and ___ ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-3
Explanation:
Given
1 sets of 10 cubes in tens place
5 + 4 = 9 cubes in ones place
10 + 9 = 19
1 ten and 9 ones  is 19.
1 in  19 is the tens digit
9 in 19 is the ones digit.

Question 4.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.6
___ tens and ___ ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-4
Explanation:
Given
2 sets of 10 cubes in tens place
3 cubes in ones place
20 + 3 = 23
2 tens and 3 ones  is 23.
2 in  23 is the tens digit
3 in 23 is the ones digit.

Question 5.
Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.7
___ tens and ___ ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-5
Explanation:
Given
4 sets of 10 cubes in tens place
5 + 3 = 8 cubes in ones place
40 + 8 = 48
4 tens and 8 ones  is 48.
4 in  48 is the tens digit
8 in 48 is the ones digit.

Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.8
Solve the problem below any way you choose.

Question 6.
Number Sense Bill writes a number. It has the same number of tens and ones. What could Bill’s number be?
Answer:
The number Bill wrote has same number of tens and ones.
Bills number may be any of these numbers.
1 ten and 1 one is 11
2 tens and 2 ones is 22
3 tens and 3 ones is 33
4 tens and 4 ones is 44
5 tens and 5 ones is 55
6 tens and  6 ones is 66
7 tens and  7 ones is 77
8 tens and 8 ones is 88
9 tens and 9 ones is 99.
Bill number may be 11, 22, 33, 44, 55, 66, 77, 88, 99.

Problem Solving

Solve each problem below.

Envision Math Common Core 1st Grade Answers Topic 8 Understand Place Value 6.9
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving

Question 7.
Reasoning Luz has juice boxes at her party. There are 3 packages of 10 and 7 extra juice boxes.
How many juice boxes are there in all?
Write the number of tens and ones. Then write the total number of juice boxes.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 6.10
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving-Question-7

Question 8.
Higher Order Thinking Draw a picture to show a number greater than 25 and less than 75. Then write the number.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 6.11
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving-Question-8

Question 9.
Assessment Practice Kai brought 2 packages of 10 juice boxes and 5 extra juice boxes. How many juice boxes did Kai bring? Write the number of tens and ones. Then write the total number of juice boxes.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 6.12
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving-Question-9

Lesson 8.5 Continue with Tens and Ones

Solve & Share

Laylani has 28 buttons. Draw her buttons so that a friend can see that there are 28 buttons without counting them one by one.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 6.13
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Solve-&-Share

Visual Learning Bridge
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 6.14

Convince Me!
When you draw to model a number, which digit tells you how many lines to draw? Which digit tells you how many dots to draw?
Answer:
When we draw a model a number
Tens place digit tells us to draw the number of lines.
Ones place digit tells us to draw the number of dots.

Guided Practice

Write the numbers and draw a model to show each number. Count by tens and ones to check.

Question 1.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 6.15
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Guided-Practice-Question-1
Explanation:
Given number 17
17 is 1 ten and 7 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
17 is represented with 1 line and 7 dots.

Question 2.
29 is ___ tens and ___ ones.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 6.16
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Guided-Practice-Question-2

Explanation:
Given number 29
29 is 2 ten and 9 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
29 is represented with 2 line and 9 dots.

Independent Practice

Write the numbers and draw a model to show each number. Count by tens and ones to check.

Question 3.
There are ___ tens and ___ ones in 43.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-3
There are 4 tens and 3 ones.
Explanation:
Given number 43
43 is 4 ten and 3 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
43 is represented with 4 line and 3 dots.

Question 4.
There are ___ tens and ___ ones in 86.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-4
Explanation:
Given number 86
86 is 8 ten and 6 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
86 is represented with 8 line and 6 dots.

Question 5.
There are ___ ten and __ ones in 15.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-5
Explanation:
Given number 15
15 is 1 ten and 5 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
15 is represented with 1 line and 5 dots.

Question 6.
There are ___ tens and ___ ones in 37.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-6
Explanation:
Given number 37
37 is 3 ten and 7 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
37 is represented with 3 line and 7 dots.

Question 7.
There are ___ tens and ___ ones in 62.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-7
Explanation:
Given number 62
62 is 6 ten and 2 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
62 is represented with 6 line and 2 dots.

Question 8.
There are ___ tens and __ ones in 24.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-8
Explanation:
Given number 24
24 is 2 ten and 4 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
24 is represented with 2 line and 4 dots.

Problem Solving

Solve the problems below.

Question 9.
Model Kevin draws the model below to show a number. What number is Kevin showing?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 7.1
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Problem-Solving-Question-9

Question 10.
enVision® STEM Gina is collecting
data on the number of hours of daylight in the fall and winter. She records data for 68 days. Draw a model to show 68.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Problem-Solving-Question-10

Question 11.
Higher Order Thinking Peyton starts drawing a model for the number 48, but she is interrupted. Help her finish her model.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 7.2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Problem-Solving-Question-11

Question 12.
Assessment Practice Which number is represented here?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 7.3
Answer:
Given
2 lines and 3 dots
Line represent Tens
Dot represents Ones.
2 lines = 10 + 10 = 20
3 dots  = 3
The number which is represented is 20 + 3 = 23.
Answer is C)23.

Lesson 8.6 Different Names for the Same Number

Solve & Share

Use cubes. Show two different ways to make 28. Draw each way in the spaces below.

Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 7.4

Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Solve-&-Share

Visual Learning Bridge
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 7.5

Convince Me!
How could you break apart 24 using only I ten? Explain.
Answer:
24 is 2 tens and 4 left over
24 is 2 tens and 4 ones
breaking 24 using only 1 ten
Breaking other  ten to make 10 more ones
24 is 1 ten and 14 ones.

Guided Practice

Count the tens and ones. Write different Practice ways to show the number.

Question 1.
Write two ways to break apart 34.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 7.6
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Guided-Practice-Question-1
Explanation:
Given a model of number 34 in two different ways
34 is represented as
34 is 3 tens and 4 ones in 1st case.
In 2nd case
out of 3 tens. 1 ten is broken down to make 10 more ones.
34 is 2 tens and 14 ones.

Independent Practice

Count the tens and ones. Write different ways to show each number.

Question 2.
Write two ways to break apart 21.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 7.7
21 is ___ ten and __ one.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-2
Explanation:
Given to break apart 21 in two way
Case 1.
21 is represented as
21 is 2 tens and 1 ones
21 = 20 + 1
In 2nd case
out of 2 tens. 1 ten is broken down to make 10 more ones.
21 is 1 tens and 11 ones.
21 = 10 + 11.

