Go through the **enVision Math Common Core Kindergarten Answer Key Topic 1 Numbers 0 to 5** regularly and improve your accuracy in solving questions.

## Envision Math Common Core Kindergarten Answers Key Topic 1 Numbers 0 to 5

**Essential Question:**

How can numbers from 0 to 5 be counted, read, and written?

**Directions** Read the character speech bubbles to students. Find Out! Have students pay attention to the daily weather changes. Say: The weather changes from day to day. Talk to friends and relatives about the weather. Ask them to help you record the number of sunny days and rainy days from Monday to Friday. Journal: Make a Poster Have students make a poster of the weather information they collected. Have them draw suns for the number of sunny days and clouds with raindrops for the number of rainy days. Then have students write the numbers to tell how many.

**Review What You Know**

Question 1.

Answer:

Explanation:

I circled the animal to the right.

Question 2.

Answer:

Explanation:

I circled the animal to the left.

Question 3.

Answer:

Explanation:

I circled the animal that is green in color.

Question 4.

Answer:

Explanation:

I drew lines from each object in the top row to bottom row.

Question 5.

Answer:

Explanation:

I drew lines from each object in the top row to bottom row.

Question 6.

Answer:

Explanation:

I drew lines from each object in the top row to bottom row.

**Directions** Have students: **1** draw a circle around the animal that is on the right; **2** draw a circle around the animal that is on the left; **3** draw a circle around the animal that is green; **4-6** draw a line from each object in the top row to an object in the bottom row.

**Pick a Project**

**Directions** Say: You will choose one of these projects. Look at picture A. Think about this question: What would animals say if they could talk? If you choose Project A, you will create funny animal characters and tell a story. Look at picture B. Think about this question: Does your favorite sport or game use a ball? If you choose Project B, you will make a poster of different balls that are used in sports and games. Look at picture C. Think about this question: What would you want to show on a license plate? If you choose Project C, you will create a license plate for your bike.

**3-ACT MATH PREVIEW**

**Math Modeling**

**Set the Table**

**Directions **Read the robot’s speech bubble to students. Generate Interest Ask students if they have ever set the table. Say: Who sets the table before meals? What chores are you responsible for at home? Have them share stories about responsibilities and rules around the house.

### Lesson 1.1 Count 1, 2 and 3

**Solve & Share**

Answer:

Explanation:

I drew 2 counters in the nest and circled the colored box that shows the number 2 as 2 boxes are colored.

**Directions** Have students place 2 counters in the nest on the workmat. Say: Peeps the bird found these worms for her babies. Draw a circle around the colored box that shows how many worms Peeps found. Tell how you know you are correct.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I colored a box as i counted each worm.There are 2 worms.

Question 2.

Answer:

Explanation:

I colored a box as i counted each worm.There is 1 worm.

**Directions** **1** and **2** Have students color a box as they count each worm to show how many.

Question 3.

Answer:

Explanation:

I colored a box as i counted each worm.There are 3 worms.

Question 4.

Answer:

Explanation:

I colored a box as i counted each worm.There are 2 worms.

Question 5.

Answer:

Explanation:

I colored a box as i counted each worm.There are 3 worms.

**Directions 3** and **4** Have students color a box as they count each worm to show how many. **5 Vocabulary** Have students count the worms, and color a box as they count each worm aloud.

**Independent Practice**

Question 6.

Answer:

Explanation:

I colored a box as i counted each nest.There are 2 nests.

Question 7.

Answer:

Explanation:

I colored a box as i counted each nest.There is 1 nest.

Question 8.

Answer:

Explanation:

I colored a box as i counted each nest.There are 3 nests.

Question 9.

Answer:

Explanation:

I drew 2 nests and colored 2 boxes as i counted the number of nests.

**Directions 6-8** Have students color a box as they count each nest to show how many. **9 Higher Order Thinking** Have students draw 1, 2, or 3 nests, and then color a box as they draw each nest to show how many.

### Lesson 1.2 Recognize 1, 2 and 3 in Different Arrangements

**Solve & Share**

**Directions** Say: Redbird and Bluebird each have 2 babies. Redbird and Blue bird get worms for their babies and put them in their nests. Bluebird’s worms moved around in the nest. Show and count how many worms with your counters. Color the boxes to show the worms Th each nest. Tell how you know you are correct.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I counted each bird, there are 2 birds and i colored 2 boxes.

Question 2.

Answer:

Explanation:

I counted each bird, there are 3 birds and i colored 3 boxes.

**Directions 1** and **2** Have students count each bird, and then color the boxes to show how many.

Question 3.

Answer:

Explanation:

I counted each bird, there are 3 birds and i colored 3 boxes.

Question 4.

Answer:

Explanation:

I counted each bird, there are 2 birds and i colored 2 boxes.

Question 5.

Answer:

Explanation:

I counted each bird, there is 1 bird and i colored 1 box.

Question 6.

Answer:

Explanation:

I counted each bird, there are 3 birds and i colored 3 boxes.

Question 7.

Answer:

Explanation:

I counted each bird, there is 1 bird and i colored 1 box.

Question 8.

Answer:

Explanation:

I counted each bird, there are 2 birds and i colored 2 boxes.

**Directions 3-8** Have students count the dots, and then color the boxes to show how many.

**Independent Practice
**

Question 9.

Answer:

Explanation:

I counted each dot, there is 1 dot and i colored 1 box.

Question 10.

Answer:

Explanation:

I counted each dot, there are 3 dots and i colored 3 boxes.

Question 11.

Answer:

Explanation:

I counted each dot, there are 2 dots and i colored 2 boxes.

Question 12.

Answer:

Explanation:

I counted each dot, there are 3 dots and i colored 3 boxes.

Question 13.

Answer:

Explanation:

I drew 2 counters in two different ways.

**Directions 9-12** Have students count the dots, and then color the boxes to show how many. **13 Higher Order Thinking** Have students draw 2 counters, and then draw 2 counters in a different way.

### Lesson 1.3 Read, Make, and Write 1, 2 and 3

Answer:

Explanation:

I drew 2 counters in the big cloud.I drew 2 circles to show that Alex saw 2 stars.

**Directions** Say: Alex sees 2 stars in the sky. He draws 2 stars in a cloud. Place counters in the large cloud on the workmat to show how many stars. How can you show how many stars Alex sees in other ways? Draw or use objects to show other ways in the small, empty cloud.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I counted the stars.There is 1 star.SO, i wrote number 1 in the blank.

Question 2.

Answer:

Explanation:

I counted the stars.They are 2 in number.So, i wrote the number 2 in the blank.

Question 3.

Answer:

Explanation:

I counted the stars.They are 3 in number.So, i wrote the number 3 in the blank.

**Directions 1-3** Have students count the stars, and then write the number to tell how many.

Question 4.

Answer:

Explanation:

I counted the smilies.There is 1 smilie.So, i practiced writing the number 1..

Question 5.

Answer:

Explanation:

I counted the smilies.There are 2 smilies.So, i practiced writing the number 2.

Question 6.

Answer:

Explanation:

I counted the smilies.There are 3 smilies.So, i practiced writing the number 3.

Question 7.

Answer:

I counted the smilies.There is 1 smilie.So, i practiced writing the number 1.

**Directions 4-7** Have students count the objects, and then practice writing the number that tells how many.

**Independent Practice**

Question 8.

Answer:

Explanation:

I used 2 counters to make the number 2, drew circles to represent it.

Question 9.

Answer:

Explanation:

I used 2 counters to make the number 3, drew circles to represent it.

Question 10.

Answer:

Explanation:

I used 1 counter to make the number 1, drew circles to represent it.

Question 11.

Answer:

Explanation:

I drew 3 stars and practiced writing the number 3.

**Directions 8-10** Have students use counters to make the number. Then have them draw circles to represent the number. **11 Higher Order Thinking** Have students draw 1, 2, or 3 stars, and then practice writing the number that tells how many.

### Lesson 1.4 Count 4 and 5

**Solve & Share**

Answer:

**Directions** Have students place 5 counters in the tree on the workmat. Then say: Chips the chipmunk found these nuts. Draw a circle around the colored box that shows how many nuts Chips found. Tell how you know you are correct.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I colored a box as i counted each orange.There are 4 oranges.

Question 2.

Answer:

Explanation:

I colored a box as i counted each orange.There are 5 oranges.

**Directions** **1** and **2** Have students color a box as they count each orange to show how many.

Question 3.

Answer:

Explanation:

I colored a box as i counted each orange.There are 4 oranges.

Question 4.

Answer:

Explanation:

I colored a box as i counted each fruit.There are 4 fruits.

Question 5.

Answer:

Explanation:

I colored a box as i counted each fruit.There are 5 fruits.

Question 6.

Answer:

Explanation:

I colored a box as i counted each fruit.There are 4 fruits.

**Directions 3-6** Have students color a box as they count each piece of fruit to show how many.

**Independent Practice**

Question 7.

Answer:

Explanation:

I colored a box as i counted each fruit.There are 5 fruits.

Question 8.

Answer:

Explanation:

I colored a box as i counted each fruit.There are 4 fruits.

Question 9.

Answer:

Explanation:

I colored a box as i counted each fruit.There are 5 fruits.

Question 10.

Answer:

Explanation:

I colored a box as i drew each orange.I drew 4 oranges.

**Directions 7-9** Have students color a box as they count each piece of fruit to show how many. **10 Higher Order Thinking** Have students draw 4 or 5 oranges, and then color a box as they draw each orange to show how many.

### Lesson 1.5 Recognize 4 and 5 in Different Arrangements

**Directions** Say: Some bees are flying around before landing on their beehives. Then 4 bees land on one hive and 4 bees land on the other hive. Use cubes to show different ways the bees can land on the hives. Count the bees and color the boxes to show how many landed on each hive. Tell how you know you are correct.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I counted the bees, there are 4 bees.So, i colored 4 boxes.

Question 2.

Answer:

Explanation:

I counted the cats.There are 5 cats.SO, i colored 5 boxes.

**Directions** **1** and **2** Have students count the insects or animals in each group, and then color the boxes to show how many.

Question 3.

Answer:

Explanation:

I counted the number of birds.There are 4 birds.So, i colored 4 boxes.

Question 4.

Answer:

Explanation:

I counted the number of birds.There are 5 birds.So, i colored 5 boxes.

Question 5.

Answer:

Explanation:

I counted the number of birds.There are 5 birds.So, i colored 5 boxes.

Question 6.

Answer:

Explanation:

I counted the number of birds.There are 4 birds.So, i colored 4 boxes.

Question 7.

Answer:

Explanation:

I counted the number of birds.There are 5 birds.So, i colored 5 boxes.

Question 8.

Answer:

Explanation:

I counted the number of birds.There are 4 birds.So, i colored 4 boxes.

**Directions 3-8** Have students count the birds, and then color the boxes to show how many.

**Independent Practice**

Question 9.

Answer:

Explanation:

I counted the number of dots.There are 4 dotss.So, i colored 4 boxes.

Question 10.

Answer:

Explanation:

I counted the number of dots.There are 5 dots.So, i colored 5 boxes.

Question 11.

Answer:

Explanation:

I counted and circled those groups that are 4 in number.

Question 12.

Answer:

Explanation:

I counted and circled those groups that are 5 in number.

Question 13.

Answer:

Explanation:

I drew 5 counters in the first space and drew 5 counters in two different ways in the next two spaces.

**Directions** Have students: **9** and **10** count the dots, and then color the boxes to show how many; **11** count the groups, and then draw a circle around the groups that show 4; **12** count the groups, and then draw a circle around the groups that show 5. **13 Higher Order Thinking** Have students draw 5 counters in the first space, and then draw 5 counters in two different ways in the other two spaces.

### Lesson 1.6 Read, Make, and Write 4 and 5

Answer:

Explanation:

I drew 5 counters and 5 circles to show the numbe rof forgs.

**Directions** Say: Alex sees some frogs sitting on a lily pod. Show how many frogs he sees by placing counters on the large lily pad. Count and tell how many. Then draw or use objects to show how many frogs ¡n other ways on the small, empty lily pod on the workmat.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I counted the butterflies.They are 4 in number.I practiced writing the number 4.

Question 2.

Answer:

Explanation:

I counted the butterflies.They are 5 in number.I practiced writing the number 5.

**Directions** **1** and **2** Have students count the butterflies, and then practice writing the number that tells how many.

Question 3.

Answer:

Explanation:

I counted the frogs.They are 4 in number.I practiced writing the number 4.

Question 4.

Answer:

Explanation:

I counted the frogs.They are 5 in number.I practiced writing the number 5.

Question 5.

Answer:

Explanation:

I counted the frogs.They are 4 in number.I practiced writing the number 4.

Question 6.

Answer:

Explanation:

I counted the frogs.They are 5 in number.I practiced writing the number 5.

**Directions 3-6** Have students count the frogs, and then practice writing the number that tells how many.

**Independent Practice**

Question 7.

Answer:

Explanation:

I drew 4 counters and 4 squares to represent the number 4.

Question 8.

Answer:

Explanation:

I drew 5 counters and 5 squares to represent the number 5.

Question 9.

Answer:

Explanation:

I counted the birds in the above picture.There are 5 blue birds and 4 yellow birds.So, i colored 5 for blue bird and 4 boxes for yellow bird and wrote the numbers 5 and 4 in the blanks.

**Directions 7** and **8** Have students use counters to make the number. Then have them draw squares to represent the number. **9 Higher Order Thinking** Have students count the blue birds and the yellow birds, color a box for each bird, and then write the numbers to tell how many.

### Lesson 1.7 Identify the Number 0

**Solve & Share**

**Directions** Say: Alex has a vegetable garden. Toss a number cube to see how many potatoes he has in his basket. Place counters on the basket to show how many. What does it mean if the cube face you roll has no dots? How can Alex use the boxes to show that there are no potatoes in the basket?

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I colored a box as i counted each apple.There are 3apples.

Question 2.

Answer:

Explanation:

I dinot color any box as the plate is empty.

**Directions 1** and **2** Have students color a box as they count each apple to show how many.

Question 3.

Answer:

Explanation:

I colored a box as i counted each banana.There are 2 bananas.

Question 4.

Answer:

Explanation:

I colored a box as i counted each strawberry.There are 5 strawberries.

Question 5.

Answer:

Explanation:

I dinot color any box as the plate is empty.

Question 6.

Answer:

Explanation:

I colored a box as i counted each strawberry.There are 4 strawberries.

Question 7.

Answer:

Explanation:

I colored a box as i counted each banana.There are 3 bananas.

Question 8.

Answer:

Explanation:

I dinot color any box as the plate is empty.

**Directions 3-8** Have students color a box as they count each piece of fruit to show how many.

**Independent Practice**

Question 9.

Answer:

Explanation:

I dinot color any box as the vase is empty.

Question 10.

Answer:

Explanation:

I counted and colored 1 box as there is 1 flower in the box.

Question 11.

Answer:

Explanation:

I counted and colored 3 boxes as there are 3 flowers in the vase.

Question 12.

Answer:

Explanation:

I counted and colored 3 boxes as there are 5 flowers in the vase.

Question 13.

Answer:

Explanation:

I dinot color any box as the vase is empty.

Question 14.

Answer:

Explanation:

I counted and colored 3 boxes as there are 2 flowers in the vase.

Question 15.

Answer:

Explanation:

I drew 3 flowers and colored 3 boxes to show the number of flowers.

**Directions 9-14** Have students color a box as they count each flower in the vase to show how many. **15 Higher Order Thinking** Have students pick a number between 0 and 5, draw that many flowers, and then color the boxes to show how many.

### Lesson 1.8 Read and Write 0

**Solve & Share**

Answer:

Explanation:

I counted the number of colored boxes next to each crayon on the workmat and colored crayons inside the bag.There are 2 blue crayons, 3 red crayons, 1 yellow crayon in the bag.

**Directions** Say: Count the number of colored boxes next to each crayon on the workmat. Then color the crayons inside the bag to show how many of each type Alex has and tell how you know. How many green crayons does Alex have? Tell how you know.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number3.There are 3 pencils.

Question 2.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number 0.There are no pencils.

**Directions 1** and **2** Have students count the pencils in each pencil holder, and then practice writing the number that tells how many.

Question 3.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number 2.There are 2 pencils.

Question 4.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number 3.There are 3 pencils.

Question 5.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number 0.There are no pencils.

Question 6.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number 1.There is 1 pencil.

Question 7.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number 2.There are 2 pencils.

Question 8.

Answer:

Explanation:

I counted the pencils in each pencil holder, and then practiced writing the number 2.There are 2 pencils.

**Directions 3-8** Have students count the balls in each box, and then practice writing the number that tells how many.

**Independent Practice**

Question 9.

Answer:

Explanation:

I counted the balls in each box, and then practiced writing the number 0.There are no balls.

Question 10.

Answer:

Explanation:

I counted the balls in each box, and then practiced writing the number 2.There are 2 balls.

Question 11.

Answer:

Explanation:

I counted the balls in each box, and then practiced writing the number 1.There is 1 ball.

Question 12.

Answer:

Explanation:

I counted the balls in each box, and then practiced writing the number 0.There are no balls.

Question 13.

Answer:

Explanation:

I counted and wrote the numbers from 0 to 5.

Question 14.

Answer:

Explanation:

I drew 0 counters and wrote the number 0 in the blank and drew 4 counters and wrote number 4 in the box.

**Directions** Have students: **9-12** count the balls in each box, and then practice writing the number that tells how many; **13** practice writing the numbers 0 to 5. **14 Higher Order Thinking** Have students draw zero counters and write the number to tell how many, and then draw 1 to 5 counters and write the number to tell how many.

### Lesson 1.9 Numbers to 5

Answer:

Explanation:

The numbe before 4 is 3 and after 4 is 5.So, i wrote the numbers 3 and 5 and drew counters to show the numbers3, 4 and 5.

**Directions** Say: Marta is thinking of two numbers-one is the number that comes just before 4 when counting, and the other is the number that comes just after 4 when counting. Write the two numbers Marta is thinking of. Show how you know you are correct.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

The number that comes just before 1 is 0 and after 1 is 3

The number that comes just before 4 is 3 and after 4 is 5

So, i wrote the numbers 0, 2, 3 and 5 in the blanks.

**Directions 1** Have students write the number that comes just before 1 and the number that comes just after 1. Then have them write the number that comes just before 4 when counting, and the number that comes just after 4 when counting. Have them say the numbers in order from 0 to 5.

Question 2.

Answer:

Explanation:

I colored the cubes as i counted the numbers from 0 to 5 and wrote the numbers 0, 1, 2, 3, 4 and 5.

Question 3.

Answer:

Explanation:

I counted the flowers in each vase and wrote the numbers 0, 1, 2, 3, 4 and 5 in the blanks that tell how many.The number that comes just after 1 is 2 so, i circled 2.

**Directions** Have students: **2** color the cubes to show each number, write the numbers in order, and then draw a circle around the number that comes just after 1 when counting; **3** count the flowers in each vase, write the numbers, and then say the numbers in order from 0 to 5.

**Independent Practice**

Question 4.

Answer:

Explanation:

I counted the balls in each boxes and wrote the numbers 0, 1, 2, 3, 4 and 5 in the blanks that tell how many.The number that comes just after 4 is 5 so, i circled 5.

Question 5.

Answer:

Explanation:

I counted backwards from 5 to 0 and colored the cubes to match with the number.I wrote the numbers 5, 4 , 3, 2, 1 and 0.

**Directions 4** Have students count the toys in each box, write the numbers, and then draw a circle around the number that comes just after 4 when counting how many. **5 Higher Order Thinking** Have students color 5 cubes, and then write the number. Have them color cubes to show the number that comes next when counting backwards from 5, and then write the number of cubes they colored in the tower. Repeat for the remaining towers.

### Lesson 1.10 Construct Arguments

**Solve & Share**

Answer:

**Directions** Say: Alex needs to count the group of shapes. How can you count these shapes? Use objects or words to help. Write the number to tell how many shapes. Tell why your number is correct.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

Explanation:

I counted the number of birds and wrote 4 in the blank.There are 4 birds and i drew 4 circles to show the number 4.

Question 2.

Answer:

Explanation:

I counted the number of birds and wrote 3 in the blank.There are 3 birds and i wrote the number 1, 2 and 3 circles to show the number 3.

**Directions 1** and **2** Have students make a math argument about how many birds are in each row, and then write the number. Have them use objects, words, or a method of their choice to explain their arguments and tell why they are correct.

**Independent Practice**

Question 3.

Answer:

Explanation:

I counted the number of leaves and wrote 5 in the blank.There are 5 leaves and i drew 5 circles to show the number 5.

Question 4.

Answer:

Explanation:

I counted the number of leaves and wrote 2 in the blank.There are 2 leaves and i wrote the number 1 and 2 circles to show the number 2.

Question 5.

Answer:

Explanation:

I counted the number of leaves and wrote 4 in the blank.There are 4 leaves and i colored 4 boxes to show the number 4.

Question 6.

Answer:

Explanation:

I counted the number of leaves and wrote 3 in the blank.There are 4 leaves and i colored 3 boxes to show the number 3.

**Directions 3-5** Have students make a math argument about how many leaves are in each row, and then write the number. Have them use objects, words, or a method of their choice to explain their arguments and tell why they are correct. **6 enVision’ STEM** Say: Chlorophyll makes leaves green. There is less sunlight in the winter, so trees save their chlorophyll This turns leaves brown, orange, red, and yellow. Have students make a math argument about how many orange leaves are in the row, and then write the number. Have them use objects, words, or a method of their choice to explain their arguments and tell why they are correct.

**Problem Solving**

**Performance Task**

Question 7,8,9.

Answer:

Explanation:

There are 3 rabbits in the picture.I used the tool of coloring a box as i count each rabbit.So, i colored 3 boxes to show the number of rabbits.

**Directions** Read the problem to students. Then have them use multiple problem-solving methods to solve the problem. Say: Brooke sees some rabbits. How many rabbits does she see? **7 Reasoning** How can you find the number of rabbits Brooke sees? **8 Use Tools** What tool can you use to help solve the problem? **9 Explain** How can you use math to explain why your work is correct?

### Topic 1 Vocabulary Review

Question 1.

Answer:

Explanation:

I circled the number 2.

Question 2.

Answer:

Explanation:

I wrote the number 0 as it means none.

Question 3.

Answer:

Explanation:

I circled the number 4.

Question 4.

Answer:

Explanation:

I marked a X on red cube and circled all the 5 cubes.

**Directions** **Understand Vocabulary** Have students: **1** draw a circle around the number; **2** write the number that means none; **3** draw a circle around the number four; **4** mark an X on the one red cube, and draw a circle around all five cubes in the group.

Question 5.

Answer:

Explanation:

I circled the number 1.

Question 6.

Answer:

Explanation:

I wrote the number 3.

Question 7.

Answer:

Explanation:

I counted the number of cubes and wrote the number 2 as there are 2 cubes.

Question 8.

Answer:

Explanation:

I wrote the numbers from 0 to 5 in order, and then drew counters to show the the numbers 0, 1, 2, 3, 4 and 5.

**Directions Understand Vocabulary** Have students: **5** draw a circle around the number one; **6** write the number three; **7** count the number of cubes, and then write the number to tell how many; **8** write the numbers 0 to 5 in order, and then draw counters to show that many of each number.

### Topic 1 Reteaching

**Set A**

Question 1.

Answer:

Explanation:

I colored a box as i count each ball.There are 3 balls in the picture.

Question 2.

Answer:

Explanation:

I colored a box as i counted each ball.There ia 1 ball in the picture.

**Set B**

Question 3.

Answer:

Explanation:

I counted and practiced writing the number 2.There are 2 flowers in the vase.

Question 4.

Answer:

Explanation:

I counted and practiced writing the number 1.There are 1 flower in the vase.

**Directions** Have students: **1** and **2** color a box as they count each ball to show how many; **3** and **4** count the flowers in the vase, and then practice writing the number that tells how many.

**Set C**

Question 5.

Answer:

Explanation:

I counted the number of snakes and colored 5 boxes as there are 5 snakes.

Question 6.

Answer:

Explanation:

I counted the number of birds and colored 4 boxes as there are 4 birds

**Directions 5** and **6** Have students color a box as they count each animal to show how many.

**Set D**

Question 7.

Answer:

Explanation:

The number that comes just before 3 is 2 and just after 3 is 4.So, i wrote the number 2 and 4.

**Set E**

Question 8.

Answer:

Explanation:

I counted the number of flowers in the vase and practiced writing the number 3.There are 3 flowers in the vase.

Question 9.

Answer:

Explanation:

I counted the number of flowers in the vase and practiced writing the number 0.There are no flowers in the vase.

**Directions** Have students: **7** write the numbers that are 1 less than 3 and 1 more than 3 when counting; **8** and **9** Count the flowers in the vase, and then practice writing the number that tells how many.

**Set F**

Question 10.

Answer:

Explanation:

I counted the number of octopuses and practiced writing number 3 as there are 3 octopuses.

Question 11.

Answer:

Explanation:

I drew 5 circles to show the number 5.

**Directions 10** and **11** Have students count the octopuses or read the number, and then practice writing the number or draw circles to tell how many.

### Topic 1 Assessment Practice

Question 1.

Answer:

Explanation:

I marked option c as it shows 3 flowers.

Question 2.

Answer:

Explanation:

I marked option D as it shows the number of counters 4.

Question 3.

Answer:

Explanation:

I marked the option D as it shows the number of pears in the picture.There are 5 pears.

Question 4.

Answer:

Explanation:

I marked the option A as it shows that the box has no toys in it.

**Directions** Have students mark the best answer. **1** Which shows 3 flowers? **2** How many counters are there? **3** How many pears are there? **4** Which box has 0 toys in it?

Question 5.

Answer:

Explanation:

I marked the option C as it shows 4 leaves.One more than the counters shown.

Question 6.

Answer:

Explanation:

I counted the butterflies and colored a box as i counted each buttetrfly.There are 2 butterflies.

Question 7.

Answer:

Explanation:

I drew counters to show the numbe rof dots.

**Directions** Have students: **5** listen to the story: Tina is counting leaves. She uses these counters to show how many leaves she has counted so far. Which of these shows the next number of leaves she will count? **6** count the butterflies, and then color the boxes to show how many; **7** count the number of dots and then draw counters in the box to show the same number of dots.

Question 8.

Answer:

Explanation:

I wrote the number 0, 1, 2, 3 and 4 as i counted the number of snowflakes given.

Question 9.

Answer:

Explanation:

I countec and wrote the number of red and yellow counters.

**Directions** Have students: **8** count the snowflakes, and then write the number to tell how many; **9** listen to the story: Jack has some red and some yellow counters. He uses the counters to show one way to make 4. Write numbers to tell how many of each color he used.

Question 10.

Answer:

Explanation:

I counted the plates and wrote the numbe 3 as there are 3 plates.

Question 11.

Answer:

Explanation:

I didnot color any apple as there are no apples in the plate.

Question 12.

Answer:

Explanation:

I drew 5 marbles to show the number 5.

**Directions** Have students: **10** count the plates, and then write the number to tell how many; **11** count the number of apples on the plate, and then color the apples to show how many; **12** draw 5 marbles, and then write the number to tell how many.

### Topic 1 Performance Task

Question 1.

Answer:

Explanation:

I counted and wrote the number of flowers in the vases.

**Directions** Flower Cart Say: Michael’s family sells flowers from a flower cart, **1** Have students count how many of each kind of flower, and then write the number to tell how many.

Question 2.

Answer:

Explanation:

As there are no flowers in the vase so, i wrote the number 0.

Question 3.

Answer:

Explanation:

I counted the flowers and colored a box for each flower i count.There are 4 flowers and i wrote the number 4 to show it.

Question 4.

Answer:

Explanation:

Michael can give his mother sunflowers.I drew 5 flowers andwrote the number 5 to show the number of flowers.

**Directions** **2** Say: How can Michael show the number of flowers in the green vase? Have students show two different ways. **3** Have students look at the 4 flowers, and then draw another way to show 4. **4** Say: Michael wants to give his mother 5 flowers from the cart. What kinds of flowers can he give her? Have students show one way to make an arrangement of 5 flowers, and write the number to tell how many.