{"id":13776,"date":"2023-12-21T09:19:02","date_gmt":"2023-12-21T03:49:02","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=13776"},"modified":"2023-12-22T12:10:23","modified_gmt":"2023-12-22T06:40:23","slug":"envision-math-common-core-grade-2-answer-key-topic-2","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-2-answer-key-topic-2\/","title":{"rendered":"enVision Math Common Core Grade 2 Answer Key Topic 2 Work with Equal Groups"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 2 Answer Key<\/a>\u00a0Topic 2 Work with Equal Groups<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 2nd Grade Answers Key Topic 2 Work with Equal Groups<\/h2>\n

Essential Questions:<\/strong>
\nHow can you show even and odd numbers? How do arrays relate to repeated addition?
\n\"Envision<\/p>\n

enVision STEM Project: Plants, Animals, and Arrays<\/strong>
\nFind Out Make lists of different types of plants and wild animals that you see. Look in your neighborhood or in a nearby park. Look at how the animals and plants come together.
\nJournal: Make a Book Show what you find out in a book. In your book, also:<\/p>\n

    \n
  • Tell about plants or animals that you see in groups. Look for patterns.<\/li>\n
  • Make an array of a group of plants and an array of a group of animals.<\/li>\n<\/ul>\n

    Answer:-<\/p>\n

    A number which is divisible by 2 and generates a remainder of 0 is called an even number. An odd number is a number which is not divisible by 2. The remainder in the case of an odd number is always \u201c1\u201d.<\/p>\n

    The property by which we classify an integer in math as even or odd is also known as parity.<\/p>\n

    Identifying even or odd number<\/h4>\n

    1. By comprehending the number at \u201cones\u201d place<\/strong><\/p>\n

    In this approach, we analyze the number at \u201cones\u201d place in an integer to check if the number is even or odd.<\/p>\n

    All the numbers ending with 1,3,5,7 and 9 are odd numbers. For example, numbers such as 11, 23, 35, 47 etc. are odd numbers.<\/p>\n

    All the numbers ending with 0,2,4,6 and 8 are even numbers. For example, numbers such as 14, 26, 32, 40 and 88 are even numbers.
    \nHow do arrays relate to repeated addition?<\/strong>
    \nArrays are objects we put into rows and columns.
    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-63\"
    \nBy Rows
    \n4 + 4 + 4 = 12
    \nBy Columns
    \n3 + 3 + 3 + 3 = 12<\/p>\n

    Tell about plants or animals that you see in groups. Look for patterns.<\/strong><\/p>\n

    Plants are one of six big groups (kingdoms) of living things. They are autotrophic eukaryotes, which means they have complex cells, and make their own food. Usually they cannot move (not counting growth). Plants include familiar types such as trees, herbs, bushes, grasses, vines, ferns, mosses, and green algae.
    \nDomestic animals such as dogs, cats, and cattle\u00a0have been genetically adapted over generations to live alongside humans. Domesticated animals are animals that have been selectively bred and genetically adapted over generations to live alongside humans. They are genetically distinct from their wild ancestors or cousins.<\/p>\n

    Make an array of a group of plants and an array of a group of animals.<\/strong>
    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-63\"<\/p>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong>
    \nQuestion 1.
    \nCircle the addends in the math below.
    \n5 + 8 = 13
    \n8 \u2013 5 = 3
    \nAnswer:-
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-2\"<\/p>\n

    \"Work<\/p>\n

    Question 2.
    \nComplete the sum in the equation below.
    \n5 + 7 = ________
    \nAnswer:
    \n5 + 7 = 12<\/p>\n

    Question 3.
    \nWrite the doubles fact that the model shows.
    \n\"Envision
    \nAnswer:- 14
    \nExplanation:- There are total 14 cubes and upper one contains 7 cubes and lower one contains 7 cubes. So, total double facts are 14.<\/p>\n

    Near Doubles<\/strong>
    \nQuestion 4.
    \nFind each sum.
    \n7 + 6 = ________
    \n4 + 5 = ________
    \n9 + 8 = ________
    \nAnswer:-
    \n7 + 6 =\u00a0 13
    \n4 + 5 =\u00a0 9
    \n9 + 8 = 17<\/p>\n

    Add in Any Order<\/strong>
    \nQuestion 5.
    \nChange the order of the addends and complete both equations.
    \n6 + 8 = ________
    \n________ + ________ = ________
    \nAnswer:-
    \n6 + 8 = 14
    \nThe change of addends
    \n8 + 6 = 14<\/p>\n

    Math Story<\/strong>
    \nQuestion 6.
    \nFive brown cows go into the barn. Then 8 black and white cows go into the barn. How many cows are now in the barn?
    \nAnswer: 5 + 8 = 13
    \nThere are already 5 brown cows are in the barn and later 8 black and white cows went to the barn so the above equation satisfy.<\/p>\n

    Pick a Project<\/strong><\/p>\n

    PROJECT 2A
    \nWhat kinds of birds live near you?
    \nProject: Collect Bird Data
    \n\"Envision<\/p>\n

    Answer:-
    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-48\"<\/p>\n

      \n
    1. Lesser Flamingo<\/li>\n
    2. Bar-headed Goose<\/li>\n
    3. Indian Roller<\/li>\n
    4. Grey-headed Swamphen<\/li>\n
    5. Common Kingfisher<\/li>\n
    6. Grey Junglefowl<\/li>\n
    7. Knob-billed Duck<\/li>\n
    8. Grey Heron<\/li>\n
    9. Rose-ringed Parakeet<\/li>\n
    10. Peacock<\/li>\n
    11. Red-wattled Lapwing<\/li>\n
    12. Crested Serpent Eagle<\/li>\n
    13. Black Stork<\/li>\n
    14. Blue-tailed Bee-eater<\/li>\n
    15. Lesser Whistling-duck<\/li>\n<\/ol>\n

      PROJECT 2B
      \nWhat are scutes?
      \nProject: Make a Scutes Poster
      \n\"Envision<\/p>\n

      Answer:- Scutes means an external bony or horny plate or large scale.
      \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-44\"<\/p>\n

      PROJECT 2C
      \nHow can you arrange trees in an orchard?
      \nProject: Create an Orchard Model
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-5\"<\/p>\n

      A careful plan of the orchard is necessary for the most efficient and economic management. The following points should be borne in mind in preparing the plan.
      \n1. Optimum spacing to accommodate maximum number of trees per unit area.
      \n2. Stores and office building in the orchard should be constructed at the centre for proper supervision. .
      \n3. Wells should be located at convenient places in different parts at the rate of one well for 2 to 4 hectares..
      \n4. Each kind of fruit should be assigned in a separate block.
      \n5. Fruits ripening at the same time should be grouped together.
      \n6. Pollinators should be provided in deciduous fruits. In deciduous fruit trees, there are some varieties which require pollen from another variety to set fruits in them, otherwise, they will be barren. Such pollen donors are known as pollinators..Every third tree in every third row should be planted with a pollinator.
      \n7. Irrigation channels should be laid along the gradients for most economical conduct of water. For every 30m length of channel, 7.5 cm slope should be given.
      \n8. Roads should occupy minimum space for the economy of transport. The clearance between wind break and first row of trees is advantageous for the road.
      \n9. Short growing trees should be allotted at the front and tall at the back for easy watching and to improve the appearance.
      \n10. Evergreen trees should be in the front and deciduous ones behind.
      \n11. Fruits attracting birds and animals should be close to the watchman’s shed.<\/p>\n

      \"Work<\/p>\n

      PROJECT 2D
      \nHow do your flowers grow?
      \nProject: Draw a Picture of Flowers
      \n\"Envision
      \nAnswer:-
      \nFlowering plants produce seeds that are then dispersed from their parent. When a\u00a0seed<\/span>\u00a0comes to rest in an appropriate place with conditions suitable to its\u00a0germination<\/span>, it breaks open. The\u00a0embryo<\/span>\u00a0inside the seed starts to grow into a seedling. Roots grow down to anchor the plant in the ground. Roots also take up water and\u00a0nutrients<\/span>\u00a0and store food. A shoot grows skywards and develops into a stem that carries water and nutrients from the roots to the rest of the plant. The stem also supports leaves so they can collect sunlight. Leaves capture sunlight to make energy for the plant through the process of\u00a0photosynthesis<\/span>.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-23\"<\/p>\n

      Lesson 2.1 Even and Odd Numbers<\/h3>\n

      Solve & Share<\/strong>
      \nUse cubes to make the numbers below. Shade all the numbers that can be shown as two equal groups of cubes. What do you notice about the numbers you shaded?
      \nI can … tell if a group of objects is even or odd.
      \n\"Envision<\/p>\n

      Visual Learning Bridge
      \n\"Envision<\/p>\n

      Convince Me! You break apart a tower of cubes to make two equal parts, but there is one cube left over. Is the number of cubes even or odd? Explain.
      \nAnswer:-
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-18\"
      \nThe total number of cubes are 15 which is odd because when we break the whole cube into two pieces one is left uneven and
      \nthe total number of cubes cannot be divide by two. So that is the reason the one is left unpair.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Look at the number. Circle even or odd. Then write the equation.
      \nQuestion 1.
      \n\"Envision<\/p>\n

      Question 2.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-10\"<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Look at the number. Circle even or odd. Then write the equation. Use cubes to help.
      \nQuestion 3.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-11\"
      \n<\/strong><\/p>\n

      Question 4.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-12\"
      \n<\/strong><\/p>\n

      Question 5.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-13\"
      \n<\/strong><\/p>\n

      Question 6.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-14\"
      \n<\/strong><\/p>\n

      Question 7.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-15\"
      \n<\/strong><\/p>\n

      \"Work<\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-16\"
      \n<\/strong><\/p>\n

      For each number, circle true or false. Then explain your thinking.
      \nQuestion 9.
      \nHigher Order Thinking<\/strong> Dave says 12 is even. He says 21 is odd. True or false?
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-17\"<\/strong><\/p>\n

      Explanation:- Dave says 12 is even. He says 21 is odd. Yes, He says 12 is even which is true because 12 divides by 2 and he also
      \nsays 21 is odd and this is also true because 21 does not divide by 2. So, both the statements are True.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Solve the problems below. Use cubes to help.
      \nQuestion 10.
      \nModel Gemma fills 2 baskets with 9 berries each. She gives both baskets to Alan. Does Alan have an odd or even number of berries? Draw a picture to solve. Then write an equation.
      \n_______ + _______ = _________
      \nAlan has an _________ number of berries.
      \nAnswer:-
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-11
      \nAlan has an 18 number of berries. He has even number of berries.<\/p>\n

      Question 11.
      \nModel Tyrone puts 4 marbles in one jar. He puts 3 marbles in another jar. Does Tyrone have an odd or even number of marbles? Draw a picture to solve. Then write an equation.
      \n_______ + _______ = _________
      \nTyrone has an _________ number of marbles.
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-12
      \nTyrone has an 7 number of marbles. Tyrone has odd number of marbles.<\/p>\n

      Question 12.
      \nHigher Order Thinking<\/strong> If you add two odd numbers, will the sum be odd or even? Explain. Use numbers, pictures, or words.
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-15\"
      \nExplanation:- If we add any two odd numbers the sum will always be even. We can take above image as example.
      \nex. 3 + 3 = 6, here 3 is an odd number and when we add those we got even number which is divisible by 2.<\/p>\n

      Question 13.
      \nAssessment Practice Look at the number. Circle even or odd. Then write the equation.
      \n\"Envision
      \nAnswer:-
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-18\"
      \n<\/strong><\/p>\n

      Lesson 2.2 Continue Even and Odd Numbers<\/h3>\n

      Solve & Share<\/strong>
      \nThe students in Ms. Jenn’s class work in pairs. One student does not have a partner. How many students could be in Ms. Jenn’s class? Use cubes to show your thinking. Draw a picture of your work.
      \nI can … use different ways to tell if a group of objects shows an even or odd number.
      \n\"Envision<\/p>\n

      Visual Learning Bridge
      \n\"Envision<\/p>\n

      Convince Me! Is the number 10 even or odd? Draw a picture to show how you know.
      \nAnswer:-
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-2-Work-with-Equal-Groups-15\"
      \nExplanation:- The 10 number is perfectly even because it is divided by 2 and which the remainder remains 0. So, 10 is even.<\/p>\n

      \"Work<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Write the number for each model. Circle even or odd. Then write the equation.
      \nQuestion 1.
      \n\"Envision<\/p>\n

      Question 2.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-22\"<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Write the number for each model. Circle even or odd. Practice Then write the equation.
      \nQuestion 3.
      \n\"Envision
      \nAnswer:-
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-23\"<\/p>\n

      Question 4.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-24\"<\/p>\n

      Question 5.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-25\"<\/p>\n

      Question 6.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-26\"<\/p>\n

      Question 7.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-27\"<\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-28\"<\/p>\n

      Question 9.
      \nNumber Sense<\/strong> How many squares are shown? Is this an even or odd amount? Draw a picture that shows how you know. Write an equation for your picture.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-29\"<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Solve the problems below. Draw pictures, if needed.
      \nQuestion 10.
      \nLook for Patterns Equations for the first four even numbers are given. What are the next six even numbers? How do you know?
      \n1 + 1 = 2
      \n2 + 2 = 4
      \n3 + 3 = 6
      \n4 + 4 = 8
      \nAnswer:
      \n1 + 1 = 2
      \n2 + 2 = 4
      \n3 + 3 = 6
      \n4 + 4 = 8
      \n5 + 5 = 10
      \n6 + 6 = 12
      \n7 + 7 = 14
      \n8 + 8 = 16
      \n9 + 9 = 18
      \n10 + 10 = 20
      \nExplanation:- These equations are sequence of natural numbers 1,2,3,4,5,6,7,8,9,10 respectively as they asked only 6 extra equations
      \nwe have done only up to 10. If we add 2 even numbers also we get even number as answer if we add 2 odd numbers also we will
      \nget 2 odd numbers only.<\/p>\n

      Question 11.
      \nHigher Order Thinking<\/strong> Mack drew a picture of 5 and 3. He says you can add them to get an even number. Do you agree? Explain and write an equation for the sum.
      \n\"Envision
      \nAnswer:- I do agree with Mack because he say when we add up two odd numbers we get even number actually when we add two odd numbers we get even number for example.,
      \n5 + 3 = 8. Here, 5 and 3 are odd numbers and the quotient is even number.<\/p>\n

      Question 12.
      \nen Vision\u00ae STEM Desert birds are active in the early morning to stay out of the heat. Marcy sees 19 birds. Does Marcy see an odd or even number of birds? Explain with a drawing and an equation.
      \nAnswer: Marcy see and odd number of birds early in the morning.
      \n10 + 9 = 19
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-26\"
      \nQuestion 13.
      \nAssessment Practice<\/strong> How many squares are shown? Is this an even or odd amount?
      \n\"Envision
      \nA. 6 + 6 = 12; even
      \nB. 6 + 7 = 13; odd
      \nC. 7 + 7 = 14; even
      \nD. 7 + 8 = 15; odd
      \nAnswer:
      \nA. 6 + 6 = 12; even<\/p>\n

      Lesson 2.3 Use Arrays to Find Totals<\/h3>\n

      Solve & Share<\/strong>
      \nShow and explain two different ways to find how many circles in all.
      \nI can … find the total number of objects in a set of rows and columns.
      \n\"Envision<\/p>\n

      Visual Learning Bridge
      \n\"Envision<\/p>\n

      Convince Me! Is this group an array? Explain.
      \n\"Envision
      \nAnswer:- Yes, The above image is an array because in the image the oranges were arranged in rows and columns even in one row the orange is missing. The horizontal line is row and the vertical line is column.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Write two equations that match each array.
      \nQuestion 1.
      \n\"Envision<\/p>\n

      Question 2.
      \n\"Envision
      \nBy Rows
      \n_________ + _________ = _________
      \nBy Columns
      \n_________ + _________ + _________ = _________
      \nAnswer:
      \nBy Rows
      \n3 + 3 + 3 = 9
      \nBy Columns
      \n3 + 3 + 3 = 9<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Write two equations that match each array.
      \nQuestion 3.
      \n\"Envision
      \nBy Rows
      \n_____ + _____ + _____ + _____ + _____ = _____
      \nBy Columns
      \n_____ + _____ + _____ = _____
      \nAnswer:
      \nBy Rows
      \n3 + 3 + 3 + 3 + 3 = 15
      \nBy Columns
      \n5 + 5 + 5 = 15<\/p>\n

      Question 4.
      \n\"Envision
      \n_____ + _____ + _____ = _____
      \n_____ + _____ + _____ + _____ = _____
      \nAnswer:
      \nBy Rows
      \n4 + 4 + 4 = 12
      \nBy Columns
      \n3 + 3 + 3 + 3 = 12<\/p>\n

      Question 5.
      \n\"Envision
      \nBy Rows _____ + _____ = _____
      \nBy Columns _____ + _____ = _____
      \nAnswer:
      \nBy Rows
      \n2 + 2 = 4
      \nBy Columns
      \n2 + 2 = 4<\/p>\n

      Question 6.
      \n\"Envision
      \n_____ + _____ + _____ + _____ + _____ = _____
      \n_____ + _____ + _____ + _____ + _____ = _____
      \nAnswer:
      \nBy Rows
      \n5 + 5 + 5 + 5 + 5 = 25
      \nBy Columns
      \n5 + 5 + 5 + 5 + 5 = 25<\/p>\n

      Question 7.
      \nAlgebra Use the array to find the missing number.
      \n\"Envision
      \n______ + 5 = 10
      \nAnswer:
      \n5 + 5 = 10<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Use an array to solve each problem.
      \nQuestion 8.
      \nLook for Patterns Ross places the berries in an array. Write two equations that match the array. How many berries are there in all?
      \n\"Envision
      \n________ berries
      \nAnswer:
      \nBy Rows
      \n4 + 4 + 4 + 4 + 4 = 20
      \nBy Columns
      \n5 + 5 + 5 + 5 = 20
      \nThere are total 20 berries.<\/p>\n

      Question 9.
      \nThe array shows cars in a parking lot. Can you write two different equations that match the array? Explain. How many cars are in the parking lot in all?
      \n\"Envision
      \n_________ cars
      \nAnswer:
      \nBy Row
      \n3 + 3 + 3 = 9
      \nBy Columns
      \n3 + 3 + 3 = 9
      \nThere are total 9 cars and they are arranged in rows and columns in each row there are 3 cars and they are 3 rows as well as there 3 cars placed in column and 3 columns are there so total 3\u00a0 x 3 = 9 or 3 + 3 + 3 = 9<\/p>\n

      Question 10.
      \nHigher Order Thinking<\/strong> Draw a garden with up to 5 rows and that has the same number of flowers in each row. Then write two equations that match your array.
      \nAnswer:
      \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-2-Work-with-Equal-Groups-29\"
      \nBy Rows
      \n4 + 4 + 4 + 4 + 4 =\u00a0 20
      \nBy Columns
      \n5 + 5 + 5 + 5 = 20<\/p>\n

      Question 11.
      \nAssessment Practice<\/strong> Blake sets basketballs in an array. He has 4 rows of basketballs with 3 basketballs in each row. Which equation shows the array Blake made and how many basketballs in all?
      \nA. 3 + 3 + 3 + 3 = 12
      \nB. 3 + 3 = 6
      \nC. 4 + 4 = 8
      \nD. 3 + 3 + 3 = 9
      \nAnswer:
      \nA. 3 + 3 + 3 + 3 = 12
      \nThere are total 12 basketballs in all.<\/p>\n

      Lesson 2.4 Make Arrays to Find Totals<\/h3>\n

      Solve & Share<\/strong>
      \nRusty places his toy trucks in 4 columns. He places 3 trucks in each column. How many trucks does Rusty have in all? Show how you know with counters and an equation.
      \nI can … make arrays with equal rows or equal columns.
      \n\"Envision<\/p>\n

      \"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-44\"<\/p>\n

      Visual Learning Bridge
      \n\"Envision<\/p>\n

      Convince Me! If you have 2 rows with a different amount in each row, do you have an array? Explain.
      \nAnswer:- If we have 2 rows and with different amount in each row also the objects will be in rows and columns only if we have 2 rows and in one row we have 2 objects and in 2nd row we have only one object means i.e., we have 2 rows and 1 column
      \nBy Row
      \n2 + 1 = 3<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Draw an array to show each problem. Use repeated addition to solve.
      \nQuestion 1.
      \nMonica puts cans of peas in 2 rows with 3 cans in each row. How many cans of peas does she have in all?
      \n\"Envision
      \nAnswer: There are 6 cons of peas.<\/p>\n

      Question 2.
      \nDominick is organizing his stickers in columns. He has 4 columns with 4 stickers in each column. How many stickers does he have in all? _____ + _____ + _____ + _____ = _____ stickers
      \nAnswer:
      \n4 + 4 + 4 + 4 = 16
      \nWe have 16 stickers in all.<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Draw an array to show each problem. Use repeated addition to solve.
      \nQuestion 3.
      \nSarah bakes loaves of bread. She places them in 5 columns with 3 loaves in each column. How many loaves of bread does Sarah have in all?
      \n_____ + _____ + _____ + _____ + _____ = _____ loaves of bread
      \nAnswer:
      \n3 + 3 + 3 + 3 + 3 = 15
      \nSarah does have 15 loaves of bread in all.<\/p>\n

      Question 4.
      \nKristin makes an array with her books. She places them in 5 rows with 4 books in each row. How many books does Kristin have in all?
      \n_____ + _____ + _____ + _____ + _____ = _____ books
      \nAnswer:
      \n4 + 4 + 4 + 4 + 4 = 20
      \nKristin does have 20 books in all.<\/p>\n

      Question 5.
      \nMalcolm puts his marbles in two columns. He puts 2 marbles in each column. How many marbles does Malcolm have in all?
      \n_____ + _____ = _____ marbles
      \nAnswer:
      \n2 + 2 = 4
      \nMalcolm does have 4 marbles in all.<\/p>\n

      Question 6.
      \nAlgebra Find the missing numbers. Frank has 10 baseball cards. He places them in 2 equal rows. Show how many baseball cards are in each row.
      \n_____ + _____ = 10 baseball cards
      \nAnswer:
      \n5 + 5 = 10 baseball cards.<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Draw an array to show each problem. Use repeated addition to solve.
      \nQuestion 7.
      \nReasoning<\/strong> Jenny has 5 rows on each page in her photo album. She puts 2 pictures in each row. How many pictures does she have on each page?
      \n_____ + _____ + _____ + _____ + _____ = _____ pictures
      \nAnswer:
      \n2 + 2 + 2 + 2 + 2 = 10 pictures.<\/p>\n

      Question 8.
      \nReasoning<\/strong> Nina has a bookcase with 4 shelves. She places 5 dolls in a row on each shelf. How many dolls does Nina have in all?
      \n_____ + _____ + _____ + _____ = _____ dolls
      \nAnswer:
      \n5 + 5 + 5+ 5 = 20 dolls
      \nNina have 20 dolls in all<\/p>\n

      Question 9.
      \nHigher Order Thinking<\/strong> Write a story problem using repeated addition. Draw an array to match your story.
      \nAnswer: We have to always multiply rows into columns or columns into rows. So, we will get total number of objects.
      \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-44\"<\/p>\n

      Question 10.
      \nAssessment Practice<\/strong> Whitney has a muffin tin with 2 rows. Each row has 4 muffins. Write an equation that shows how many muffins Whitney has in all.
      \nHow can drawing a picture help?
      \nAnswer: There are 8 muffin tins with Whitney.
      \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-44\"<\/p>\n

      Lesson 2.5 Problem Solving<\/h3>\n

      Model with Math<\/strong>
      \nSolve & Share<\/strong>
      \nThere are 4 rows in a classroom. Two rows have 3 tables in each row. Two rows have 4 tables in each row. How many tables are there in all?
      \nDraw a picture and write an equation to model and solve the problem.
      \nI can … model problems using equations, drawings, and arrays.
      \nEquation: ________
      \n_______ tables
      \nAnswer:
      \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-44\"
      \nBy Rows
      \n3 + 3\u00a0 = 6
      \n4 + 4\u00a0 = 8
      \nBy columns
      \n2 + 2 + 2 = 6
      \n2 + 2 + 2 + 2 = 8
      \nTotal there are 14 tables.<\/p>\n

      Thinking Habits<\/strong>
      \nHow can a picture and an equation help me model problems?
      \nDoes my answer make sense?<\/p>\n

      Visual Learning Bridge
      \n\"Envision<\/p>\n

      Convince Me! How does drawing a picture and writing an equation help you model a problem?
      \nAnswer:- By representing units of measurement and other objects visually, students can begin\u00a0to\u00a0think about the\u00a0problem\u00a0mathematically.\u00a0Pictures\u00a0and diagrams are also good ways of describing solutions\u00a0to problems; therefore\u00a0they\u00a0are an important part of mathematical communication.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Draw a picture and write an equation to show each problem. Then solve.
      \nQuestion 1.
      \nRay has 2 rows of books. He has 5 books in each row. How many books does Ray have in all?
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-48\"<\/p>\n

      Independent Practice<\/strong><\/p>\n

      Draw a picture and write an equation to show each problem. Then solve.
      \nQuestion 2.
      \nMika has 4 rows of playing cards. If there are 4 playing cards in each row, how many cards does Mika have in all?
      \n________ cards
      \nEquation: __________
      \nAnswer:
      \nMika has 4 rows of playing cards. If there are 4 playing cards in each row, how many cards does Mika have in all?
      \n16<\/span> cards
      \nBy Row
      \n4 + 4 + 4 + 4 = 16<\/p>\n

      Question 3.
      \nAnita puts 10 baseball cards in an array. If there are 2 cards in each column, how many columns are there? Your equation should show the total number of cards.
      \n________ columns
      \nEquation: ________
      \nAnswer:
      \nAnita puts 10 baseball cards in an array. If there are 2 cards in each column, how many columns are there? Your equation should show the total number of cards.
      \n10<\/span> columns
      \nBy Columns
      \n2 + 2+ 2 + 2 + 2 + 2 + 2 + 2 + 2 = 20<\/p>\n

      Question 4.
      \nTina drew an array to show 9 shells. The same number of shells are in each row and each column. How many shells are in each row and each column? Explain how you know.
      \nAnswer: There\u00a0 are\u00a0 total 3 rows and 3 columns and each row has 3 objects that means 9 shells.
      \nBy Row
      \n3 + 3 + 3 = 9
      \nBy Column
      \n3 + 3 +3 = 9<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Performance Task
      \nWindow Displays Mr. Miller’s Hobby Shop has 3 window displays. One is for posters, one is for paint cans, and one is for crayon boxes. The displays are described at the right. Which display has the least number of items?
      \n\"Envision
      \nAnswer: Crayon boxes has the least number of items
      \n2 + 2 + 2 + 2 +2 = 10<\/p>\n

      Question 5.
      \nMake Sense What are you asked to find?
      \nAnswer: To find which display has the least number of items.<\/p>\n

      Question 6.
      \nExplain Mr. Miller says he will add 3 + 5 to find the total number of posters in the posters display. Do you agree with his plan? Explain.
      \nAnswer: No, I do not agree with Mr. Miller because we should always multiply rows and columns we should never add up them.<\/p>\n

      Question 7.
      \nModel Draw an array to help you find which display has the least number of items. Give your answer and show your work.
      \nAnswer:
      \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups-44\"<\/p>\n

      Topic 2 Fluency Practice Activity<\/h3>\n

      Follow the path<\/strong>
      \nColor a path from Start to Finish. Follow the sums and differences that are odd numbers. You can only move up, down, right, or left.
      \nI can … add and subtract within 20.
      \n\"Envision<\/p>\n

      Topic 2 Vocabulary Review<\/h3>\n

      Understand Vocabulary
      \nWord List<\/p>\n

        \n
      • addends<\/li>\n
      • array<\/li>\n
      • column<\/li>\n
      • doubles<\/li>\n
      • equation<\/li>\n
      • even<\/li>\n
      • odd<\/li>\n
      • row<\/li>\n
      • sum<\/li>\n<\/ul>\n

        Choose a term from the Word List to complete each sentence.
        \nQuestion 1.
        \nAn _______ number cannot be shown as pairs of cubes.
        \nAnswer:
        \nAn odd number cannot be shown as pairs of cubes.<\/p>\n

        Question 2.
        \nAn _________ is a group of objects set in equal rows and columns.
        \nAnswer:
        \nAn array is a group of objects set in equal rows and columns.<\/p>\n

        Question 3.
        \nIn an array, objects that are shown across are in a ____________
        \nAnswer:
        \nIn an array, objects that are shown across are in a\u00a0 rows and columns<\/p>\n

        Question 4.
        \n____________ are numbers that are added.
        \nAnswer:
        \nAddend are numbers that are added.<\/p>\n

        Write T for true or F for false.<\/strong>
        \nQuestion 5.
        \n_______ 9 is an even number.
        \nAnswer: F<\/p>\n

        Question 6.
        \n_______ 13 is an odd number.
        \nAnswer:\u00a0 T<\/p>\n

        Question 7.
        \n________ You can model repeated addition with an array.
        \nAnswer: T<\/p>\n

        Question 8.
        \n________ In an array, objects that are shown up and down are in a column.
        \nAnswer: T<\/p>\n

        Use Vocabulary in Writing<\/strong>
        \nQuestion 9.
        \nWhich model could you use to show 4 groups of 5 objects in each group? Use at least 1 term from the Word List.
        \nAnswer: Array<\/p>\n

        Topic 2 Reteaching<\/h3>\n

        Set A<\/strong><\/p>\n

        You can use cubes to tell if a number is even or odd.
        \n\"Envision<\/p>\n

        Circle even or odd. Then write the equation. Use cubes to help.
        \nQuestion 1.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-52\"<\/p>\n

        Question 2.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-53\"<\/p>\n

        Set B<\/strong><\/p>\n

        You can use repeated addition to find the total number of loaves.
        \n\"Envision<\/p>\n

        Write two equations that match the array.
        \nQuestion 3.
        \n\"Envision
        \nRows: ______ + ______ + ______ + ______ = ______
        \nColumns
        \n______ + ______ + ______ + ______ + ______ = ______
        \nAnswer:
        \nBy Row
        \n5 + 5 + 5 + 5 = 20
        \nBy Column
        \n4 + 4 + 4 + 4 + 4 = 20<\/p>\n

        Set C<\/strong><\/p>\n

        You can draw arrays and use repeated addition to solve problems.
        \nAlli sets 3 rows of cans in her pantry. She puts 4 cans of beans in each row. How many cans of beans does Alli have in all?
        \n\"Envision<\/p>\n

        Draw an array to show the problem. Use repeated addition to solve.
        \nQuestion 4.
        \nSteven puts 3 rows of apples on a table. Each row has 5 apples. How many apples does Steven put on the table?
        \n______ + ______ + ______ = ________ apples
        \nAnswer:<\/p>\n

        Set D<\/strong><\/p>\n

        Thinking Habits
        \nModel with Math
        \nCan I use a drawing, array, table, or graph to model the problem?
        \nCan I write an equation to show the problem?
        \n\"Envision<\/p>\n

        Draw a model and solve the problem.
        \nQuestion 5.
        \nThere are 3 columns of cars. Each column has 3 cars. How many cars are in the parking lot?
        \n______ + ______ + ______ = ______ cars
        \nAnswer: 3 + 3 + 3 = 9 cars<\/p>\n

        Topic 2 Assessment Practice<\/h3>\n

        Question 1.
        \nJos\u00e9 writes an equation. The sum is an even number greater than 14.
        \nWhich equation does Jos\u00e9 write?
        \nA. 6 + 6 = 12
        \nB. 6 + 7 = 13
        \nC. 8 + 8 = 16
        \nD. 8 + 7 = 15
        \nAnswer:
        \nC. 8 + 8 = 16<\/p>\n

        Question 2.
        \nJen has 2 rows of apples with 4 apples in each row.
        \nWhich equation shows how many apples Jen has in all?
        \nA. 4 + 2 = 6
        \nB. 2 + 2 + 2 = 6
        \nC. 4 + 4 = 8
        \nD. 4 + 4 + 4 = 12
        \nAnswer:
        \nC. 4 + 4 = 8<\/p>\n

        Question 3.
        \nChoose Yes or No to tell if the sum in the equation is an even number.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-58\"<\/p>\n

        Question 4.
        \nWill has 3 rows of trees in his yard. Each row has 4 trees. How many trees in all?
        \nDraw a picture to show the array of trees.
        \nThen write an equation for your picture.
        \n_______ + ______+ _______ = ________
        \nThere are _______ trees in all.
        \nAnswer:
        \n4 + 4 + 4 = 12
        \nThere are 12<\/span> trees in all.<\/p>\n

        Question 5.
        \nHow many squares are shown? Is the number even or odd?
        \n\"Envision
        \nDraw a picture to show how you know.
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-59\"
        \nExplanation:- Total there are 7 number of cubes and 7 is the odd number because 7 doesn’t divisible by 2.<\/p>\n

        Question 6.
        \nBen has 8 pennies. Look at each equation. . Choose Yes or No to tell if Ben can use the equation to make an array with his pennies.
        \n\"Envision
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-60\"<\/p>\n

        Question 7.
        \nBecky drew this bar diagram to show 2 equal groups can make 14.
        \n\"Envision
        \nPart A
        \nDraw a picture to show what the \u201c?\u201d stands for.
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-61\"<\/p>\n

        Part B
        \nChange 14 to 16 in the bar diagram. What does the \u201c?\u201d stand for now? Tell how you know.
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-61\"
        \nExplanation:- If we replace 14 with 16 and if we divide 16 with 2 then the answer will be 8.<\/p>\n

        Topic 2 Performance Task<\/h3>\n

        School Garden<\/strong>
        \nStudents are planting a garden at school. The pictures show the number of some plants in the garden.
        \n\"Envision<\/p>\n

        Question 1.
        \nIs there an even or odd number of tomato plants in the garden?
        \nCircle your answer.
        \neven
        \nodd
        \nUse the pictures of tomatoes to show how you know. Explain your thinking below.
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-62\"
        \nExplanation:-\u00a0 There are total 11 tomato plants and I have divided 11 by 2 and which is not divisible so came to know that it is odd number.<\/p>\n

        Question 2.
        \nTom says the number of corn plants is an even number. Do you agree? Draw a picture to show why or why not.
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-62
        \nExplanation:- Yes, I do agree with Tom the corn plants are even because 8 is divided by 2.<\/p>\n

        Question 3.
        \nDavid plants peas in the school garden. He plants 4 rows of peas with 3 plants in each row.
        \nPart A
        \nDraw an array to show how David planted the peas.
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-63\"<\/p>\n

        Part B
        \nWrite an equation to match the array. How many pea plants does David plant?
        \nAnswer:
        \nBy Rows
        \n3 + 3 + 3 + 3 = 12
        \nBy Columns
        \n4 + 4 + 4 = 12<\/p>\n

        Question 4.
        \nJesse says there are other ways to make an array of 12 plants. Show an array of 12 plants that is different from the array David used.
        \nAnswer:
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-63\"<\/p>\n

        Question 5.
        \nThe array below shows the number of pepper plants in the garden.
        \n\"Envision
        \nAdd the number of plants in each row. How many pepper plants are in the garden?
        \n______ + ______ + ______ + ______ + ______ = ______
        \n_________ pepper plants
        \nIs the number of pepper plants an even or an odd number?
        \neven
        \nodd
        \nAnswer:
        \nBy Rows
        \n5 + 5 + 5 + 5 + 5 = 25
        \nTotal 25 pepper plants
        \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-2-Work-with-Equal-Groups-61\"<\/p>\n","protected":false},"excerpt":{"rendered":"

        Go through the\u00a0enVision Math Common Core Grade 2 Answer Key\u00a0Topic 2 Work with Equal Groups\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 2nd Grade Answers Key Topic 2 Work with Equal Groups Essential Questions: How can you show even and odd numbers? How do arrays relate to repeated addition? enVision STEM …<\/p>\n","protected":false},"author":1,"featured_media":25622,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/envisionmathanswerkey.com\/wp-content\/uploads\/2021\/06\/enVision-Math-Common-Core-Grade-2-Answer-Key-Topic-2-Work-with-Equal-Groups.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/13776"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=13776"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/13776\/revisions"}],"predecessor-version":[{"id":27992,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/13776\/revisions\/27992"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25622"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=13776"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=13776"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=13776"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}