Question 3.
Draw models and write two ways to break apart 59.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 8.2
59 is ___ tens and ___ ones.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 8.2
59 is __ tens and ___ ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-3
Explanation:
Given to break apart 59 in two way
Case 1.
59 is represented as
59 is 5 tens and 9 ones
59 = 50 + 9
In 2nd case
out of 5 tens. 1 ten is broken down to make 10 more ones.
59 is 4 tens and 19 ones.
59 = 40 + 19 .

Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 8.4
Write each number in two different ways. Use cubes to help if needed.

Question 4.
Show two ways to break apart 44.
44 is __ tens and ___ ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-4
Explanation:
Given to break apart 44 in two way
Case 1.
44 is represented as
44 is 4 tens and 4 ones
44 = 40 + 4
In 2nd case
out of 4 tens. 1 ten is broken down to make 10 more ones.
44 is 3 tens and 14 ones.
44 = 30 + 14.

Question 5.
Show two ways to break apart 25.
25 is __ tens and __ones.
25 is __ tens and ___ ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-5
Explanation:
Given to break apart 25 in two way
Case 1.
25 is represented as
25 is 2 tens and 5 ones
25 = 20 + 5
In 2nd case
out of 2 tens. 1 ten is broken down to make 10 more ones.
25 is 1 tens and 15 ones.
25 = 10 + 15.

Problem Solving

Solve the problems below.

Question 6.
Explain Nate says 5 tens and 3 ones shows the same number as 3 tens and 13 ones. Do you agree? Explain.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-6
5 tens and 3 ones shows
50 + 3 = 53
3 tens and 13 ones shows
30 + 13 = 43
No, they both don’t show the same number.
To show the same number as
5 tens and 3 ones = 50 + 3 = 53
It should be 4 tens and 13 ones = 40 + 13 = 53 or
as given 3 tens and 13 ones add 10 more ones
3 tens and 23 ones = 30 + 23 = 53.

Question 7.
Number Sense Nancy shows a number as 4 tens and 16 ones. What number does she show?
Answer:
Nancy’s number shows 4 tens and 16 ones
4 tens and 16 ones = 40 + 16 = 56.
Nancy’s number is 56
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-7

Question 8.
What number is shown on the mat?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 9.1
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-8

Question 9.
Jeff picks 36 apples. He puts some of the apples in bags. Each bag holds 10 apples. Show two ways Jeff can put the apples in bags.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 9.2
___ bags and __ apples left over
__ bags and __ apples left over
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-9

Question 10.
Higher Order Thinking Meg breaks apart the number 80 three ways. What could be those ways?
___ tens and ___ ones
___ tens and ___ ones
___ tens and ___ ones
Answer:
Three ways Meg breaks apart the number 80 are
_80__ tens and _0__ ones
80 + 0 = 80
_70__ tens and _10__ ones
70 + 10 = 80
_60__ tens and _20__ ones
60 + 20 = 80.

Question 11.
Assessment Practice which is a way to break apart 38? Choose two that apply.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 10.1 2 tens and 18 ones
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 10.1 2 tens and 8 ones
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 10.1 1 ten and 28 ones
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 10.1 8 tens and 3 ones
Answer:
The ways to break 38 are
3 tens and 8 ones
2 tens and 18 ones
1 ten and 28 ones
0 tens and 38 ones
In the above option given
2 tens and 18 ones is 38
1 ten and 28 ones is 38 make 38 other 2 options make
2 tens and 8 ones is 28
8 tens and 3 ones is 83.

Lesson 8.7 Look For and Use Structure

Solve & Share

Barry showed the number 42 with cubes. What are some of the ways he could have shown 42? Write the tens and ones to show the ways. Describe any patterns you see in the table.
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 10.2

Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Solve-&-Share

Thinking Habits

Is there a pattern to the answers? How does the pattern help me? What do the answers have in common?

Visual Learning Bridge
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 10.3

Convince Me!
How can you help you. Talk to a partner about patterns use patterns to show all the ways to break apart a number into tens and ones?

Guided Practice

Make a list to solve. You can use cubes to help you. Talk to partner about patterns you see in your list.

Question 1.
Carly lists all the ways to 25 as tens and ones. What ways does she list?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 11.1
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Guided-Practice-Question-1
Explanation:
Here different way of 25 are represented
as you look at the ways you can notice a pattern
Ten decrease by 1 and Ones increase by 10.

Question 2.
Andy wants to show 31 as tens and ones. What are all the ways?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 11.2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Guided-Practice-Question-2
Explanation:
Here different way of 31 are represented
as you look at the ways you can notice a pattern
Ten decrease by 1 and Ones increase by 10.

Independent Practice

Question 3.
Alma lists all the ways to show 46 as tens and ones. What ways does she list?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 11.3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Independent-Practice-Question-3

Question 4.
Seth wants to show 33 as tens and ones. What are all the ways?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 11.4
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Independent-Practice-Question-4

Question 5.
Higher Order Thinking Dana says there are 4 ways to show 25 using tens and ones. Is she right? How do you know?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 11.5
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Independent-Practice-Question-5

Problem Solving

Performance Task

Bake Sale Rose brings 48 muffins to a bake sale. She only uses trays for groups of 10 muffins. Each plate holds only I muffin. How many trays and plates could Rose use to display the muffins?
Envision Math Common Core Grade 1 Answers Topic 8 Understand Place Value 11.6

Question 6.
Look For Patterns Fill in the table to show how many trays and plates Rose could use to display the muffins. Describe a pattern you see in the table.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Problem-Solving-Performance-Task-Question-6

Question 7.
Reasoning Is there any way Rose can display her muffins using only trays? Explain how you know.
Answer:
No, Rose can not display her muffins using only trays.
Number of muffins Rose brought = 48
As she used trays for group of 10 muffins.
48 is 4 tens and 8 ones.
If she only uses trays then their will be 8 muffins left over. As she can only display 40 muffins in trays.

Topic 8 Fluency Practice Activity

Point&Tally

Find a partner. Get paper and a pencil. Each partner chooses a different color: light blue or dark blue. Partner I and Partner 2 each point to a black number at the same time. Both partners add those numbers.

If the answer is on your color, you get a tally mark. Work until one partner gets twelve tally marks.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.1

TOPIC 8 Vocabulary Review

Understand Vocabulary

Question 1.
Write the number word that is one more than fourteen.
Answer:
one more than fourteen is fifteen
1 + 14 = 15.

Question 2.
Write the number word that is one fewer than eighteen.
Answer:
Seventeen is one fewer than eighteen.
18 – 1 = 17.

Question 3.
Circle the cubes that make 2 tens.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC-8-Vocabulary-Review-Understand-Vocabulary-Question-3
Explanation:
Given a set of 5 cubes.
There are 7 sets of 5 cubes.
To make 2 tens
2 sets of 5 cubes make 1 ten
So, to make 2 tens we need 4 sets of 5 cubes.
4 sets of 5 cubes make 2 tens.

Question 4.
Circle the cubes that make 1 ten and 5 ones.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC-8-Vocabulary-Review-Understand-Vocabulary-Question-4
Explanation:
Given a set of 5 cubes.
There are 7 sets of 5 cubes.
To make 1 tens  and 5 ones
2 sets of 5 cubes make 1 ten
So, to make 1 tens we need 2 sets of 5 cubes.
2 sets of 5 cubes make 1 tens.
1 set of 5 cubes make 5 ones.

Question 5.
Circle the cubes that make 3 tens and 3 ones.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.4
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC-8-Vocabulary-Review-Understand-Vocabulary-Question-5
Explanation:
Given a set of 5 cubes.
There are 7 sets of 5 cubes.
To make 3 tens  and 3 ones
2 sets of 5 cubes make 1 ten
So, to make 3 tens we need 6 sets of 5 cubes.
6 sets of 5 cubes make 3 tens.
3 cubes make 3 ones.

Use Vocabulary in Writing

Question 6.
Ben shows 33 as 3 tens and 3 ones. Show 33 a different way. Use tens and ones. Explain using a word from the Word List.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC-8-Vocabulary-Review-Understand-Vocabulary-Question-6
33 is 2 tens and 13 ones
33 is 2 groups of 10 and 13 ones left overs.

TOPIC 8 Reteaching

Set A

You can group objects by 10 to count.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.5
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set A

Circle groups of 10. Write the numbers.

Question 1.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.6
___ is ___ groups of 10 and __ ones left over.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set A-Question-1
Explanation:
Given a set of 5 cubes.
There are 5 sets of 5 cubes.
To make groups of 10
2 sets of 5 cubes make 10
So, to make 10 we join 2 sets 5 cubes.
We get 2 groups of 10 and 5 more cubes left over.
2 tens and 5 ones is 25.

Question 2.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.7
___ is ___ groups of 10 and __ ones left over.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set A-Question-2

Set B

You can show a two-digit number as tens and ones.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.8

Count the tens and ones. Then write the number.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set B
Explanation:
Given a two digit number.
Two digit number has Tens and Ones.
Here given 4 tens cubes in tens place and 3 one cubes is the table.
4 tens = 40
3 ones = 3
4 tens and 3 one is 43.

Question 3.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.9
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set B-Question-3
Explanation:
Given a two digit number.
Two digit number has Tens and Ones.
Here given 5 tens cubes in tens place and 4 one cubes is the table.
5 tens = 50
4 ones = 4
5 tens and 4 one is 54.

Set C

You can draw a model to show tens and ones.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.10
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set C

Draw a model to show tens and ones.

Question 4.
There are __ tens and __ ones in 78.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set C-Question-4
Explanation:
Given number 78
78 is 7 ten and 8 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
78 is represented with 7 line and 8 dots.

Set D

Thinking Habits
Look For and Use Structure

Is there a pattern to the answers? How does the pattern help me? What do the answers have in common?

Use patterns and make a list to solve.

Question 5.
Lupita wants to show all the ways to break apart 54 as tens and ones. What are all the ways?
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 13.11
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- TOPIC 8-Reteaching-Set-D-Thinking-Habits-Look-For-and-Use-Structure-Question-5

Topic 8 Assessment Practice

Question 1.
A. Which of these is a way to show 16?
A. 1 ten and 11 ones
B. 1 ten and 6 ones
C. 16 tens and 0 ones
D. 9 tens and 5 ones
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-1
A. 1 ten and 11 ones is 10 + 11 = 21
B. 1 ten and 6 ones is 10 + 6 = 16
C. 16 tens and 0 ones is 160 + 0 = 160
D. 9 tens and 5 ones is 90 + 5 = 95
way to show 16 is B.

B. Which equation shows why your answer for A is correct?
A. 10+ 11 = 21
B 10+ 6 = 16
C 16 + 2 = 18
D 9 +5 = 14
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-1
way to show 16
16 is 1 ten and 6 ones
16 is 0 tens and 16 ones.
16 = 10 + 6
So, B 10 + 6 = 16 is correct.

Question 2.
A. Write a way to show 42.
__ groups of ten and __ ones.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-2
42 is 4 groups of 10 and 2 ones.

B. Write another way to show 42.
___ groups of ten and ___ ones
Answer:
42 is 3 groups of ten and 12 ones.
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-2-B

Question 3.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 15.1
___ Tens and ___ Ones is ___.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-3

Question 4.
Write two ways to show 1 1.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-4
Ways to show 11
11 is 1 ten and 1 one
11 is 0 tens and 11 ones.
These are the ways to show 11.

Question 5.
A. What number does 5 groups of ten represent?
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-5-A
5 groups of ten represents
10 + 10+ 10+10+10 = 50.
5 groups of 10 represents 50.
B. What is another way to write 5 groups of ten?
___ groups of ten and ___ ones
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-5-A
Another way to represent 5 group of ten
5 group of ten  is 50
50 is 4 tens and 10 ones
4 groups of 10 and 10 ones is 50.

Question 6.
A. Which of these is another way to show 4 groups of ten and 9 ones?
A 3 tens and 19 ones
B 5 tens and 0 ones
C 3 tens and 9 ones
D 5 tens and 8 ones
Answer:
A 3 tens and 19 ones is 30 + 19 = 49
B 5 tens and 0 ones is 50 + 0 = 50
C 3 tens and 9 ones is 30 + 9 = 39
D 5 tens and 8 ones is  50 + 8 = 58
Way to show 4 groups of tens and 9 ones is
4 groups of tens and 9 ones = 40 + 9 = 49.
A. 3 tens and 19 ones. is another way to represent 4 groups of tens and 9 ones.

Question 7.
Nicole found 2 ways to make 41. Complete the list to show all of the ways. Then draw a model to show one of the ways.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 16.1
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value- Topic-8-Assessment-Practice-Question-7

TOPIC 8 Performance Task

Snack Time

Manuel’s class has a snack every day.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 16.2

Question 1.
On Monday, Manuel and Ryan share 19 crackers. 10 crackers are in one bag. How many crackers are in the other bag?
Explain your answer. Use pictures, numbers, or words. Draw counters to solve. Write the word and numbers.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 16.3
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-1
Explanation:
one group of 10 ones = 1 ten
19 is made up of one group of 10 ones and  9 ones
19 = 10 + 9
19 is 1 ten and  9 ones.

Question 2.
On Tuesday, Manuel’s class has 3 packages of juice boxes. There are 10 juice boxes in each package.
How many juice boxes does his class have?
___ juice boxes
Explain your answer. Use pictures, numbers, and words.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-2

Explanation:
Given
3 packages of juice boxes
1 package has 10 juice boxes
3 packages of 10 juice boxes each
10 + 10 + 10 = 30
3 tens and 0 ones  is 30.
3 in  30 is the tens digit
0 in 30 is the ones digit.

Question 3.
On Wednesday, Manuel’s class has 28 bottles of water.
Manuel starts drawing a model for the bottles. Use lines and dots to finish his drawing.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 18.1
Explain what the drawing shows.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-3
Explanation:
Given number 28
28 is 2 ten and 8 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
Manuel drew 1 line and 3 dots
To complete the 28 number model
we need to draw more 1 line and 5 dots.
2 line – 1 line = 1 line
8 dots – 3 dots = 5 dots.
28 is represented with 2 line and 8 dots.

Question 4.
On Thursday, Manuel’s class had 34 packages of raisins. How many ways could the packages of raisins be grouped as tens and ones? Make a list to show all of the ways.
Envision Math Common Core 1st Grade Answer Key Topic 8 Understand Place Value 18.2
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-4

Question 5.
On Friday, Manuel’s class had 26 bags of grapes. Manuel said that there are 2 ways to group the 26 bags as tens and ones. Do you agree? Circle Yes or No. Explain your answer. Use numbers, pictures, or words.
Answer:
Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-5

enVision Math Common Core Kindergarten Answer Key Topic 9 Count Numbers to 20

Go through the enVision Math Common Core Kindergarten Answer Key Topic 9 Count Numbers to 20 regularly and improve your accuracy in solving questions.

enVision Math Common Core Kindergarten Answers Key Topic 9 Count Numbers to 20

Essential Question: How can numbers to 20 be counted, read, written, and pictured to tell how many?
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1
enVision STEM Project: What Can We Get From Plants?
Directions Read the character speech bubbles to students. Find Out! Have students find out ways plants impact and change their environment. Say: Talk to friends and relatives about what plants do for the environment. Ask them how humans and animals use things in the environment, such as plants, to meet their needs. Journal: Make a Poster Have students make a poster. Ask them to draw some ways that plants can provide food and shelter for animals and humans. Finally, have students draw an orange tree with 15 oranges.

Review What You Know

Question 1.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.1
Answer:

Explanation:
I circled the equation that shows the addition.
The symbol plus (+) means addition.

Question 2.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.2
Answer:

Explanation:
I circled the symbol minus(-).

Count Numbers to 20 1

Question 3.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.3
Answer:

Explanation:
I circled the number 3 as it is the difference between 7 and 4.

Question 4.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.4
Answer:

Explanation:
There are 10 counters in the above question.SO, i circled 10.

Question 5.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.5
Answer:

Explanation:
There are 5 red counters and 3 yellow counters.The addition equation of the above counters is 5+3=8.

Directions Have students: 1 draw a circle around the equation that shows addition; 2 draw a circle around the minus sign; 3 draw a circle around the difference; 4 draw a circle around the correct number of counters shown; count the red counters, 5 count the yellow counters, and then write the equation to find the sum.

Pick a Project

A
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.7

B
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.8

C
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 1.9

Directions Say: You will choose one of these projects. Look at picture A. Think about this question: Can you count all these gum balls? If you choose Project A, you will play a counting game to 20. Look at picture B. Think about this question: What is your favorite sport? If you choose Project B, you will tell a sports story using numbers. Look a picture C. Think about this question: What kinds of fish make good pets? If you choose this project, you will make a model of a fish tank.

Math Modeling

Fresh From the Farm

3-Act Math Preview

Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 2.1

Directions Read the robot’s speech bubble to students. Generate Interest Ask students what vegetables they enjoy most. Say: What vegetables might be used to make a salad? What vegetable do you like? Have your class decide which vegetables they would buy for a salad.

Lesson 9.1 Count, Read, and Write 11 and 12

Solve & Share
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 2.2
Answer:

Explanation:
There are 12 toy cars with Carlos.I put counters in 10 frame to show the number of counters.
Directions Say: Carlos has a collection of toy cars. How can Carlos show the number of cars he has? Use counters and put them together in two different ways so they can be counted easily. Draw your counters to show one of your ways.

Visual Learning Bridge
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 3.3

Guided Practice

Question 1.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 3.4
Answer:

Explanation:
I practiced writing the number 11.

Question 2.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 3.5
Answer:

Explanation:
I practiced writing the number 12.

Count Numbers to 20 2

Directions 1 and 2 Have students count the cars in each group, and then practice writing the number that tells how many.

Question 3.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 3.6
Answer:

Explanation:
I counted the number of toys, there are 11 toys.So, I drew counters for the number 11 and practiced it.

Question 4.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 3.7
Answer:

Explanation:
I counted the number of toys, there are 12 toys.So, I drew counters for the number 12 and practiced it.

Question 5.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 3.8
Answer:

Explanation:
I counted the number of toys, there are 12 toys.So, I drew counters for the number 12 and practiced it.

Question 6.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 3.9
Answer:

Explanation:
I counted the number of toys, there are 11 toys.So, I drew counters for the number 11.Then i wrote the number that comes after 11 that is 12.

Directions 3-5 Have students count the toys in each group, use counters to show how many, and then practice writing the number that tells how many. 6 Number Sense Have students count the train cars, write the number to tell how many, and then write the number that comes after it. Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 4.1

Independent Practice

Question 7.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 4.2
Answer:

Explanation:
I drew counters for the number 12 using ten frames.

Question 8.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 4.3
Answer:

Explanation:
I drew counters for the number 11 using ten frames.

Question 9.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 4.4
Answer:

Explanation:
There are 12 toys in the above question.So, i practiced writing the number 12.

Question 10.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 4.5
Answer:

Explanation:
I drew 11 toy cars and practiced writing the number 11.

Directions 7-8 Have students use counters to make the number and draw circles to show how many. 9 Have students count the toys, and then practice writing the number that tells how many. 10 Higher Order Thinking Have students draw 11 toys, and then practice writing the number that tells how many. Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 4.7

Lesson 9.2 Count, Read, and Write 13 m, and 15

Solve & Share
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.1
Answer:

Explanation:
Carlos collected leaves, There are 14  leaves.SO, i drew counters in tenframes for the number 14.

Directions Say: Carlos collected leaves to put in a scrapbook. How can Carlos show the number of leaves he collected? Use counters, and then draw them to show one way.

Visual Learning Bridge
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.2

Guided Practice

Question 1.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.3
Answer:

Explanation:
I practiced writing the number 13.

Question 2.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.4
Answer:

Explanation:
I practiced writing the number 14.

Directions 1 and 2 Have students count the leaves in each group, and then practice writing the number that tells how many.

Question 3.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.5
Answer:

Explanation:
There are 15 leaves in the above picture, I drew counters for number 15 in ten frames.
I practiced writing the number 15.

Question 4.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.6
Answer:

Explanation:
There are 15 leaves in the above picture, I drew counters for number 15 in ten frames.
I practiced writing the number 15.

Question 5.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.7
Answer:

Explanation:
There are 14 leaves in the above picture.
I practiced writing the number 14.

Question 6.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.8
Answer:

Explanation:
There are 13 leaves in the above picture, I practiced writing the number 13.

Directions 3-4 Have students count the leaves in each group, use counters to show how many, and then practice writing the number that tells how many. 5 Have students count the leaves, and then practice writing the number that tells how many. 6 envision STEM Say: Trees use their leaves to turn sunlight into food. Have students count the green leaves, and then practice writing the number that tells how many.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 5.9

Independent Practice

Question 7.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.1
Answer:

Explanation:
There are 14 leaves in the above picture, I practiced writing the number 14.

Question 8.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.2
Answer:

Explanation:
I drew counters for the number 13 using ten frame.

Question 9.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.3
Answer:

Explanation:
I drew counters for the number 15 using ten frame.

Question 10.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.4
Answer:

Explanation:
I drew 14 leaves in a ten frame and practiced writing the number 14.

Directions 7 Have students count the leaves, and then practice writing the number that tells how many. 8-9 Have students use counters to make the number and use a ten-frame or draw circles to show how many. 10 Higher Order Thinking Have students draw 14 leaves, and then practice writing the number that tells how many. Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.5

Lesson 9.3 Count, Read, and Write 16 and 17

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Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.6
Answer:

Directions Say: Jada has a collection of piggy banks. She displays her piggy banks in 2 rows, as shown on the page. Count the piggy banks and use red cubes to show how many in all. Then use blue cubes to show another way to display the same number of piggy banks. Draw the cubes to show your answer.

Visual Learning Bridge
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.7

Guided Practice

Question 1.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.8
Answer:

Question 2.
Envision Math Common Core Grade K Answer Key Topic 9 Count Numbers to 20 6.9
Answer:

Directions 1 and 2 Have students count the piggy banks in each group, use cubes to show how many, and then practice writing the number that tells how many.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.1
Answer:

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.2
Answer:

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.3
Answer:

Directions 3-5 Have students count the stuffed animals in each group, use cubes to show how many, and then practice writing the number that tells how many.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.4

Independent Practice

Question 6.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.5
Answer:

Question 7.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.6
Answer:

Question 8.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.7
Answer:

Question 9.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.8
Answer:

Directions 6-7 Have students count the stuffed animals in each group, and then practice writing the number that tells how many, 8 Have students use counters to make the number and use ten-frames or draw circles to show how many. 9 Higher Order Thinking Have students draw 17 balls, and then practice writing the number that tells how many. Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.9

Lesson 9.4 Count, Read, and Write 18, 19, and 20

Solve & Share

Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.10
Answer:

Explanation:
I used the above given counters and drew the bird stickers in the frame.
There are 18 bird stickers with carlos.

Directions Say: Carlos has a collection of bird stickers in his sticker album. How can Carlos show the number of bird stickers he has? Use counters, and then draw them to show one way.

Visual Learning Bridge
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 7.11

Guided Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.1
Answer:

Explanation:
I practiced writing the number 19.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.2
Answer:

Explanation:
I practiced writing the number 20.

Directions 1 and 2 Have students count the counters showing how many red and blue bird stickers Carlos has in his collection, and then practice writing the number.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.3
Answer:

Explanation:
I practiced writing the number 18.

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.4
Answer:

Explanation:
I drew counters for the number 19 in the ten frames.

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.5
Answer:

Explanation:
I drew counters for the number 20 in the ten frames.

Question 6.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.6
Answer:

Explanation:
I counted the above given stickers, there are 18 stickers.So, i practiced writing number 18.

Directions 3 Have students count the counters showing how many yellow bird stickers Carlos has in his collection, and then practice writing the number. 4-5 Have students use counters to make each number and draw counters in the ten-frames to show how many. 6 Have students count the stickers, and then practice writing the number that tells how many.

Independent Practice

Question 7.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.7
Answer:

Explanation:
I counted the above given stickers, there are 20 stickers.So, i practiced writing number 20.

Question 8.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.8
Answer:

Explanation:
I counted the above given stickers, there are 18 stickers.So, i practiced writing number 18.

Question 9.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.9
Answer:

Explanation:
I drew counters in ten frames for the number 19.

Question 10.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 8.10
Answer:

Explanation:
I drew 20 bug stickers and practiced writing the number 20.

Directions 7 and 8 Have students count the stickers in each group, and then practice writing the number that tells how many. 9 Have students use counters to make the number and draw circles to show how many. 10 Higher Order Thinking Have students draw 20 bug stickers, and then practice writing the number that tells how many. Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.2

Lesson 9.5 Count Forward from Any Number to 20

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Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.20
Answer:

Explanation:
I drew 12 counters on the double ten frame, I put one more counter and wrote the number 13, and I put 1 more counter and wrote the number 14.The numers get larger as i count.

Directions Say: Put 12 counters on the double ten-frame. Write the number to tell how many. Put I more counter on the double ten-frame, and then write the number. Repeat using I more counter. What do you notice about the numbers? Do they get larger or smaller as you count?

Visual Learning Bridge
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.3

Guided Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.4
Answer:

Explanation:
I Counted forward by 1s from the blue number 15 to the stop sign 20.I wrote the number i counted, they are 15, 16, 17, 18, 19, 20.

Directions 1 Have students find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.5
Answer:

Explanation:
I Counted forward by 1s from the blue number 3 to the stop sign 8.I wrote the number i counted, they are 3, 4, 5, 6, 7, 8.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.6
Answer:

Explanation:
I Counted forward by 1s from the blue number 11 to the stop sign 16.I wrote the number i counted, they are 11, 12, 13, 14, 15, 16.

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.7
Answer:

Explanation:
I Counted forward by 1s from the blue number 13 to the stop sign 18.I wrote the number i counted, they are 13, 14, 15, 16, 17, 18.

Directions 2-4 Have students find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Independent Practice

Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.8

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.9
Answer:

Explanation:
I Counted forward by 1s from the blue number 7 to the stop sign 12.I wrote the number i counted, they are 7, 8, 9, 10, 11, 12.

Question 6.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 9.10
Answer:

Explanation:
I Counted forward by 1s from the blue number 10 to the stop sign 15.I wrote the number i counted, they are 10, 11, 12, 13, 14, 14.

Question 7.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.1
Answer:

Explanation:
I Counted forward by 1s from the blue number 25 to the stop sign 17.I wrote the number i counted, they are 12, 13, 14, 15, 16, 17.

Question 8.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.2
Answer:

Explanation:
I choosed a number 10 from number chart.I Counted forward by 1s from the number 10 to the stop sign 15.I wrote the number i counted, they are 10, 11, 12, 13, 14, 15.

Directions 5-7 Have students start at the blue number and count forward, and then write each number they counted. Have students use the number chart at the top of the page, if needed, 8 Higher Order Thinking Have students pick a number between 1 and 15, and write it on the first line. Have them count forward, and then write each number they counted.

Lesson 9.6 Count to Find How Many

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Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.3
Answer:

Explanation:
I drew counters to show the number of cherries Dainel and Jada has.I drew 13 and 11 strawberries below their ten frames.I can tell my drawings are correct by counting them by 1s.

Directions Say: Daniel has 13 cherries on a tray. Jada has 11 cherries on a tray. How can you show this? Use counters to show the cherries on the trays, and then draw the pictures. How can you tell that your drawings are correct?

Visual Learning Bridge
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.4

Guided Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.5
Answer:

Explanation:
I counted upon by 1s the number of strawberries in both the trays and circled the tray that  has 6 strawberries in it.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.6
Answer:

Explanation:
I counted upon by 1s the number of strawberries in both the trays and circled the tray that  has 9 strawberries in it.

Directions Have students count to find how many. Then: 1 draw a circle around the tray with 6 strawberries; 2 draw a circle around the tray with 9 strawberries.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.7
Answer:

Explanation:
I counted upon by 1s the number of strawberries in both the trays and circled the tray that  has 18 strawberries in it.

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.8
Answer:

Explanation:
I counted upon by 1s the number of bugs in all the sets and circled the set that has 15 bugs.

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 10.9
Answer:

Explanation:
I counted upon by 1s and circled the sets of bananas that has 4 bananas in it.

Question 6.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 11.1
Answer:

Explanation:
I counted the bugs by 1s, there are 12 bugs in the group and i drew 8 more bugs in another group so that their will be 20 bugs in all.

Directions Have students count to find how many. Then: 3 draw a circle around the tray with 18 strawberries; 4 draw a circle around the groups with 15 bugs; 5 draw a circle around the groups with 4 bananas. 6 Algebra Have students count the bugs in the group, and then draw another group of bugs so that there are 20 bugs in all. Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 11.2

Independent Practice

Question 7.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 11.3
Answer:

Explanation:
I counted by 1s and circled the tray of oranges that has 6 oranges in it.

Question 8.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 11.4
Answer:

Explanation:
I counted by 1s and circled the flower that has 8 petals in it.

Question 9.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 11.5
Answer:

Explanation:
I counted the number of stars in each flag and circled that flags which has 10 stars in them.

Question 10.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 11.6
Answer:

Explanation:
I drew 19 strawberries in the above trays in 2 ways that is in ten frame way and random way.

Directions Have students count to find how many. Then 7 draw a circle around the tray with 6 oranges; 8 draw a circle around the flower with 8 petals; 9 draw a circle around the flags with 10 stars. 10 Higher Order Thinking Have students draw 19 strawberries in two different ways. Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 11.7

Lesson 9.7 Reasoning

Problem Solving

Solve & Share
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.1
Answer:

Explanation:
I counted the number of spaces in the carton by 1s and i found that there are 12 spaces to put eggs in them.Therefore I circled the number 12.

Directions Say: Carlos wants to put some or all of the eggs in the carton. Draw a circle around all the numbers that tell how many eggs he could put in the carton. Explain why there could be more than one answer.

Visual Learning Bridge
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.2

Guided Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.3
Answer:

Explanation:
I counted the number of cows, there are 9 cows outside the barn in the farm.If there are 1 or more cows inside the barn then their will be either 10, 11 or 12 cows in all.

Directions 1 Say: There are more than 8 cows on a farm. Some cows are outside the barn. 1 or more cows are inside the barn. Count the cows that are outside of the barn, and then draw a circle around the numbers that tell how many cows there could be in all.

Independent Practice

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.4
Answer:

Explanation:
I counted the number of horses, there are 13 horses outside the stable.If there are 0, 1, or 2 horses are inside the stable.Then their could be 13, 14 or 15 horses in all.So, i circled the numbers 13, 14 and 15.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.5
Answer:

Explanation:
I counted the number of dogs, there are 17 dogs playing in the park.If 1 or 2 dogs rest at the dog house then their could be 18 or 19 dogs in all.So, i circled 18 and 19.

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.6
Answer:

Explantion:
I counted the numbe rof fishes in the tank, there are 10 fishes in the tank.If the fish tank can hold 15 fishes then i can add 5 more fishes to the tank.So, I circled the number 5.

Directions Say: 2 There is 1 more than 12 horses outside the stable. 0, 1, or 2 horses are inside the stable. Draw a circle around the number of horses outside the stable, and then draw a circle around the numbers that tell how many horses there could be in all. 3 There is 1 more than 16 dogs playing in the park. 1 or 2 dogs are resting in a doghouse. Draw a circle around the numbers that tell how many dogs there could be in all. 4 The fish tank can hold up to 15 fish. Count the fish in the tank, and then draw a circle around the numbers that tell how many more fish could fit in the tank.

Problem Solving

Performance Task

Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.7
Answer:

Directions Read the problem to students. Then have them use multiple problem-solving methods to solve the problem. Say: Alex lives on a farm with so many cats that they are hard to count. Sometimes the cats are outside and sometimes they hide in the shed. Alex knows that the number of cats is greater than 11. There are less than 15 cats on the farm. How can Alex find out the number of cats that could be on his farm? 5 Reasoning What numbers do you know from the problem? Mark an X on the numbers that do NOT fit the clues. Draw a circle around the numbers that tell the number of cats that could be on the farm. 6 Model How can you show a word problem using pictures? Draw a picture of the cats on Alex’s farm. Remember that some may hide inside the shed. 7 Explain Is your drawing complete? Tell a friend how your drawing shows the number of cats on Alex’s farm.

Topic 9 Fluency Practice

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.8
Answer:

Explanation:
I colored the boxes that has the sum or difference that is equal to 4.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 12.9
Answer:

Explanation:
In the above question i could see the letter “F” after coloring the boxes that has the sum or difference equal to 4.

Directions Have students: 1 color each box that has a sum or difference that is equal to 4; 2 write the letter they see.

Topic 9 Vocabulary Review

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.1
Answer:

Explanation:
I read the number above and circled the number 16.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.2
Answer:

Explanation:
I read the number above and circled the number 12.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.3
Answer:

Explanation:
I wrote the number 18(eighteen).

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.34
Answer:

Explanation:
I drew 11 counters using ten frames an dwrote the number 11.

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.5
Answer:

Explanation:
I counted 14 cubles and then circled them.

Question 6.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.6
Answer:

Explanation:
I wrote the number 12(Twelve).

Directions Understand Vocabulary Have students: 1 draw a circle around the number sixteen; 2 draw a circle around the number twelve; 3 write the number eighteen; 4 draw eleven counters in the box, and then write the number; 5 draw a circle around fourteen cubes; 6 write the number twenty.

Topic 9 Reteaching

Set A
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.7

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.8
Answer:

Explanation:
I counted the number of stars, there are 17 stars.So, I wrote the number 17 in the blank.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 13.80
Answer:

Explanation:
I counted the number of suns, there are 18 suns.So, I wrote the number 18 in the blank.

Set B
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 14.1

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 14.3
Answer:

Explanation:
I found the blue number 9 on the number chart, counted forward until I reach the stop sign 11.I counted the number 9, 10, 11.So, I wrote the numbers 10 and 11 in the blanks.

Directions Have students: 1 and 2 count the objects in each group, and then write the number to tell how many; 3 find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Set C

Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 14.6

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 14.7
Answer:

Explanation:
I counted the number of bugs and I circled the group that contains 15 bugs.

Set D

Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 14.9

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 14.8
Answer:

Explanation:
I counted the number of bunnies.There are 10 bunnies resting in the grass.If there are 2 or 3 bunnies playing behind the bush then their will be 12 or 13 bunnies in all.

Directions Have students: 4 draw a circle around the group with 15 bugs; 5 listen to the story and use reasoning to find the answer. Some bunnies are resting in the grass. 2 or 3 bunnies are playing behind the bush. Count the bunnies in the grass, and then draw a circle around the numbers that show how many bunnies there could be in all.

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.1
Answer:

Explanation:
I counted the numbe rof birds, there are 16 birds in the question.So, I circled Option.D 16.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.2
Answer:

Explanation:
I counted the number of objects, there are 11 objects in option.C. So, I circled it.
Option.C shows 11.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.3
Answer:

Explanation:
I counted the number of bees,there are 14 bees outside the beehive.If there are 1 or more bees inside the beehive then their would be 15, 16 or 17 bees in all.

Directions Have students mark the best answer. 1 Which number tells how many? 2 Which shows 11 ? 3 Have students listen to the story, and then mark all the possible answers. There are some bees outside of the beehive. 1 or more bees are inside the beehive. Count the bees outside of the beehive, and then mark three numbers that tell how many bees there could be in all.

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.4
Answer:

Explanation:
I counted the number of leaves, there are 12 leaves.So, i wrote 12 in the blank.

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.5
Answer:

Explanation:
I counted the bugs.I circled that group of bugs that have 15 bugs in the group.

Question 6.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.6
Answer:

Explanation:
I drew 18 marbles and wrote the number 18 in the blank.

Question 7.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.7
Answer:

Explanation:
I found the blue number 16 on the number chart, counted forward until I reach the stop sign 16.I counted the number 16, 17, 18.So, I wrote the numbers 17 and 18 in the blanks.

Directions Have students: 4 count the leaves, and then write the number to tell how many; 5 draw a circle around the group that shows 15 ladybugs; 6 draw eighteen marbles, and then write the number to tell how many; 7 find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 15.8

Question 1.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 16.1
Answer:

Explanation:
I counted the numbe rof heart shapes in the above image, there are 15 heart shapes.So, i wrote the number 15 in the blank.

Question 2.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 16.2
Answer:

Explanation:
I counted the number of smilee faces in the above image, there are 15 smilee faces.So, i wrote the number 17 in the blank.

Directions Sadie’s Stickers Say: Sadie puts many stickers in her notebook. How many of each type of sticker is there? Have students: 1 count the number of heart stickers, and then write the number to tell how many; 2 count the number of smiley face stickers, and then write the number to tell how many.

Question 3.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 16.3
Answer:

Explanation:
I circled the group of stickers that Sadie should use to decorate a picture frame and i drew the stickers in different way in the box beside.

Question 4.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 16.4
Answer:

Explanation:
Sadie gets a sticker for feeding her dog every day. She has fed her dog for 10 days.Sadie have in 2 more days two more stickers.Count forward by 1s from 10 for 2times, one after 10 is 11 and one after 11 is 12.So, i wrote 11, 12 in the blanks.

Question 5.
Envision Math Common Core Grade K Answers Topic 9 Count Numbers to 20 16.5
Answer:

Explanation:
Sadie puts 18 stickers on the front of a card. She puts 1 or more stickers on the back of a card.
Count forward by 1s from 18 for 2times, one after 18 is 19 and one after 19 is 20.So, i circled 19 and 20.

Directions 3 Say: Sadie wants to use Ih stickers to decorate a picture frame. Have students draw a circle around the group of stickers that she should use, and then draw a different way to show 14 stickers. 4 Say: Sadie gets a sticker for feeding her dog every day. She has fed her dog for 10 days. How many stickers will Sadie have in 2 more days? Have students count forward by 2 more days to find the answer, and then write each number they counted. 5 Say: Sadie puts 18 stickers on the front of a card. She puts 1 or more stickers on the back of a card. Have students draw a circle around the numbers that show how many stickers there could be in all. Have students explain their answer.

Envision Math Grade 6 Answer Key Topic 2.5 Mental Math

Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math

Mental Math

How can you break apart numbers to compute mentally?
Answer:
Jo has to read 45 history pages and 46 science pages by the end of next week.
Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 1

Question.
How many total pages must Jo read?
Answer:

Another Example
What other strategies can you use to compute mentally?
Answer:
Look for compatible numbers and use properties of operations to compute mentally.
Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 2
Use compensation to create compatible numbers that are easy to compute mentally.
Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 3

Explain It
Question 1.
When you use compensation to subtract, why must you add to the difference you find?
Answer:
You must add back to the difference the extra amount you subtracted.
Explanation:

Question 2.
When you use compensation to multiply, which property are you using?
Answer:
Distributive Property
Explanation:

Use mental math.

Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 4
Combine the sums. 80 + 11 = 91
So, 45 + 46 = 91.

Explain why breaking apart the numbers works.
40 + 5) + (40 + 6) ← Break apart numbers.
(40 + 40) + (5 + 6) ← Use Commutative and Associative Properties.
80 + 11 ← Add
91 ← Add
Jo has 91 pages to read.

mental maths 1

Guided Practice

Do you know HOW?
Compute mentally.
Question 1.
89 + 32 + 8
Answer:
(32 + 8) + 89 = 129
Explanation:

Question 2.
76 + 59 + 6
Answer:
See margin.
Explanation:

Question 3.
2 × 9 × 20
Answer:
(2 × 20)9 = 360
Explanation:

Question 4.
5 × 31 × 2
Answer:
(5 × 2)31 = 310
Explanation:

Mental Math 2

Question 5.
8 × 39
Answer:
See margin.
Explanation:

Question 6.
48 + 52
Answer:
See margin.
Explanation:

Question 7.
453 – 397
Answer:
See margin.
Explanation:

Question 8.
6(42)
Answer:
6(40) + 6(2) = 252
Explanation:

Do you UNDERSTAND?
Question 9.
When you use the Compensation Strategy in a problem such as 5 x 698, you turn one multiplication problem into two and then combine them.
Why does this idea make sense?
Answer:
See margin.
Explanation:

Question 10.
Jo has to read 2 science chapters for each of the next 5 weeks. Each chapter is 45 pages long. How many pages does she have to read?
Answer:
2 × 5 × 45 = (2 × 5)45 = 450
Explanation:

Independent Practice

Compute mentally.
Question 11.
10 + 23 +130
Answer:
10 + 130 + 23 = 163
Explanation:

Mental Math 3

Question 12.
721 – 395
Answer:
(721 + 5) – (395 + 5) = 326
Explanation:

Question 13.
2 × 38 × 5
Answer:
(2 × 5)38 = 380
Explanation:

Question 14.
28 + 26 + 32 + 14
Answer:
See margin.
Explanation:

Question 15.
5 × 3 × 40
Answer:
(5 × 40)3 = 600
Explanation:

Question 16.
856 – 403
Answer:
See margin.
Explanation:

Question 17.
6(69)
Answer:
6(70) – 6(1) = 414
Explanation:

Question 18.
80 × 10 × 5
Answer:
(80 × 10)5 = 4,000
Explanation:

Question 19.
44 + 56
Answer:
See margin
Explanation:

Question 20.
840 + 260 + 72
Answer:
See margin.
Explanation:

Question 21.
495 + 75 + 14
Answer:
See margin
Explanation:

Question 22.
397 + 255
Answer:
See margin.
Explanation:

Question 23.
8(82)
Answer:
8(80) + 8(2) = 656
Explanation:

Question 24.
4 × 5 × 25
Answer:
(4 × 25) × 5 = 500
Explanation:

Problem Solving

Use the data table for 25 and 26. Find the answers mentally.
Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 5
Question 25.
How much did Jacob make during the first three weeks?
Answer:
$45 + $32 + $55 = ($45 + $55) + $32 = $100 + $32 = $132
Explanation:

Question 26.
Jamal earned $5 for every dollar Jacob earned during week 4 on his paper route. How much money did Jamal earn?
Answer:
$5($64) = $5($60 + $4) = $300 + $20 = $320
Explanation:

Question 27.
Writing to Explain Avis swam her first lap in 32 seconds and her second lap in 45 seconds. Explain the steps you can use to mentally calculate her total time.
Answer:
See margin.
Explanation:

Question 28.
Use the break-apart strategy to mentally solve 81 + 43 + 2.
Answer:
(80 + 1) + (40 + 3) + 2 = 120 + 6 = 126
Explanation:

Question 29.
Draw It Copy and complete the bar diagram to show how to use the Distributive Property to mentally compute the problem below.
Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 6
Four friends are having a snack. They each have 8 strawberries and 22 blueberries. How many berries do they have altogether?
Answer:
The friends have 4 × 30 = 120 berries in all.
Explanation:

Question 30.
Number Sense What kind of numbers would make 3-factor multiplication problems easy to do mentally?
Answer:
Numbers in which two of them combine to a multiple of 10
Explanation:

Question 31.
Writing to Explain Explain how you can use the Distributive Property to multiply 6 and 82.
Answer:
See margin.
Explanation:

One of the world’s tallest fountains shoots water 171 m into the air once per hour. Use this information for 32 and 33.
Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 7
Question 32.
Think About the Process Which expression shows a break-apart strategy to mentally calculate the total of the heights of the water this fountain shoots in the air in 5 hours?
A. 171 × 5
B. 5(100 × 71)
C. 170 × 5 + 1
D. 5(100 + 70 + 1)
Answer:
D. 5(100 + 70 + 1)
Explanation:

Question 33.
The fountain sprays water for 15 minutes during every hour between 10:00 A.M. and 9:00 P.M. If the fountain sprayed water 10 times higher than it does, how high would the water shoot up? Solve mentally, and then check your answer.
Answer:
1,710m
Explanation:

Mixed Problem Solving

Counting Calories
Calories come from the food you eat. Your body converts those calories into the energy you need every day.
After class, the sixth grade had the snack foods shown in the chart. For 1 through 5, write an expression to show how many calories the person ate. Then, evaluate each expression.
Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math 8

Tips: Make sure to watch the units on the chart compared to the units in the problems.

Question 1.
Wen-Wei ate a peach and an apple for lunch. After class, he ate 2 cups of celery and 8 tablespoons of peanuts. How many calories did he eat after class?
Answer:
2(20) + 8(50) = 440 calories
Explanation:

Question 2.
Andrea ate 3 tablespoons of Brazil nuts. Then she ate 2 more tablespoons. Later, she ate another 4 tablespoons.
Answer:
3(60) + 2(60) + 4(60) = 540 calories
Explanation:

Question 3.
Gloria ate 2 ounces of low fat cottage cheese, a cup of carrots, and 6 tablespoons of cashews. Then, she went back and got 4 more tablespoons of cashews and an orange. She ate everything but half of the orange.
Answer:
See margin
Explanation:

Question 4.
Ayesha ate 4 cups of celery, 3 oranges, and 2 ounces of Swiss cheese.
Answer:
4(20) + 3(60) + 2(105) = 470 calories
Explanation:

Question 5.
Daryl took 2 oz dried apricots, 4 tbsp almonds, and 2 cups of pretzels. He ate all of it, except for 1 oz of apricots.
Answer:
2(40) + 4(55) + 2(60) – 40 = 380 calories
Explanation:

For 6 and 7, write an expression that describes the situation, and then evaluate the expression.
Question 6.
Paulo took 4 bananas, 6 ounces of dates, 4 ounces of cheddar cheese, and 2 ounces of Swiss cheese. He split it all evenly with Alex. How many calories did Paulo eat?
Answer:
(4(105) + 6(70) + 4(105) + 2(105)) ÷ 2 = 735 calories
Explanation:

Question 7.
Kyle filled a basket with 10 cups of plain popcorn. He shared it equally with 4 other people. Then, he got an apple and shared it equally with 1 other person. On his last trip to the snack table, he took 3 ounces of raisins, but he tripped and dropped 1 ounce of them. How many calories did Kyle eat?
Answer:
See margin.
Explanation: