Category: Envision Math

Envision Math 3rd Grade Textbook Answer Key Topic 2.2 Rounding 2- and 3-Digit Numbers

Rounding 2- and 3-Digit Numbers

How can you round numbers?

To the nearest 10, about how many rocks does Tito have?
Answer:
Round 394 to the nearest ten. To round, replace a number with a number that tells about how many.

Another Example
How can you round to the nearest hundred?
Answer:
To the nearest hundred, about how many rocks does Donna have?
Round 350 to the nearest hundred.
One Way
You can use a number line.

If a number is halfway between, round to the greater number.
350 is halfway between 300 and 400, so 350 rounds to 400.

Another Way
You can use place value.
Find the digit in the rounding place. Then look at the next digit to the right.

So, 350 rounds to 400. Donna has about 400 rocks

Explain It

Question 1.
If you round 350 to the nearest ten, would you still say that Donna has about 400 rocks? Why or why not?
Answer:

Question 2.
Explain why 350 is the least number that rounds to 400.
Answer:

One Way
You can use a number line.

394 is closer to 390 than 400,
so 394 rounds to 390.
Tito has about 390 rocks.

Another Way
You can use place value.

• Find the digit in the rounding place.
• Look at the next digit to the right. If it is 5 or greater, increase the digit in the rounding place by 1. If it is less than 5, leave the rounding digit alone.
• Change all digits to the right of the rounding place to 0.

So, 394 rounds to 390.
Tito has about 390 rocks.

Guided Practice

Do you know HOW?
Round to the nearest ten.
Question 1.
37
Answer:

Question 2.
63
Answer:

Question 3.
85
Answer:

Question 4.
654
Answer:

Question 5.
305
Answer:

Question 6.
752
Answer:

Round to the nearest hundred.
Question 7.
557
Answer:

Question 8.
149
Answer:

Question 9.
461
Answer:

Question 10.
207
Answer:

Question 11.
888
Answer:

Question 12.
835
Answer:

Do you UNDERSTAND?
Question 13.
Number Sense What number is halfway between 250 and 260?
Answer:

Question 14.
Reasoning Tito adds one more rock to his collection. Now about how many rocks does he have, rounded to the nearest ten?
rounded to the nearest hundred? Explain your answer.
Answer:

Question 15.
Writing to Explain Tell what you would do to round 46 to the nearest ten.
Answer:

Independent Practice

Round to the nearest ten.
Question 16.
45
Answer:

Question 17.
68
Answer:

Question 18.
98
Answer:

Question 19.
24
Answer:

Question 20.
55
Answer:

Question 21.
249
Answer:

Question 22.
732
Answer:

Question 23.
235
Answer:

Question 24.
805
Answer:

Question 25.
703
Answer:

Question 26.
Reasoning Round 996 to the nearest ten. Explain your answer.
Answer:

Independent Practice

Round to the nearest hundred.
Question 27.
354
Answer:

Question 28.
504
Answer:

Question 29.
170
Answer:

Question 30.
839
Answer:

Question 31.
682
Answer:

Question 32.
945
Answer:

Question 33.
585
Answer:

Question 34.
850
Answer:

Question 35.
702
Answer:

Question 36.
270
Answer:

Question 37.
Reasoning Round 954 to the nearest hundred. Explain your answer.
Answer:

Problem Solving

Question 38.
Number Sense Give a number that rounds to 200 when it is rounded to the nearest hundred.
Answer:

Question 39.
Writing to Explain Describe the steps you would follow to round 439 to the nearest ten.
Answer:

Question 40.
Number Sense If you are rounding to the nearest hundred, what is the greatest number that rounds to 600? What is the least number that rounds to 600?
Answer:

Question 41.
Number Sense A 3-digit number has the digits 2, 5, and 7. To the nearest hundred, it rounds to 800. What is the number?
Answer:

Question 42.
To the nearest hundred dollars, a computer game costs $100. Which could NOT be the actual cost of the game?
A. $89
B. $91
C. $95
D. $150
Answer:

Question 43.
What is the standard form of 700 + 40?
A. 740
B. 704
C. 470
D. 407
Answer:

Question 44.
There are 293 steps to the top of the Leaning Tower of Pisa in Italy. To the nearest hundred, about how many steps are there?

Answer:

Algebra Connections

Greater, Less, or Equal
Remember that the two sides of a number sentence can be equal or unequal. A symbol >, <, or = tells how the sides compare. Estimation or
reasoning can help you tell if one side is greater.

Example: 6 + 2 imgg 7 8 + 1
Think Is 6 + 2 more than 8 + 1?
Since 6 + 2 = 8, 8 is already less than 8 + 1. Write “< .”
6 + 2 8 + 1 Copy and complete. Replace the circle with >, <, or =.
Check your answers.
Question 1.
3 + 4 2 + 7
Answer:

Question 2.
9 + 1 5 + 4
Answer:

Question 3.
5 + 3 6 + 3
Answer:

Question 4.
2 + 9 1 + 8
Answer:

Question 5.
4 + 6 4 + 7
Answer:

Question 6.
8 + 6 9 + 5
Answer:

Question 7.
18 + 2 16 + 4
Answer:

Question 8.
15 + 5 10 + 8
Answer:

Question 9.
14 + 4 12 + 4
Answer:

Question 10.
17 + 3 20 + 1
Answer:

Question 11.
21 + 2 19 + 2
Answer:

Question 12.
27 + 3 26 + 4
Answer:

For 13 and 14, copy and complete each number sentence. Use it to help solve the problem.
Question 13.
Al and Jiro had some toy animals. Al had 8 lizards and 3 frogs. Jiro had 11 lizards and 2 frogs. Who had more toy animals?

Answer:

Question 14.
Look at the number of blocks that come in a set below. Val used all of the small and large cylinders. Jen used all of the small and large cubes. Who used more blocks?

Answer:

Question 15.
Write a Problem Write a problem using this number sentence:
9 + 2 > 4 + 5.
Answer:

Envision Math 3rd Grade Textbook Answer Key Topic 1.1 Hundreds

Review What You Know

Vocabulary
Choose the best term from the box.

Question 1.
The number 49 has 4 ? .
Answer:

Question 2.
The number 490 has 4 ? .
Answer:

Question 3.
The number 54 has 4 ? .
Answer:

Place Value

Write each number.
Question 4.
3 tens 5 ones
Answer:

Question 5.
9 tens
Answer:

Question 6.
forty-six
Answer:

Question 7.
ninety-eight
Answer:

Question 8.
fifty-two
Answer:

Question 9.
seventy-six
Answer:

Addition and Subtraction

Find the sum or difference
Question 10.
6 + 5
Answer:

Question 11.
7 + 2
Answer:

Question 12.
8 + 9
Answer:

Question 13.
8 – 2
Answer:

Question 14.
7 – 5
Answer:

Question 15.
9 – 6
Answer:

Question 16.
7 + 6
Answer:

Question 17.
7 + 9
Answer:

Question 18.
9 – 1
Answer:

Compare Numbers

Question 19.
Writing to Explain Which is greater, 95 or 59? How do you know?
Answer:

Question 20.
Write these numbers in order from least to greatest:
14 54 41
Answer:

Hundreds

How can you read and write a number in the hundreds?
Answer:
All numbers are made from the digits, 0, 1,2, 3, 4, 5, 6, 7, 8, and 9.

Another Example
How can you show 850 on a place-value chart?

Guided Practice

Do you know HOW?
For 1-3, write each number in standard form.
Question 1.

Answer:

Question 2.
600 + 50 + 3
Answer:

Question 3.
eight hundred seventy-nine
Answer:

Question 4.
Write 156 in expanded form.
Answer:

Do you UNDERSTAND?
Question 5.
How does a place-value chart show the value of a number?
Answer:

Question 6.
When 850 is written in expanded form, why are there only two addends?
Answer:

Question 7.
How do you know that 37 and 307 do not name the same number?
Answer:

You can show 125 in different ways.
place-value blocks:

standard form: 125
expanded form: 100 + 20 + 5
word form: one hundred twenty-five

Independent Practice

Write each number in standard form.
Question 8.

Answer:

Question 9.

Answer:

Question 10.

Answer:

Question 11.
900 + 80 + 5
Answer:

Question 12.
400 + 70 + 8
Answer:

Question 13.
three hundred four
Answer:

Write each number in expanded form and word form.
Question 14.
707
Answer:

Question 15.
683
Answer:

Question 16.
894
Answer:

Question 17.
520
Answer:

Question 18.
251
Answer:

Question 19.
402
Answer:

Problem Solving

Question 20.
Reasoning The sum of the digits in a three-digit number is 4. The ones digit is 3. What is the number?
Answer:

Question 21.
Algebra Find the value of the missing number.
389 = ☐ + 80 + 9
Answer:

Question 22.
Writing to Explain Which digit has the greatest value in 589?
Answer:

Question 23.
Which is the standard form of 700 + 50?
A. 570
B. 705
C. 750
D. 1,200
Answer:

Envision Math 1st Grade Textbook Answer Key Topic 1.4 Spatial Patterns for Numbers to 9

Spatial Patterns for Numbers to 9

Home Connection Your child recognized the number of dots in patterned arrangements without counting.
Home Activity Play a game using a dot cube or dominoes to help your child recognize the numbers 3 through 9 without counting.
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Guided Practice

Write the number of dots.
Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Do you understand?
Question.
How is the 6 pattern like the 8 pattern? How are they different?
Answer:

Independent Practice

Write the number of dots.
Question 7.

Answer:

Question 8.

Answer:

Question 9.

Answer:

Question 10.

Answer:

Question 11.

Answer:

Question 12.

Answer:

Algebra

Question 13.
Draw the missing dot pattern.

Answer:

Problem Solving

Solve the problems below.
Question 14.
Jake uses fi ve counters. He makes a dot pattern. What pattern does Jake make? Draw a dot pattern to show your answer.
Answer:

Question 15.
Melina draws six dots. She makes a pattern. What does the pattern look like?

Answer:

Question 16.
Journal What is your age? Draw a dot pattern to show the number.
Answer:

Envision Math 5th Grade Textbook Answer Key Topic 2.4 Adding and Subtracting

Adding and Subtracting

How can you add and subtract whole numbers?
What was the total number of motor vehicles made in the United States and Japan in one year?

Choose an Operation
Add to join groups.
Find 11,989,387 + 10,511,518.
Estimate:
12,000,000 + 11,000,000 = 23,000,000

Another Example
How can you subtract across zeros?

Find 5,002 – 2,684. Since addition and subtraction have an inverse relationship, check your subtraction by adding

Step 1

Step 2

Check

Explain It

Question 1.
Explain the regrouping in Step 1 of the subtraction example above.
Answer:

Question 2.
Why can you check a subtraction problem by adding?
Answer:

Step 1

Line up numbers by place value. Add the ones, tens, and hundreds.

Step 2

Continue adding. Regroup if needed. Insert commas in the sum to separate periods.

The sum is reasonable since the estimate was 23,000,000.
In one year a total of 22,500,905 vehicles were made

Guided Practice*

Do you know HOW?

Add.

Question 1.
5,741 + 31,018
Answer:

Question 2.
7,110 + 499
Answer:

Subtract.

Question 3.
9,234 – 2,387
Answer:

Question 4.
110,652 – 8,600
Answer:

Do you UNDERSTAND?

Question 5.
Writing to Explain In Step 2 of the example above, explain how you regrouped the tens place.
Answer:

Question 6.
In the example above, how many cars did the United States and Germany make altogether?
Answer:

Independent Practice

In 7 through 12, add.

Question 7.
7,469 + 8,374
Answer:

Question 8.
19,335 + 24,281
Answer:

Question 9.
40,742 + 22,597
Answer:

Question 10.
102,369 + 60,320
Answer:

Question 11.
18,269 + 109,347
Answer:

Question 12.
75,977 + 24,683
Answer:

In 13 through 18, subtract. Check your answer by adding.

Question 13.
4,002 – 3,765
Answer:

Question 14.
58,005 – 1,098
Answer:

Question 15.
113,300 – 1,774
Answer:

Question 16.
454,900 – 33,870
Answer:

Question 17.
31,483 – 29,785
Answer:

Question 18.
103,558 – 64,671
Answer:

Question 19.
Reasoning Why should you estimate before you find the sum or difference of large numbers?
Answer:

Question 20.
About 66,150,000 households in the U.S. have cats and about 58,200,000 households have dogs. About how many more households have cats than dogs?
Answer:

Question 21.
Write a Problem Use 1,400 and 986 to write a real-world addition problem.
Answer:

Question 22.
Humans are born with 350 bones. Some of these bones fuse together as humans grow. Adults only have 206 bones. How many more bones does a baby have than an adult?

Answer:

Question 23.
Find each sum and difference. Write >, <, or = for each .
a. 1,233 + 486 2,200 – 481
b. 193 + 233 309 + 118
c. 544 + 4,732 2,512 + 1,930
d. 9,491 – 6,230 7,020 – 3,759
The table at the right shows the amount of time (rounded to the nearest hour) that astronauts have spent in space for several space programs.
Answer:

Question 24.
For the five space programs listed, what is the total number of hours astronauts spent in space?

A. 14,608 hours
B. 17,621 hours
C. 19,988 hours
D. 20,038 hours
Answer:

Question 25.
How much longer did astronauts in the Space Shuttle program spend in space than all of the other programs combined?
A. 631 hours
B. 2,194 hours
C. 4,776 hours
D. 12,407 hours
Answer:

Question 26.
Lisa has a basket of 17 tomatoes. She makes sauce with 9 tomatoes. If Lisa wants to split up the rest between 3 friends and herself, how
many tomatoes does each person get?
Answer:

Question 27.
There are about 44,000 farms in Florida and about 38,000 farms in New York. Are the total number of estimated farms in Florida and
New York greater or less than 100,000?
Answer:

Stop and Practice

Find each sum. Estimate to check if the answer is reasonable.

Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

Question 7.

Answer:

Question 8.

Answer:

Find each difference. Estimate to check if the answer is reasonable.

Question 9.

Answer:

Question 10.

Answer:

Question 11.

Answer:

Question 12.

Answer:

Question 13.

Answer:

Question 14.

Answer:

Question 15.

Answer;

Question 16.

Answer:

Question 17.

Answer:

Question 18.

Answer:

Error Search Find each sum or difference that is not correct.
Write it correctly and explain the error.

Question 19.

Answer:

Question 20.

Answer:

Question 21.

Answer:

Question 22.

Answer:

Question 23.

Answer:

Number Sense

Estimating and Reasoning Write whether each statement is true or false. Explain your reasoning.

Question 24.
The difference of 32,076 and 21,894 is closer to 10,000 than 11,000.
Answer:

Question 25.
The sum of 10,323 and 9,769 is greater than 19,000 but less than 21,000.
Answer:

Question 26.
The sum of 8,242 and 4,031 is less than 12,000.
Answer:

Question 27.
The difference of 6,712 – 3,503 is 3 more than 3,212.
Answer:

Question 28.
The sum of 405 + 319 is 5 more than 719.
Answer:

Question 29.
The difference of 8,764 – 1,843 is greater than 8,000.
Answer:

Envision Math 5th Grade Textbook Answer Key Topic 1 Test Prep

Test Prep

Question 1.
About 885,000,000 people speak Mandarin Chinese, the most spoken language in the world. How is 885.0. 000 written in words? (1-1)
A. eight hundred million, eighty-five thousand
B. eight hundred eighty-five million
C. eight billion, eighty-five million
D. eight hundred eighty-five billion
Answer:

Question 2.
What is eight hundred twenty-five and ninety-two hundredths in standard form? (1-3)
A 825,092
B 825.92
C 825.902
D 825.092
Answer:

Question 3.
About 1,300,000,000 people ride the New York Subway System each year. What is the value of the 3 in 1.300.0. 000? (1-1)
A. Three hundred thousand
B. Three million
C. Three hundred million
D. Three billion
Anwser:

Question 4.
The circumference of a bowling ball must be less than 27.002 inches. Which of the following would be an acceptable circumference for a bowling ball? (1-4)
A. 27.02 inches
B. 27.2 inches
C. 27.004 inches
D. 27 inches
Answer:

Question 5.
In a recent year, the number of people who spoke Spanish in the U.S. was 28,100,000. Which of the following is another way to write this number? (1-1)
A. 20,000,000 + 8,000,000 + 10,000
B. 20,000,000 + 8,000,000 + 100,000
C. 2,000,000 + 8,000,000 + 100,000
D. 2,000,000 + 800,000 + 10,000
Answer:

Question 6.
The average daily temperatures in July of some cities in the U.S. are shown in the table. Which of the following lists the cities by temperature from the least to the greatest? (1-4)

A. Omaha, St. Louis, Albuquerque, Atlanta
B. Atlanta, St. Louis, Albuquerque, Omaha
C. Omaha, Atlanta, St. Louis, Albuquerque
D. Albuquerque, St. Louis, Omaha, Atlanta
Answer:

Question 7.
Lead melts at 327.46°C. What is the value of the 6 in 327.46°? (1-3)
A. 6 hundreds
B. 6 tenths
C. 6 hundredths
D. 6 thousandths
Answer:

Question 8.
Which of the following shows the numbers in order from least to greatest? (1-2)
A. 201,008 201,080 201,800
B. 201,080 201,800 201,008
C. 201,080 201,008 201,800
D. 201,008 201,800 201,080
Answer:

Question 9.
A certain machine part must be between 2.73 and 3.55 inches. Which number is greater than 2.73 and less than 3.55? (1-4)
A. 3.73
B. 3.6
C. 2.55
D. 2.75
Answer:

Question 10.
Which country listed in the table has the greatest number of cell phones? (1-2)

A. Mexico
B. South Korea
C. Spain
D. Turkey
Answer:

Question 11.
Which statement is true? (1-2)
A. 157,324,113 > 157,323,113
B. 157,324,113 < 157,323,113 C. 157,323,113 > 157,332,113
D. 157,332,113 < 157,324,113
Answer:

Question 12.
Which two decimals are equivalent to 2.5? (1-3)
A. 2.050 and 2.500
B. 2.50 and 2.500
C. 2.50 and 2.05
D. 2.005 and 2.500
Answer:

Question 13.
What part of the figure is shaded? (1-3)
A. 0.7
B. 0.70
C. 0.07
D. 0.007
Answer:

Question 14.
Lewis is drawing a family tree similar to the one shown. How many boxes would there be for five generations before Lewis? (1-5)

A. 10
B. 16
C. 20
D. 32
Answer:

Envision Math 4th Grade Textbook Answer Key Topic 2.7 Subtracting Whole Numbers

Subtracting Whole Numbers

How do you subtract numbers?
Brenda has a total of 221 songs in her computer. Her sister, Susan, has a total of 186 songs in her computer. How many more songs does Brenda have in her computer than Susan?

Choose an Operation Subtract to find how many more songs.

Guided Practice*

Do You Know How?

In 1 through 4, subtract.

Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Do You Understand?

Question 5.
In the example at the top, why was the 0 in the hundreds place not written in the answer?
Answer:

Question 6.
Brenda would like to have 275 songs on her computer by next year. How many more songs does she need to download?

Independent Practice

In 7 through 26, subtract.

Question 7.

Answer:

Question 8.

Answer:

Question 9.

Answer:

Question 10.

Answer:

Question 11.

Answer:

Question 12.

Answer:

Question 13.

Answer:

Question 14.

Answer:

Question 15.
552 – 228
Answer:

Question 16.
3,711 – 1,683
Answer:

Question 17.
217 – 166
Answer:

Question 18.
562 – 199
Answer:

Question 19.
7,475 – 5,130
Answer:

Question 20.
5,831 – 1,156
Answer:

Question 21.
9,385 – 720
Answer:

Question 22.
1,111 – 589
Answer:

Question 23.
8,476 – 2,185
Answer:

Question 24.
6,251 – 964
Answer:

Question 25.
7,374 – 1,246
Answer:

Question 26.
8,327 – 3,796
Answer:

Step 1

Find 221 – 186.
Estimate: 220 – 190 = 30
Subtract the ones.

Step 2

Subtract the tens.
Subtract the hundreds.

Step 3

Operations that undo each other are inverse operations. Addition and subtraction have an inverse relationship.
The answer checks.

The answer checks.

Problem Solving

Question 27.
A crayon company makes 17,491 green crayons and 15,063 red crayons. How many more green crayons are made than red crayons?
A. 3,463
B. 2,428
C. 10,456
D. 32,554
Answer:

Question 28.
Angela hiked a trail that climbed 526 feet. Raul hiked a trail that climbed 319 feet. How many more feet did Angela climb than Raul?

Answer:

Question 29.
Jermaine and Linda collected aluminum cans for one month. Look at the chart below to see how many aluminum cans each
student collected.
a. Who collected more cans?
b. Find the difference between the number of cans collected.

Answer:

Question 30.
Mount Kilimanjaro is a mountain in Africa. A group of mountain climbers begin their descent from the peak. On Monday, the mountain climbers descended 3,499 feet. On Tuesday, they descended another 5,262 feet. How many feet have the mountain climbers descended?

Answer:

Question 31.
Mike’s team scored 63 points in the first half of a basketball game. His team won the game by a score of 124 to103. How many points did his team score in the second half?
Answer:

Go through the enVision Math Common Core Kindergarten Answer Key Topic 10 Compose and Decompose Numbers 11 to 19 regularly and improve your accuracy in solving questions.

enVision Math Common Core Kindergarten Answers Key Topic 10 Compose and Decompose Numbers 11 to 19

Essential Question: How can composing and decomposing numbers from 11 to 19 into ten ones and some further ones help you understand place value?

envision STEM Project: Sunlight and Earth’s Surface
Directions Read the character speech bubbles to students. Find Out! Have students find out how sunlight affects Earth’s surface. Say: Talk to friends and relatives about sunlight and how it affects Earth. Journal: Make a Poster Have students make a poster that shows 3 things sunlight does for Earth. Have them draw a sun with 16 rays. Then have them write an equation for parts of 16.

Review What You Know

Question 1.

Answer:

Explanation:
I circled the group that has 16 leafs.

Question 2.

Answer:

Explanation:
I circled the group that has 20 leafs.

Question 3.

Answer:

Explanation:
I circled the group that has less number of leafs.

Question 4.

Answer:

Explanation:
There are 13 leafs in the above picture so, I wrote the number 13.

Question 5.

Answer:

Explanation:
There are 17 leafs in the above picture so, I wrote the number 137

Question 6.

Answer:

Explanation:
There are 15 leafs in the above picture so, I wrote the number 15.

Directions Have students: 1 draw a circle around the group with 16; 2 draw a circle around the group with 20; 3 draw a circle around the group that is less than the other group; 4-6 count the leaves, and then write the number to tell how many.

Pick a Project

A

B

Directions Say: You will choose one of these projects. Look at picture A. Think about this question: How great is the great outdoors? If you choose Project A, you will tell a camping story. Look at picture B. Think about this question: What do mice like to eat? If you choose Project B, you will make a mouse poster.

C

D

Directions Say: You will choose one of these projects. Look at picture C. Think about this question: What do you like to collect? If you choose Project C, you will make a sticker book. Look at picture D. Think about this question: What is in a granola bar? If you choose Project D, you will make a snack-time drawing.

Lesson 10.1 Make 11, 12, and 13

Solve & Share

Answer:

Explanation:
I filled the ten-frame with counters and kept 2 counters outside the frame.
The equation that matches with the number of counters is 10+2=12.

Directions Say: Use counters to fill the ten-frame. Put 1, 2, or 3 counters outside of the ten-frame. Draw all of the counters. What equation can you write to tell how many counters there are in all?

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Directions 1 Have students write an equation to match the number of blocks shown. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Answer:

Explanation:
The equation that matches the number of blocks is 10+1=11.
The equation tells us that there are 10 ones and 1 more one.

Question 3.

Answer:

Explanation:
The equation that matches the number of blocks is 10+3=13.
The equation tells us that there are 10 ones and 3 more ones.

Question 4.

Answer:

Explanation:
I drew 12 counterss to match with the equation 10+2=12
The equation tells us that there are 10 ones and 2 more ones.

Question 5.

Answer:

Explanation:
I drew 13 counters to match with the equation 10+3=13
The equation tells us that there are 10 ones and 3 more ones.

Directions Have students: 2 and 3 write an equation to match the number of blocks shown. Then have them tell how the picture and equation show 10 ones and some more ones; 4 and 5 draw blocks to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 6.

Answer:

Explanation:
I drew 13 counters to match with the equation 10+3=13
The equation tells us that there are 10 ones and 3 more ones.

Question 7.

Answer:

Explanation:
I drew 11 counters to match with the equation 10+1=11
The equation tells us that there are 10 ones and 1 more one.

Question 8.

Answer:

Explanation:
I drew 12 counters to match with the equation 10+2=12
The missing number is 2
The equation tells us that there are 10 ones and 2 more ones.

Question 9.

Answer:

Explanation:
I drew 13 counters to match with the equation 10+3=13
The missing number is 3
The equation tells us that there are 10 ones and 3 more ones.

Directions Have students: 6 draw counters and write an equation to show how to make 13. Then have them tell how the picture and equation show 10 ones and some more ones; 7 draw counters and write an equation to show how to make 11. Then have them tell how the picture and equation show 10 ones and some more ones. 8 Algebra Have students draw counters to find the missing number. Then have them tell how the picture and equation show 10 ones and some more ones. 9 Higher Order Thinking Have students draw counters to find the missing number. Then have them tell how the picture and equation show 10 ones and some more ones.

Lesson 10.2 Make 14, 15 and 16

Solve & Share

Answer:

Explanation:
I drew 15 counters to match with the equation 10+5=15
The equation tells us that there are 10 ones and 5 more ones.

Directions Say: Put 15 counters in the double ten-frame to show 10 ones and some more ones. Then complete the equation to match the counters.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Directions 1 Have students write an equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Answer:

Explanation:
I drew 15 counters to match with the equation 10+5=15
The equation tells us that there are 10 ones and 5 more ones.

Question 3.

Answer:

Explanation:
I drew 16 counters to match with the equation 10+6=16
The equation tells us that there are 10 ones and 6 more ones.

Question 4.

Answer:

Explanation:
I drew 14 counters to match with the equation 10+4=14
The equation tells us that there are 10 ones and 4 more ones.

Question 5.

Answer:

Explanation:
I drew 15 counters to match with the equation 10+5=15
The equation tells us that there are 10 ones and 5 more ones.

Directions Have students: 2-3 write an equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones; 4-5 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 6.

Answer:

Explanation:
I drew 16 counters to match with the equation 10+6=16
The equation tells us that there are 10 ones and 6 more ones.

Question 7.

Answer:

Explanation:
I drew 14 counters to match with the equation 10+4=14
The equation tells us that there are 10 ones and 4 more ones.

Question 8.

Answer:

Explanation:
The equation 10+5=15 tells us that there are 10 ones and 5 more ones.

Question 9.

Answer:

Explanation:
I drew 16 counters to match with the equation 10+6=16
The missing number is 6
The equation tells us that there are 10 ones and 6 more ones.

Directions Have students: 6 draw counters and write an equation to show how to make 16. Then have them tell how the picture and equation show 10 ones and some more ones; 7 draw counters and write an equation to show how to make 14. Then have them tell how the picture and equation show 10 ones and some more ones, 8 Number Sense Have students write an equation to show 15 as 10 ones and some more ones. 9 Higher Order Thinking Have students draw counters to find the missing number in the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Lesson 10.3 Make 17, 18, and 19

Solve & Share

Answer:

Explanation:
I drew 18 counters to match with the equation 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Directions Say: Jada made 10 prizes for the school carnival. She makes 8 more. Use counters to show how many prizes Jada made in all. Then write an equation to match the counters, and tell how the counters and equation show 10 ones and some more ones.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Directions 1 Have students complete the equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Answer:

Explanation:
I counted the number of counters, there are 19 counters.
So, i wrote the equation 10+9=19
The equation tells us that there are 10 ones and 9 more ones.

Question 3.

Answer:

Explanation:
I counted the number of counters, there are 18 counters.
So, i wrote the equation 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Question 4.

Answer:

Explanation:
I counted the number of cubes, there are 17 cubes
So, i wrote the equation 10+7=17
The equation tells us that there are 10 ones and 7 more ones.

Question 5.

Answer:

Explanation:
I counted the number of cubes, there are 19 cubes
So, i wrote the equation 10+9=19
The equation tells us that there are 10 ones and 9 more ones.

Directions Have students 2 and 3 write an equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones; 4 and 5 complete the equation to match the cubes. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 6.

Answer:

Explanation:
I drew 18 counters to match with the equation 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Question 7.

Answer:

Explanation:
I drew 17 counters to match with the equation 10+7=17
The equation tells us that there are 10 ones and 7 more ones.

Question 8.

Answer:

Explanation:
I drew 19 counters to match with the equation 10+9=19
The equation tells us that there are 10 ones and 9 more ones.

Question 9.

Answer:

Explanation:
I drew 19 counters to match with the equation 10+9=19
The missing number is 9
The equation tells us that there are 10 ones and 9 more ones.

Directions Have students: 6 draw counters, and then write an equation to show how to make 18. Then have them tell how the picture and equation show 10 ones and some more ones; 7 draw counters, and then write an equation to show how to make 19. Then have them tell how the picture and equation show 10 ones and some more ones; 8 draw counters, and then write an equation to show how to make 17. Then have them tell how the picture and equation show 10 ones and some more ones. 9 Higher Order Thinking Have students draw counters to find the missing number in the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Lesson 10.4 Find Parts of 11, 12 and 13

Solve & Share

Answer:

Explanation:
13 means 10+3
I drew 13 counters to match with the equation 13=10+3
The equation tells us that there are 10 ones and 3 more ones.

Directions Say: 13 students wait for the train. There are only 10 seats in each train car. How many students will have to ride in a second car? Use counters to show your work. Then tell how the counters and equation show 10 ones and some more ones.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Directions 1 Have students use counters to show 11, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Answer:

Explanation:
13 means 10+3
I drew 13 counters to match with the equation 13=10+3
The equation tells us that there are 10 ones and 3 more ones.

Question 3.

Answer:

Explanation:
There are 10 cubes and 2 more cubes.So, the missing numbers in the equation are 10 and 2
The equation tells us that there are 10 ones and 2 more ones.

Question 4.

Answer:

Explanation:
I drew 11 counters to match with the equation 1=10+1
The equation tells us that there are 10 ones and 1 more one.

Directions Have students: 2 use counters to show 13, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 3 look at the picture of 12 cubes, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 4 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 5.

Answer:

Explanation:
12 means 10+2
I drew 12 counters to match with the equation 12=10+2
The equation tells us that there are 10 ones and 2 more ones.

Question 6.

Answer:

Explanation:
13 means 10+3
I counted the number of cunes, there are 13 cubes.13=10+3
The equation tells us that there are 10 ones and 3 more ones.

Question 7.

Answer:

Explanation:
I drew 11 counters to match with the equation 11=10+1 and 10+1=11.
The equation tells us that there are 10 ones and 1 more ones.

Directions Have students: 5 draw counters to make 12, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 6 color the cubes blue and red to make 13, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones. 7 Higher Order Thinking Have students draw counters to show 11 and write two equations to match the picture. Then have them tell how the picture and equations show 10 ones and some more ones.

Lesson 10.5 Find Parts of 14, 15, and 16

Solve & Share

Answer:

Explanation:
14 means 10+4
I drew 14 counters to match with the equation 14=10+4
The equation tells us that there are 10 ones and 4 more ones.

Directions Say: 14 students go to the zoo. The first bus takes 10 students. The rest of the students go on a second bus. Use counters to describe this situation. Then complete the equation to match the counters and tell how the counters and equation show 10 ones and some more ones.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Directions 1 Have students use counters to show 15, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Answer:

Explanation:
14 means 10+4
I drew 14 counters to match with the equation 14=10+4
The equation tells us that there are 10 ones and 4 more ones.

Question 3.

Answer:

Explanation:
16 means 10+6
I counted the number of cubes, there are 16 cubes.So, the equation is 16=10+6
The equation tells us that there are 10 ones and 6 more ones.

Question 4.

Answer:

Explanation:
I drew 15 counters to match with the equation 15=10+5
The equation tells us that there are 10 ones and 5 more ones.

Directions Have students: 2 use counters to show 14, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 3 look at the picture of 16 cubes, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 4 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 5.

Answer:

Explanation:
I drew 16 counters to match with the equation 16=10+6
The equation tells us that there are 10 ones and 6 more ones.

Question 6.

Answer:

Explanation:
14=10+4
I colored 14 cubes to match with the equation 14=10+4
The equation tells us that there are 10 ones and 4 more ones.

Question 7.

Answer:

Explanation:
I drew 16 counters to match with the equation 16=10+6 or 10+6=16
The equation tells us that there are 10 ones and 6 more ones.

Directions Have students 5 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones. 6 color the cubes blue and red to show 14, complete the equation to match the picture, and tell how the picture and equation show 10 ones and some more ones. 7 Higher Order Thinking Have students use counters to show 16, draw them in the double ten-frame, and complete two equations to match the picture. Then have them tell how the picture and equations show 10 ones and some more ones.

Lesson 10.6 Find Parts of 17, 18 and 19

Solve & Share

Answer:

Explanation:
I colored 10 boxes blue and the remaining 8 boxes red,
The equation is 10+8=18
The equation tells us that there are 10 ones and 5 more ones.

Directions Say: How can these 18 boxes be split into ten ones and some more ones? Use 2 different color crayons to color the boxes to show your work. Then write an equation to match the picture.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Directions 1 Have students color 10 cubes blue to show 10 ones, and then draw 10 blue cubes in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw red cubes in the bottom ten-frame. Then have them write an equation to match the pictures.

Question 2.

Answer:

Explanation:
I colored 10 squares blue to show 10 ones, and then drew 10 blue squares in the top ten-frame.Then i colored the remaining cubes in the train red to show more ones, counted them, and then drew 9 red squares in the bottom ten-frame. Then i wrote the equation 19=10+9 to match the pictures.

Question 3.

Answer:

Explanation:
I colored 10 squares blue to show 10 ones, and then drew 10 blue squares in the top ten-frame.Then i colored the remaining cubes in the train red to show more ones, counted them, and then drew 7 red squares in the bottom ten-frame. Then i wrote the equation 19=10+7 to match the pictures.

Question 4.

Answer:

Explanation:
I counted the above counters, there are 18 counters.So, the equation is 18=10+8
The equation tells us that there are 10 ones an d8 more ones.

Directions Have students: 2 and 3 color 10 squares blue to show 10 ones, and then draw 10 blue squares in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw red squares in the bottom ten-frame. Then have them write an equation to match the pictures; 4 complete the equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 5.

Answer:

Explanation:
I counted the above counters, there are 17 counters.So, the equation is 17=10+7
The equation tells us that there are 10 ones and 7 more ones.

Question 6.

Answer:

Explanation:
I counted the above counters, there are 19 counters.So, the equation is 19=10+9
The equation tells us that there are 10 ones and 9 more ones.

Question 7.

Answer:

Explanation:
I drew 18 counters to match with the equation 18=10+8 or 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Directions 5 and 6 Have students complete the equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones. 7 Higher Order Thinking Have students use counters to show 18, draw them in the double ten-frame, and write two equations to match the picture. Then have them tell how the picture and equations show 10 ones and some more ones.

Lesson 10.7 Look For and Use Structure

Problem Solving

Solve & Share

Answer:

Explanation:
I kept 2 counters in the red five-frame. Used a red crayon and wrote the number 2 that tells how many counters are in the red frame. I kept the same number of counters in the blue five-frame. Used a blue crayon and write the number that tells how many counters are in the blue frames.
The red nmber is smaller by ten then the blue number,
The pattern is 2,12.

Directions Say: Put some counters in the red five-frame. Use a red crayon and write the number that tells how many counters are in the red frame. Put the same number of counters in the blue five-frame. Use a blue crayon and write the number that tells how many counters are in the blue frames. Show the numbers to a partner. Compare your answers and look for patterns. How is your blue number like your red number? How is it different?

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Directions 1 Have students find the number with the blue box around it, and then color the number that is 10 greater than the number in the blue box. Have them write an equation to show how the teen number they colored is composed of 10 ones and some more ones. Then have students explain how they decided what parts to add to make the teen number.

Independent Practice

Question 2.

Answer:

Explanation:
I found the number with the blue box around it, it is 7 and then colored the number that is 10 greater than the number in the blue box which is 17.Then wrote an 10+7=17 equation to show how the teen number i colored is composed of 10 ones and 7 more ones.

Question 3.

Answer:

Explanation:
I found the number with the blue box around it, it is 8 and then colored the number that is 10 greater than the number in the blue box which is 18.Then wrote an 10+8=18 equation to show how the teen number i colored is composed of 10 ones and 8 more ones.

Question 4.

Answer:

Explanation:
I found the number with the blue box around it, it is 9 and then colored the number that is 10 greater than the number in the blue box which is 19.Then wrote an 10+9=19 equation to show how the teen number i colored is composed of 10 ones and 9 more ones.

Question 5.

Answer:

Explanation:
The missing numbers in the pattern are 10 and 3.
The equaation is 10+3=13.

Directions Have students: 2-4 find the number with the blue box around it, and color the number that is 10 greater than the number in the blue box. Then have them write an equation to show how the teen number they colored is composed of 10 ones and some more ones; 5 complete the equation to continue the pattern, and then explain the pattern they made.

Problem Solving

Performance Task

Answer:

Directions Read the problem to students. Then have them use multiple problem-solving methods to solve the problem. Say: Mr. Shepard’s class will exchange cards at a holiday party. There are 16 students in the class. The store sells cards in packs of 10. Alex already has 6 cards. Marta already has 7 cards. How many cards will Alex and Marta have after they each buy one pack of cards? 6 Use Structure How can the number chart help you solve the problem? Write the equations for the number of cards Alex and Marto will have. 7 Generalize After you find the number of cards Alex will have, is it easier to find the number of cards Marta will have? 8 Explain Tell a friend why your answers are correct. Then tell the friend about the pattern you see in the number chart and how the equations show 10 ones and some more ones.

Topic 10 Fluency Practice

Find a Match

Activity

Question 1.

Answer:

Explanation:
The clues are 2+3=5=4+1=O, 4-2=2=1+1=G, 5-2=3=4-1=H
I solved the addition and subtraction problems in the above picture and with the help of the clues i found the word HOG.

Question 2.

Answer:

Explanation:
The clues are 2-1=1=5-4=W, 2+2=1+3=4=C, 1-1=0=0+0=O
I solved the addition and subtraction problems in the above picture and with the help of the clues i found the word COW.

Directions 1 and 2 Have students find a partner. Have them point to a clue in the top row, and then solve the addition or subtraction problem. Then have them look at the clues in the bottom row to find a match, and then write the clue letter above the match. Have students find a match for every clue.

Topic 10 Vocabulary Review

Question 1.

Answer:

Question 2.

Answer:

Directions Understand Vocabulary Have students: 1 complete the drawing and the equation to show how many more counters are needed to make 15; 2 complete the drawing and the equation to show how many more counters are needed to make 19.

Topic 10 Reteaching

Set A

Question 1.

Answer:

Explanation:
There are 13 cubres in the above picture.
The equation that matches with the image is 10+3=13
The equation tells us that there are 10 ones and 3 more ones.

Set B

Question 2.

Answer:

Explanation:
I drew 6 more counters to show 16,
The equation 10+6=16 tells us that there are 10 ones and 6 more ones.

Directions Have students: 1 write an equation to match the blocks. Then have them tell how the picture and equation show 10 ones and some more ones; 2 draw counters to show 16, and then write an equation to match the picture. Then tell how the picture and equation show 10 ones and some more ones.

Set C

Question 3.

Answer:

Explanation:
I drew 17 counters to match with the equation 10+7=17
The equation 10+7=17 tells us that there are 10 ones and 7 more ones.

Set D

Question 4.

Answer:

Explanation:
I drew 11 counters to match with the equation 10+1=11
The equation tells us that there are 10 ones and 1 more ones.

Directions Have students: 3 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones; 4 draw counters to make 11, and then complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones.

Set E

Question 5.

Answer:

Explanation:
I drew 14 counters to match with the equation 10+4=14
The missing numbers in the equation are 10 and 4.
The equation tells us that there are 10 ones and 4 more ones.

Set F

Question 6.

Answer:

Explanation:
I found the number with the blue box around it, it is 8 and then colored the number that is 10 greater than the number in the blue box which is 18.Then wrote an 10+8=18 equation to show how the teen number i colored is composed of 10 ones and 8 more ones.

Directions Have students: 5 use counters to show 14, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 6 find the number with the blue box around it, and color the number that is 10 greater than the number in the blue box. Then have them write an equation to match, and then tell how the equation shows 10 ones and some more ones.

Set G

Question 7.

Answer:

Explanation:
I colored 10 cubes blue in the train to show 10 ones, and then drew 10 blue cubes in the top ten-frame.Then colored the remaining 8 cubes in the train red to show 8 more ones, I counted them, and then draw the same number of red cubes in the bottom ten-frame. Then I wrote an equation 18= 10 + 8  to match the pictures.

Directions Have students: 7 color 10 cubes blue in the train to show 10 ones, and then draw 10 blue cubes in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw the same number of red cubes in the bottom ten-frame. Then have them write an equation to match the pictures.

Topic 10 Assessment Practice

Question 1.

A. 15 = 10 + 5
B. 14 = 10 + 4
C. 13 = 10 + 3
D. 12 = 10 + 2
Answer:

Explanation:
Option A is correct as there are 15 counters in the above ten frames which tell that there are 10 ones and 5 more ones.

Question 2.

A. 10 and 6
B. 10 and 7
C. 10 and 8
D. 10 and 9
Answer:

Explanation:
Option C is correct as there are 18 counters in the above ten frames which tell that there are 10 ones and 8 more ones.

Question 3.
A 10 and 0
B 10 and 1
C 10 and 2
D 10 and 3
Answer:

Explanation:
Option C is correct as there are 12 counters in the above ten frames which tell that there are 10 ones and 2 more ones.

Directions Have students mark the best answer. 1 Say: Mason uses counters in ten-frames to count his marbles. Which equation matches the picture and shows how many marbles Mason has? 2 Say: Sarah counts the number of counters and gets 18. Which two numbers add to 18? Use the equation and double ten-frame for help. 3 Say: Cole has 12 toy trucks. How can Cole split up his trucks into ten ones and some more ones?

Question 4.

Answer:

Explanation:
I found the number with the blue box around it, it is 4 and then colored the number that is 10 greater than the number in the blue box which is 14.Then wrote an 10+4=14 equation to show how the teen number i colored is composed of 10 ones and 4 more ones.

Question 5.

Answer:

Explanation:
I drew 3 more counters to match with the equation 13 = 10 + 3
The equation tells that there are 10 ones and 3 more ones.

Directions Have students: 4 find the number with the blue box around it, and then color the number that is 10 greater than the number in the blue box. Then have them write an equation that shows how the teen number they colored is composed of ten and some more ones; 5 draw counters to make 13, and then complete the equation to match the picture.

Topic 10 Assessment Practice

Question 6.

Answer:

Explanation:
I drew 6 more counters to match with the equation 16 = 10 + 6
The equation tells that there are 10 ones and 6 more ones.

Question 7.

Answer:

Explanation:
I colored 10 cubes blue in the train to show 10 ones, and then drew 10 blue cubes in the top ten-frame.Then colored the remaining 9 cubes in the train red to show 9 more ones, I counted them, and then draw the same number of red cubes in the bottom ten-frame. Then I wrote an equation 18= 10 + 9  to match the pictures

 

Directions Have students: 6 listen to this story: Gabby has 16 counters. She wants to put her counters into a double ten-frame in order to decompose 16 into tens and ones. Draw counters to match Gabby’s equation. 7 color 10 cubes blue to show 10 ones, and then draw 10 blue cubes in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw the same number of red cubes in the bottom ten-frame. Then have them write an equation to match the pictures.

Question 8.

Answer:

Explanation:
In the first double ten-frame there are 13 counters, i matched it with the equation 13=10+3
In the Second double ten-frame there are 1 counters, i matched it with the equation 17=10+7
In the third double ten-frame there are 1 counters, i matched it with the equation 11=10+1
In the forth double ten-frame there are 1 counters, i matched it with the equation 14=10+4

Directions 8 Have students choose the equation that matches each double ten-frame.

Question 1.

Answer:

Explanation:
There are 12 marbles in the above ten frame.
I wrote the euqation 10+2=12 to match with the picture.
The equation tll that there are 10 ones and 2 mor eones.

Question 2.

Answer:

Explanation:
I drew 8 more marbles to match with the equation 18 = 10 + 8
The equation tells that there are 10 ones and 8 more ones.

Question 3.

Answer:

Explanation:
I drew 17 yellow marbles to match with the equation 17 = 10 + 7
The equation tells that there are 10 ones and 7 more ones.

Directions Mason’s Marbles Say: Mason collects many different kinds of marbles. He uses ten-frames to help count his marbles. Have students: 1 write the equation to show how many purple marbles Mason has; 2 draw red marbles in the second ten-frame to show 18 red marbles in all, and then complete the equation. Have them tell how the picture and equation show 10 ones and some more ones; 3 draw 17 yellow marbles in the double ten-frame, and then write two equations to match their drawing.

Question 4.

Answer:

Explanation:
I drew 13 green marbles to match with the equation 13 = 10 + 3
The equation tells that there are 10 ones and 3 more ones.

 

Question 5.

Answer:

Explanation:
I found the number with the blue box around it, it is 4 and then colored the number that is 10 greater than the number in the blue box which is 14.Then wrote an 10+4=14 equation to show how the teen number i colored is composed of 10 ones and 4 more ones.

Directions 4 Have students look at the equation Mason wrote to show how many green marbles he has, and then draw the marbles in the double ten-frame to show the number. Have them tell how the picture shows 10 ones and some more ones. 5 Say: Mason put his striped marbles in a five-frame. Then he buys 10 more striped marbles. Have students write the number to tell how many striped marbles Mason had at first, and then color the part of the number chart to show how many striped marbles he has now. Then have them write an equation and ask them to explain how the picture and equation show 10 ones and some more ones.

Envision Math 2nd Grade Textbook Answer Key Topic 2.4 Adding in Any Order

Adding in Any Order

Question 1.
____ +____ = ____ and ____ + ____ = ____
Answer:

Question 2.
____ +____ = ____ and ____ + ____ = ____
Answer:

Question 3.
____ +____ = ____ and ____ + ____ = ____
Answer:

Home Connection Your child used connecting cubes to show how facts with the same addends have the same sum.
Home Activity Have your child draw a picture to show 3 + 5. Then have him or her turn the picture upside down to show 5 + 3.
AF 1.1 Use the commutative and associative rules to simplify mental calculations and to check results. Also AF 1.0.

Guided Practice

Write the addition fact for the cubes.
Then change the order of the addends.

Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Do you understand? How is 6 + 3 related to 3 + 6?

Independent Practice

Write the sum.
Then change the order of the addends

Question 5.
4 + 5 = __
__ + __ = ___
Answer:

Question 6.
9 + 3 = __
__ + __ = __
Answer:

Question 7.

Answer:

Question 8.

Answer:

Algebra Write the missing number.
The same shapes are the same numbers.

Question 9.

Answer:

Question 10.

Answer:

Problem Solving

Solve the problems below.

Question 11.
Joy has 4 flowers in her garden. Then she plants 3 more. How many flowers does Joy have now? Draw a picture. Then write facts for this story with the addends in a different order.

____ + ____ = ____
____ + ____ = ____
Answer:

Question 12.
Kate has 6 gears on her helmet. Nick’s helmet has 2 gears. Kate and Nick have 8 gears in all. Choose the facts for this story.

Answer:

Question 13.
Journal Draw a picture for 2 + 4. Then draw a picture for the 4 + 2 fact.

Answer:

Envision Math 2nd Grade Textbook Answer Key Topic 1.1 Writing Addition Number Sentences

Review What You Know

Question 1.
Write the numbers in order from least to greatest.

Answer:

Question 2.
There are 7 birds on a fence 2 fly away. How many birds are left?

__ birds

Question 3.
Write the addition sentence to solve the problem. Kate draws 4 big stars. Then she draws 4 small stars. How many stars does Kate draw?
__ + __ = __

Home-School Connection

Dear Family,
Today my class started Topic 1, Understanding Addition and Subtraction I will learn to write number sentences and solve story problems using addition and subtraction. Here are some of the new math words I will be learning and some things we can do to help me with my math.
Love,

Book to Read

Reading math stories reinforces concepts. Look for this title in your local library:

Rooster’s Off to See the World By Eric Carle
(First Aladdin Paperbacks, 1999)

Home Activity

Collect 8 small objects such as buttons or crayons. Help your child use the objects to create math story problems involving addition or subtraction. For example, “I have 3 crayons, and here are 5 more. How many crayons do I have in all? I have 8 crayons in all.”

My New Math Words

sum

When you add numbers together, you find the sum.

3 + 4 = 7

more

Use more to talk about having a greater amount.

8 – 5 = 3

fewer

Use fewer to talk about having a lesser amount

6-4 = 2

Addition Stories

Number of players: 2

How to Play

1. Take turns. Toss the number cubes.
2. Add the two numbers.
3. Cover the toy that shows the sum. If a toy is covered already, toss the number cubes to find a different sum.
4. Play until each toy is covered.

Writing Additon
Number Sentences

Question 1.
__ and __ is __ in all.
Answer:

Question 2.
__ and __ is __ in all.

Home Connection Your child used cubes to model addition and then wrote an addition sentence.
Home Activity Use two groups of small objects, such as coins or buttons. Have your child add to tell you the total. Encourage your child to say the addition sentence, for example, “6 plus 2 equals 8.”
AF 1.3 Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences. Also AF 1.2.

Guided Practice

Write an addition sentence for the picture.

Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Do you understand? You have some red cubes and some blue cubes. How can you show how many cubes in all?

Independent Practice

Write an addition sentence for the picture.

Question 5.

Answer:

Question 6.

Answer:

Question 7.

Answer:

Algebra Fill in the missing part, then complete the addition sentence.

Question 8.

Answer:

 

Problem Solving

Use the box to solve the problem. Then write the addition sentence.

Question 9.
Pete has 5 red apples and 5 green apples. He also has 3 bananas. How many apples does Pete have in all?
__ + __ = __
__ apples
Answer:

Question 10.
Sally has 8 pink flowers. She also has 5 blue flowers. Which picture shows how many flowers Sally has?

Answer:

Question 11.
Journal Draw some green shapes and blue shapes. Write an addition sentence to tell how many shapes you drew in all.

__ + __ = ___
Answer:

Envision Math 6th Grade Textbook Answer Key Topic 2 Test Prep

Test Prep

Question 1.
Tickets cost $30 each plus a one-time $2 postage fee. Which expression shows the cost for n tickets? (2-1)
A. 30n + 2
B. 30n – 2
C. 30(n + 2)
D. 30 + 2n
Answer:
A. 30n + 2
Explanation:

Question 2.
Luis bought 5 boxes of ceramic tiles with 20 tiles in each. Each tile covers 36 square inches. Use mental math to evaluate 20 x 36 x 5 and find the total square inches. (2-5)
A. 1,360
B. 3,600
C. 7,200
D. 9,000
Answer:
B. 3,600
Explanation:

Question 3.
What number makes the number sentence true? (2-5)
4 × 8 × 25 = 100 × ☐
A. 200
B. 32
C. 25
D. 8
Answer:
D. 8
Explanation:

Question 4.
At the Jacovic family reunion, 42 tables each had 6 people. To find the number of people, Ivan did the computation shown below. What number makes the number sentence true? (2-4)
6(40 + 2) = 240 + ☐
A. 62
B. 42
C. 14
D. 12
Answer:
D. 12
Explanation:

Question 5.
What is the value of the expression in the table when m = 6? (2-6)

A. 24
B. 26
C. 44
D. 52
Answer:
B. 26
Explanation:

Question 6.
Large balloons are sold in packages of 12. Which expression can represent the total number of balloons in a packages of large balloons? (2-1)
A. 12a
B.12 ÷ a
C. a + 12
D. 12 + a
Answer:
A. 12a
Explanation:

Question 7.
Which algebraic expression can be used to describe the output pattern in the table if the input is a variable p? (2-7)

A. p + 14
B. 2p
C. 8p
D. p ÷ 9
Answer:
8p
Explanation:

Question 8.
Use the expression shown to find how many people attended the field trip. (2-3)
15 × 4 + 10 × 5
A. 110
B. 350
C. 810
D. 1,050
Answer:
A. 110
Explanation:

Question 9.
Which of the following shows a way to find 127 + 396 using compensation? (2-5)
A. 127 + 400 + 4
B. 127 – 400 + 4
C. 127 – 400 – 4
D. 127 + 400 – 4
Answer:
D. 127 + 400 – 4
Explanation:

Question 10.
Alita sells necklaces for $3 each. She spent $14 on supplies. The expression 3x – 14 can be used to find the amount Alita earns for selling x necklaces. How much will Alita earn if she sells 12 necklaces? (2-6)
A. $36
B. $24
C. $22
D. $6
Answer:
C. $22
Explanation:

Question 11.
The expression shown below can be used to find the total cost of violin lessons for a year. What is the first step to evaluate the expression? (2-3)
25 + 14 × (52 – 6)
A. Add 25 + 14.
B. Multiply 14 × 52.
C. Subtract 52 – 6.
D. Multiply 14 × 6.
Answer:
C. Subtract 52 – 6.
Explanation:

Question 12.
Which property is shown below? (2-2)
2 × 32 × 5 = 2 × 5 × 32
A. Associative Property of Multiplication
B. Commutative Property of Multiplication
C. Identity Property of Multiplication
D. Multiplication Property of Zero
Answer:
B. Commutative Property of Multiplication
Explanation:

Question 13.
If the input number is 20 in the table shown, what is the output number? (2-7)

A. 26
B. 24
C. 22
D. 18
Answer:
A. 26
Explanation:

Question 14.
A machine can make 375 bales of hay in 3 hours. At this rate, how long does it take the machine to make 875 bales of hay? (2-8)

A. 9 hours
B. 8 hours
C. 7 hours
D. 6 hours
Answer: