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

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

**Essential Question:** How can objects be described and compared by length, height, capacity, and weight?

**enVision STEM Project: Using Materials to Create Shade**

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

**Review What You know**

Question 1.

Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Question 6.

Answer:

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

**pick a Project**

**A**

**B**

**Directions** Say: You will choose one of these projects. Look at picture A. Think about this question: Do you know how much you have grown since you were a baby? If you choose Project A, you will make a display about hand size. Look at picture B. Think about this question: What type of art is this? If you choose Project B, you will build a straw sculpture.

Answer:

I pick up project A.

**C**

**D**

**Directions** Say: You will choose one of these projects. Look at picture C. Think about this question: Would you want to be the tallest person in the world? If you choose Project C, you will trace footprints and measure. Look at picture D. Think about this question: What is the largest animal on Earth? If you choose Project D, you will create a mammals poster.

Answer:

### Lesson 14.1 Describe and Compare by Length and Height

**Activity**

**Solve & Share**

**Directions** Say: Marta makes a cube train with 4 cubes. Is her cube train bigger or smaller than the crayon? Is her cube train bigger or smaller than the pencil? How can you find out?

Answer:

Length of cube train is bigger than length of crayon.

Length of the pencil is bigger than length of cube train.

Explanation:

Length of cube = 6 cm.

Length of cube train = 4 × 6 = 24 cm.

Length of crayon = 4.5 cm.

Length of the pencil = 19 cm.

**Visual Learning Bridge**

**Guided Practice**

Question 1.

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Question 2.

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

Question 3.

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Question 4.

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Question 5.

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Question 6.

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**Directions** Have students:** 3** and **4** draw a circle around the longer object or underline the objects if they are the same length; **5** and **6** mark an X on the shorter object or underline the objects if they are the same height.

**Independent Practice**

Question 7.

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Question 8.

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Question 9.

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Question 10.

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**Directions** **7** and **8** Have students mark an X on the shorter object and draw a circle around the longer object, or underline the objects if they are the same length.

**9 Higher Order Thinking** Have students draw an object that is shorter than the cube tower. **10 Higher Order Thinking** Have students draw an object that is the same length as the spoon.

### Lesson 14.2 Describe and Compare by Capacity

**Solve & Share**

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

**Visual Learning Bridge**

Answer:

**Guided Practice**

Question 1.

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Question 2.

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

Question 3.

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Question 4.

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Question 5.

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Question 6.

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**Directions 3-6** Have students draw a circle around the container that holds more and mark an X on the container that holds less, or underline the containers if they hold the same amount.

**Independent Practice**

Question 7.

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Question 8.

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Question 9.

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Question 10.

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

### Lesson 14.3 Describe and Compare by Weight

**Activity**

**Solve & Share**

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

**Visual Learning Bridge**

Answer:

**Guided Practice**

Question 1.

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Question 2.

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Question 3.

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Question 4.

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

Question 5.

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Question 6.

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Question 7.

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Question 8.

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Question 9.

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Question 10.

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**Directions 5-10** Have students draw a circle around the heavier object and mark an X on the lighter object, or underline the objects if they are the same weight.

**Independent Practice**

Question 11.

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Question 12.

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Question 13.

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Question 14.

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Question 15.

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Question 16.

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

### Lesson 14.4 Describe Objects by Measurable Attributes

**Activity**

**Solve & Share**

**Directions **Say: These are 2 tools for measuring. What can you measure with the cup? What can you measure with the cube train? Draw an object you can measure with each tool.

Answer:

**Visual Learning Bridge**

**Guided Practice**

Question 1.

Answer:

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

Question 2.

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Question 3.

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Question 4.

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Question 5.

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

**Independent Practice**

Question 6.

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Question 7.

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Question 8.

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Question 9.

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

### Lesson 14.5 Describe and Compare Objects by Measurable Attributes

**Activity**

**Solve & Share**

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

**Visual Learning Bridge**

Answer:

**Guided Practice**

Question 1.

Answer:

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

Question 2.

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Question 3.

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Question 4.

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

**Independent Practice**

Question 5.

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Question 6.

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Question 7.

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

### Lesson 14.6 Precision

**Activity**

**Solve & Share**

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

**Visual Learning Bridge**

Answer:

**Guided Practice**

Question 1.

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Question 2.

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

**Independent Practice**

Question 3.

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Question 4.

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Question 5.

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Question 6.

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Question 7.

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**Directions** Have students make a cube train or cube tower with the number of cubes shown. Then have them:** 3** compare the height of the cube tower to the acorn, and then draw a circle around the one that is taller; **4** compare the length of the pinecone to the cube train and mark an X on the one that is shorter; **5** compare the height of the cube tower to the leaf, and then draw a circle around the one that is taller; **6** compare the length of the flower to the cube train and mark an X on the one that is shorter; **7** compare the length of the cube train to the twig, and then draw a circle around the one that is longer.

**Problem Solving**

**Performance Task**

Question 8, 9.

Answer:

Length of the ribbon = 11 cubes.

Question 10.

Answer:

Explanation:

Length of the orange ribbon = 3 cubes

Length of the ribbon = 8 cubes.

No, he is not correct because the length of the orange ribbon is 3 cubes yet the pink ribbon length is 8 cubes. So. length of pink ribbon is longer than orange ribbon.

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

### Topic 14 Fluency Practice

**Show the Letter Name**

Question 1.

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Question 2.

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

**Topic 14 Vocabulary Review**

Question 1.

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Question 2.

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Question 3.

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Question 4.

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Question 5.

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

### Topic 14 Reteaching

**Set A**

Question 1.

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**Set B**

Question 2.

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

**Set C**

Question 3.

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**Set D**

Question 4.

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

### Topic 14 Assessment Practice

Question 1.

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Question 2.

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Question 3.

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Question 4.

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

Question 5.

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Question 6.

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Question 7.

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Question 8.

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

### Topic 14 Performance Task

Question 1.

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Question 2.

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Question 3.

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

Question 4.

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Question 5.

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Question 6.

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

**6** Say: Teddy and his father will eat this bread for dinner. Have students make a cube train with the number of cubes shown and draw the cube train. Have them compare the length of the cube train to the bread, and then draw a circle around the object that is longer.