{"id":2130,"date":"2023-12-27T14:59:19","date_gmt":"2023-12-27T09:29:19","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=2130"},"modified":"2023-12-28T14:53:15","modified_gmt":"2023-12-28T09:23:15","slug":"envision-math-common-core-grade-1-answer-key-topic-2","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-1-answer-key-topic-2\/","title":{"rendered":"enVision Math Common Core Grade 1 Answer Key Topic 2 Fluently Add and Subtract Within 10"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 1 Answer Key<\/a>\u00a0Topic 2 Fluently Add and Subtract Within 10<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 1st Grade Answers Key Topic 2 Fluently Add and Subtract Within 10<\/h2>\n

\"Envision
\nenVision STEM Project: Protect Yourself
\nFind Out Think of things that help Journal: Make a Book Show what plants and animals survive.
\nWhat helps human survive?
\nDo we make things to help protect us?
\nJournal: Make a Book Show what you found out. In your book, also:<\/p>\n

    \n
  • Make a list of some things that humans make to protect themselves.<\/li>\n
  • Make up and solve addition and subtraction problems about these things.<\/li>\n<\/ul>\n

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

    Question 1.
    \nCircle the numbers that are the parts.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Review-What-You-Know-Question-1\"
    \nExplanation:
    \nGiven a addition expression
    \n3 + 5 = 8
    \nHere 3 and 5 are the parts that add to make the sum 8.<\/p>\n

    Question 2.
    \nCircle the numbers that is the whole.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Review-What-You-Know-Question-2\"
    \nExplanation:
    \nGiven an addition expression
    \n3 + 5 = 8
    \nHere 3 and 5 are addends and called as parts
    \nThe sum 8 is called as whole.
    \nThe whole is marked with a circle.<\/p>\n

    Question 3.
    \nCircle the symbol for equals.
    \n+ – =
    \nAnswer:
    \n= is the symbol for equal.
    \n+ is the symbol for addition. It is used to add two numbers.
    \n– is the symbol for subtraction. It is used to find the difference between two numbers.<\/p>\n

    \"Fluently<\/p>\n

    Understanding Addition<\/strong><\/p>\n

    Question 4.
    \nWrite an addition equation to match the picture.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Review-What-You-Know-Question-4\"
    \nExplanation:
    \nNumber of basket balls = 2
    \nNumber of foot balls = 4
    \nAdding these two parts\u00a0 gives the addition expression =
    \n2\u00a0 + 4 = 6.
    \nAdding the two parts gives the whole\u00a0 = 6.<\/p>\n

    Question 5.
    \nBob sees 5 bees. Ella sees some bees. one way to make 8. They see 9 bees in all. How many bees did Ella see? Write an addition equation to solve.
    \n___ + ____ = ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Review-What-You-Know-Question-5\"<\/p>\n

    Making Numbers<\/strong><\/p>\n

    Question 6.
    \nDraw counters to show one way to make 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Review-What-You-Know-Question-6\"
    \nExplanation:
    \nNumber of orange circle counters = 4
    \nNumber of triangle counters = 4
    \nAdding these two counters makes the whole 8.
    \n4 + 4 = 8.
    \nOther equations to make 8 are
    \n0 + 8 = 8
    \n1 + 7 = 8
    \n2 + 6 = 8
    \n3 + 5 = 8
    \n4 + 4 = 8
    \n5 + 3 = 8
    \n6 + 2 = 8
    \n7 + 1 = 8
    \n8 + 0 = 8
    \nI choose 4 + 4 = 8 equation.<\/p>\n

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

    Project 2A
    \nWhere would you like to fly?
    \nProject: Create an Airplane Skit
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Pick-a-Project-2A\"<\/p>\n

    Project 2B
    \nWhen does lightning flash?
    \nProject: Make a Weather Calendar
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Pick-a-Project-2B\"<\/p>\n

    Project 2C
    \nWould you like to travel in space?
    \nProject: Draw a Space Travel Picture
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Pick-a-Project-2C\"<\/p>\n

    Project 2D
    \nAre these apes or monkeys?
    \nProject: Make a Poster of Apes and Monkeys
    \n\"Envision
    \nAnswer:
    \nThese are Monkeys not Apes.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Pick-a-Project-2D\"<\/p>\n

    Lesson 2.1 Count On to Add<\/h3>\n

    Solve & Share<\/strong><\/p>\n

    You give the rabbit a number card. The rabbit puts that many carrots in the pot. Then he puts 2 more carrots in the pot. How can you find how many carrots are in the pot without counting all the carrots?<\/p>\n

    \"Envision<\/p>\n

    Visual Learning Bridge<\/strong><\/p>\n

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nHow do you add 1 to any number? How do you add 2 to any number?<\/p>\n

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

    Count on to find the sum.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n3 + 2 = 5
    \nExplanation:
    \nGiven
    \nNumber on the bucket = 3
    \nNumber of carrots\u00a0 = 2
    \nadding these two to find the sum
    \nAddition equation\u00a0 = 3 + 2 = 5.
    \nSum = 5.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n8 + 2 = 10
    \nExplanation:
    \nGiven
    \nNumber on the bucket = 8
    \nNumber of apples\u00a0 = 2
    \nAdding these two parts to find the sum
    \nAddition equation\u00a0 =
    \n8 + 2 = 10.
    \nSum = 10.<\/p>\n

    \"Fluently<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n3 + 3 = 6
    \nExplanation:
    \nGiven
    \nNumber on the bucket = 3
    \nNumber of Tomatoes\u00a0 = 3
    \nAdding these two parts to find the sum
    \nAddition equation\u00a0 =
    \n3 + 3 = 6.
    \nSum = 6.<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n7 + 2 = 9
    \nExplanation:
    \nGiven
    \nNumber on the bucket = 7
    \nNumber of Bell peppers\u00a0 = 2
    \nAdding these two parts to find the sum
    \nAddition equation\u00a0 =
    \n7 + 2 = 9.
    \nSum = 9.<\/p>\n

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

    Count on to add.<\/p>\n

    \"Envision<\/p>\n

    Question 5.
    \n2 + 3 = ____
    \nAnswer:
    \n2 + 3 = 5
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-
    \nExplanation:
    \nusing number line to solve the addition equation.
    \n2 + 3 = 5
    \n3 is added to 2 to make it 5
    \nwe add +1 three times to 2.
    \nstarting number is 2
    \nfrom 2 we add +1
    \n2 + 1 = 3
    \nfrom 3 we add +1
    \n3 + 1 = 4
    \nfrom 4 we add +1
    \n4 + 1 = 5.
    \nafter adding +1 three times to 2 we get the sum 5
    \n2 + 1 + 1 + 1 = 5.
    \n2 + 3 = 5.<\/p>\n

    Question 6.
    \n8 + 1 = _____
    \nAnswer:
    \n8 + 1 = 9
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-
    \nExplanation:
    \nusing number line to solve the addition equation.
    \n8 + 1 = 9
    \n1 is added to 8 to make it 9
    \nwe add +1 to 8.
    \nstarting number is 8
    \nfrom 8 we add +1
    \n8 + 1 = 9.<\/p>\n

    Question 7.
    \n7 + 1 = ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-<\/p>\n

    Explanation:
    \nusing number line to solve the addition equation.
    \n7 + 1 = 8
    \n1 is added to 7 to make it 8
    \nwe add +1 to 7.
    \nstarting number is 7.
    \nfrom 7 we add +1
    \n7 + 1 = 8.<\/p>\n

    Question 8.
    \n9 + 1 = ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-<\/p>\n

    Explanation:
    \nusing number line to solve the addition equation.
    \n9 + 1 = 10
    \n1 is added to 9 to make it 10
    \nwe add +1 to 9.
    \nstarting number is 9.
    \nfrom 9 we add +1
    \n9 + 1 = 10.<\/p>\n

    Question 9.
    \n4 + 3 = ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-<\/p>\n

    Explanation:
    \nusing number line to solve the addition equation.
    \n4 + 3 = 7
    \n3 is added to 4 to make it 7
    \nwe add +1 three times to 4.
    \nstarting number is 4
    \nfrom 4 we add +1
    \n4 + 1 = 5
    \nfrom 5 we add +1
    \n5 + 1 = 6
    \nfrom 6 we add +1
    \n6 + 1 = 7.
    \nafter adding +1 three times to 4 we get the sum 7
    \n4 + 1 + 1 + 1 = 7.
    \n4 + 3 = 7.<\/p>\n

    Question 10.
    \n9 = 6+ ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-<\/p>\n

    Explanation:
    \nusing number line to solve the\u00a0 equation.
    \n9 = 6 +
    \nto get sum 9 from 6 we add 3 to 6.
    \n3 is added to 6 to make it 9
    \nwe add +1 three times to 6.
    \nstarting number is 6
    \nfrom 6 we add +1
    \n6 + 1 = 7
    \nfrom 7 we add +1
    \n7 + 1 = 8
    \nfrom 8 we add +1
    \n8 + 1 = 9.
    \nafter adding +1 three times\u00a0 to 6 we get the required sum 9
    \n6 + 1 + 1 + 1\u00a0 = 6 + 3 =\u00a0 9.
    \n9 = 6 + 3.<\/p>\n

    Question 11.
    \n2 + 6 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-<\/p>\n

    Explanation:
    \nusing number line to solve the addition equation.
    \n2 + 6 = 8
    \n6 is added to 2 to make it 8
    \nwe add +1 six times to 2.
    \nstarting number is 2
    \nfrom 2 we add +1
    \n2 + 1 = 3
    \nfrom 3 we add +1
    \n3 + 1 = 4
    \nfrom 4 we add +1
    \n4 + 1 = 5.
    \nfrom 5 we add +1
    \n5 + 1 = 6
    \nfrom 6 we add +1
    \n6 + 1 = 7
    \nfrom 7 we add +1
    \n7 + 1 = 8.
    \nafter adding +1 six times to 2 we get the sum 8
    \n2 + 1 + 1 + 1 + 1 +1 +1 = 8.
    \n2 + 6\u00a0 = 8.<\/p>\n

    Question 12.
    \n6 = 5 + ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-<\/p>\n

    Explanation:
    \nusing number line to solve the\u00a0 equation.
    \n6 = 5 +
    \n6 – 5 = 1
    \nto get sum 6 from 5 we add 1 to 6.
    \n1 is added to 5 to make it 6
    \nwe add +1\u00a0 to 5.
    \nstarting number is 5
    \nfrom 5 we add +1
    \n5 + 1 = 6
    \n6 = 5 + 1.<\/p>\n

    Question 13.
    \n5 + 3 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-
    \nExplanation:
    \nusing number line to solve the addition equation.
    \n5 + 3 = 8
    \n3 is added to 5 to make it 8
    \nwe add +1 three times to 5.
    \nstarting number is 5
    \nfrom 5 we add +1
    \n5 + 1 = 6
    \nfrom 6 we add +1
    \n6 + 1 = 7
    \nfrom 7 we add +1
    \n7 + 1 = 8.
    \nafter adding +1 three times to 5 we get the sum 8
    \n5 + 1 + 1 + 1 = 8.
    \n5 + 3 = 8.<\/p>\n

    Question 14.
    \nNumber Sense<\/strong>
    \nCircle True or False. Count on to help you.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-<\/p>\n

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

    Draw a picture and write an equation to help solve each problem.<\/p>\n

    Question 15.
    \nModel
    \nDana has 7 grapes.
    \nShe gets 3 more.
    \nHow many grapes now?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-Problem-Solving-Question-15\"
    \nExplanation:
    \nNumber of grapes Dana has = 7
    \nNumber of grapes she gets = 3
    \nTotal number of grapes Dana has now = 7 + 3 = 10.<\/p>\n

    Question 16.
    \nModel
    \nAnna fills 6 bowls. Jason fills some more. Now there are 9 bowls filled. How many bowls did Jason fill?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-Problem-Solving-Question-16\"<\/p>\n

    Question 17.
    \nHigher Order Thinking<\/strong>
    \nMax has 1 more carrot than Jena. Jena has 3 more carrots than Sal. Sal has 4 carrots.
    \nWrite how many carrots each person has.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-Problem-Solving-Question-17\"<\/p>\n

    Question 18.
    \nAssessment Practice<\/strong>
    \nWhich is the sum for 5 + 2?
    \nA. 3
    \nB. 6
    \nC. 7
    \nD. 8
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.1-Count-On-to-Add-Assessment-Practice-Question-18\"<\/p>\n

    Lesson 2.2 Doubles<\/h3>\n

    Solve & Share<\/strong>
    \nEmily and I have the same number of toys. How many toys could each of us have? How many toys do we have in all? You can use cubes to help.
    \n\"Envision<\/p>\n

    Visual Learning Bridge<\/strong>
    \n\"Envision
    \nAnswer:<\/p>\n

    Convince Me!<\/strong><\/p>\n

    Is 6 + 4 a double? Explain.
    \nAnswer:
    \nNo, 6 + 4 is not a double.
    \nbecause the first addend is 6 and the second addend is 4 their is difference of 2 in between the two addends
    \n6 – 4 = 2.
    \n6 + 6 is a double
    \n4 + 4 is double for the given equation.<\/p>\n

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

    Write the sum for each double.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n4 + 4 = 8
    \nExplanation:
    \nGiven a cube stick
    \nThe first cube stick have 4 cubes and the second cube stick has 4 cubes .
    \nBoth the cubes have same number of cubes and each cube have a pair so they form doubles.
    \nOn Adding these doubles
    \n4 + 4 = 8
    \ngives the sum 8.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n5 + 5 = 10
    \nExplanation:
    \nGiven a cube stick
    \nThe first cube stick have 5 cubes and the second cube stick has 5 cubes .
    \nBoth the cubes have same number of cubes and each cube have a pair so they form doubles.
    \nOn Adding these doubles
    \n5 + 5 = 10
    \ngives the sum 10.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n3 + 3 = 6
    \nExplanation:
    \nGiven a cube stick
    \nThe first cube stick have 3 cubes and the second cube stick has 3 cubes .
    \nBoth the cubes have same number of cubes and each cube have a pair so they form doubles.
    \nOn Adding these doubles
    \n3 + 3 = 6
    \ngives the sum 6.<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n2 + 2 = 4
    \nExplanation:
    \nGiven a cube stick
    \nThe first cube stick have 2 cubes and the second cube stick has 2 cubes .
    \nBoth the cubes have same number of cubes and each cube have a pair so they form doubles.
    \nOn Adding these doubles
    \n2 + 2 = 4
    \ngives the sum 4.<\/p>\n

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

    Write the sum for each doubles fact.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n5 + 5 = 10
    \nExplanation:
    \nGiven a cube stick
    \nThe first cube stick have 5 cubes and the second cube stick has 5 cubes .
    \nBoth the cubes have same number of cubes and each cube have a pair so they form doubles.
    \nOn Adding these doubles
    \n5 + 5 = 10
    \ngives the sum 10<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n1 + 1 = 2
    \nExplanation:
    \nGiven a cube stick
    \nThe first cube stick have 1 cubes and the second cube stick has 1 cubes .
    \nBoth the cubes have same number of cubes and each cube have a pair so they form doubles.
    \nOn Adding these doubles
    \n1 + 1 = 2
    \ngives the sum 2.<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n3 + 3 = 6
    \nExplanation:
    \nGiven a cube stick
    \nThe first cube stick have 3 cubes and the second cube stick has 3 cubes .
    \nBoth the cubes have same number of cubes and each cube have a pair so they form doubles.
    \nOn Adding these doubles
    \n3 + 3 = 6
    \ngives the sum 6.<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.2-Doubles-Independent-Practice-Question-8\"<\/p>\n

    Question 9.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.2-Doubles-Independent-Practice-Question-9\"<\/p>\n

    Question 10.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.2-Doubles-Independent-Practice-Question-10\"
    \nExplanation:
    \nAdding zeros gives the sum 0.
    \nAdding any number to 0 gives the sum the number itself.<\/p>\n

    Question 11.
    \nVocabulary<\/strong>
    \nDraw a picture to show a doubles fact. Then write the addition equation to match.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.2-Doubles-Vocabulary-Question-11\"<\/p>\n

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

    Draw a picture and solve each problem.<\/p>\n

    Question 12.
    \nMake Sense<\/strong>
    \nNeela makes 4 pies. John makes the same number of pies. How many pies do they make in all?
    \n\"Envision
    \n__ pies
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.2-Doubles-Vocabulary-Question-12\"<\/p>\n

    Question 13.
    \nMake Sense<\/strong>
    \nKim has 2 pockets. She has 5 dimes in each pocket. How many dimes does Kim have in all?
    \n\"Envision
    \n__ dimes
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.2-Doubles-Problem-Solving-Make-Sense-Question-13\"<\/p>\n

    Question 14.
    \nHigher Order Thinking<\/strong>
    \nCan a doubles fact have a sum of 9? Draw a picture to find out. Circle Yes or No.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.2-Doubles-Problem-Solving-Higher-Order-Thinking-Question-14\"<\/p>\n

    Question 15.
    \nAssessment Practice<\/strong>
    \nWhich doubles fact has a sum of 6?
    \nA. 2 + 2
    \nB. 3 + 2
    \nC. 3 + 3
    \nD. 4 + 4
    \nAnswer:
    \n2 + 2 = 4
    \n3 + 2 = 5
    \n3 + 3 = 6
    \n4 + 4 = 8
    \n2 + 2, 3 + 3, 4 + 4 are all the doubles. 3+2 is not a double.
    \n3 + 3 double fact have the sum 6.
    \nC is the answer.<\/p>\n

    Lesson 2.3 Near Doubles<\/h3>\n

    Solve & Share<\/strong>
    \nLook at these addition problems.
    \n3 + 3 2 + 2 4 + 5 3 + 4 2 + 3 4 + 4
    \nHow are they alike? How are they different? Sort them into two groups and write them in the buckets.
    \n\"Envision<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.3-Near-Doubles-Solve-<\/p>\n

    Visual Learning Bridge<\/strong><\/p>\n

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nHow does knowing 3 + 3 help you find 3 + 4?
    \nAnswer:
    \nsum of 3 + 4 = 7 to solve this
    \n3 + 3 = 6
    \n6 + 1 gives the sum 7.
    \ndouble 3 + 3 plus 1 more gives the sum of 3 + 4.<\/p>\n

    Guided Practice<\/strong>
    \nUse a doubles fact to find each Practice near doubles fact.<\/p>\n

    Question 1.
    \n2 + 3 = ?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.3-Near-Doubles-Guided-Practice-Question-1\"
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n2 and 3 are the addends
    \n2 is less than 3. So,we take 2 and double it
    \n2 + 2 = 4
    \n2 + 3 = 5
    \n5 is 4 plus 1 more<\/p>\n

    Question 2.
    \n2 + 4 = ?
    \n___ + __ = ___
    \nSo, __ + __ = ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.3-Near-Doubles-Guided-Practice-Question-2\"
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n2 and 4 are the addends
    \n2 is less than 4. So,we take 2 and double it
    \n2 + 2 = 4
    \n2 + 4 = 6
    \n6 is 4 plus 2 more.<\/p>\n

    Lesson 2.3 Near Doubles<\/h3>\n

    Solve & Share<\/strong>
    \nLook at these addition problems.
    \n3 + 3 2 + 2 4 + 5 3 + 4 2 + 3 4 + 4
    \nHow are they alike? How are they different? Sort them into two groups and write them in the buckets.
    \n\"Envision<\/p>\n

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

    Use a doubles fact to find each near doubles fact.<\/p>\n

    Question 3.
    \n3 + 4 = ?
    \n__ +__ = ____
    \nSo, ___+ ___ = ____
    \nAnswer:
    \n3 + 3 = 6
    \nSo, 3 + 4 = 7
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n3 and 4 are the addends
    \n3 is less than 4. So, we take 3 and double it
    \n3 + 3 = 6
    \n3 + 4 = 7
    \n7 is 6 plus 1 more.<\/p>\n

    Question 4.
    \n3 + 5 = ?
    \n___ + ___ = ___
    \nSo, ___ +___= ____
    \nAnswer:
    \n3 + 3 = 6
    \nSo, 3 + 5 = 8
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n3 and 5 are the addends
    \n3 is less than 5. So, we take 3 and double it
    \n3 + 3 = 6
    \n3 + 5 = 8
    \n8 is 6 plus 2 more.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.3-Near-Doubles-Guided-Practice-Question-5\"
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n4 and 5 are the addends
    \n4 is less than 5. So, we take 4 and double it
    \n4 +4 = 8
    \n4 + 5 = 9
    \n9 is 8 plus 1 more.<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.3-Near-Doubles-Guided-Practice-Question-6\"
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n2 and 4 are the addends
    \n2 is less than 4. So, we take 2 and double it
    \n2 + 2 = 4
    \n2 + 4 = 6
    \n6 is 4 plus 2 more.<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.3-Near-Doubles-Guided-Practice-Question-7\"<\/p>\n

    Explanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n2 and 1 are the addends
    \n1 is less than 2. So, we take 1 and double it
    \n1 + 1 = 2
    \n1 + 2 = 3
    \n3 is 2 plus 1 more.<\/p>\n

    Question 8.
    \n3 + 2 = ___
    \nAnswer:
    \n3 + 2 = 5
    \n2 + 2 = 4
    \nSo, 3 + 2 = 5
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n3 and 2 are the addends
    \n2 is less than 3. So, we take 2 and double it
    \n2 + 2 = 4
    \n3 + 2 = 5
    \n5 is 4 plus 1 more.<\/p>\n

    Question 9.
    \n1 + 3 = ___
    \nAnswer:<\/p>\n

    \"Envision
    \n1 + 3 = 4
    \n1 + 1 = 2
    \nSo, 1 + 3 = 4
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n1 and 3 are the addends
    \n1 is less than 3. So, we take 1 and double it
    \n1 + 1 = 2
    \n1 + 3 = 4
    \n4 is 2 plus 2 more.<\/p>\n

    Number Sense<\/strong>
    \nWrite the missing numbers.<\/p>\n

    Question 10.
    \nIf 2 + __ = 4, then 2 + ___ = 5.
    \nAnswer:
    \nIf 2 + _2_ = 4, then 2 + _3__ = 5.
    \n4 – 2 = 2
    \n5 – 2 = 3
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n2 and 3 are the addends
    \n2 is less than 3. So, we take 2 and double it
    \n2 + 2 = 4
    \n2 + 3 = 5
    \n5 is 4 plus 1 more.<\/p>\n

    Question 11.
    \nIf 4 + ___ = 8, then 4+ __ = 9.
    \nAnswer:
    \nIf 4 + _4__ = 8, then 4+ _5_ = 9.
    \n8 – 4 = 4
    \n9 – 4 = 5.
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n4 and 5 are the addends
    \n4 is less than 5. So, we take 4 and double it
    \n4 + 4 = 8
    \n4 + 5 = 9
    \n9 is 8 plus 1 more.<\/p>\n

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

    Solve each problem.<\/p>\n

    Question 12.
    \nReasoning<\/strong>
    \nOmar eats 2 pears. Jane eats 2 pears and then 2 more. How many pears do Omar and Jane eat in all?
    \n___ pears in all
    \nAnswer:
    \nNumber of pears Omar eats = 2
    \nNumber of pears Jane eats = 2
    \nNumber of more pears Jane eats = 2
    \nTotal number of pears Jane eats = 2 + 2 = 4 pears.
    \nTotal number of pears both Omar and Jane eats = 2 + 4 = 6.<\/p>\n

    Question 13.
    \nReasoning<\/strong>
    \nSam finds 3 shells. Jack finds 4 shells. How many shells do they find in all?
    \n___ shells in all
    \nAnswer:
    \nNumber of shells Sam finds = 3
    \nNumber of shells Jack finds = 4
    \nTotal number of shells both Sam and Jack find = 3 + 4 = 7.<\/p>\n

    Question 14.
    \nHigher Order Thinking<\/strong>
    \nUse a near doubles fact. Write a story that uses that fact. You can use pictures, words, and numbers.
    \nAnswer:
    \nWhile having tea. Jack ate 3 biscuits and Sam ate 3 biscuits first and then he took 2 more. how many biscuits did they both have in all?
    \nAnswer:
    \nNumber of biscuits Jack ate = 3
    \nNumber of biscuits Sam ate = 3
    \nNumber of more biscuits Sam ate = 2
    \nTotal number of biscuits Sam ate = 3 + 2 = 5
    \nTotal n umber of biscuits both Jack and Sam ate = 5 + 3 = 8.<\/p>\n

    Question 15.
    \nAssessment Practice
    \nAdd 4 + 3
    \nA. 10
    \nB. 9
    \nC. 8
    \nD. 7
    \n\"Envision
    \nAnswer:
    \nD. 7 is the answer.
    \n4 + 3 = 7
    \n3 + 3 = 6
    \nSo, 4 + 3 = 7
    \n7 is 6 plus 1 more.
    \nExplanation:
    \nTo find the answer using doubles we take two addends and double the smaller addend
    \n4 and 3 are the addends
    \n3 is less than 4. So, we take 3 and double it
    \n3 + 3 = 6
    \n4 + 3 = 7
    \n7 is 6 plus 1 more.<\/p>\n

    Lesson 2.4 Facts with 5 on a Ten-Frame<\/h3>\n

    Solve & Share<\/strong>
    \nTake a small handful of counters. Toss them onto the page. Place them on the ten-frame. Write an addition equation to match the red and yellow counters. Tell how a ten-frame helps you add.<\/p>\n

    \"Envision3d<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Solve-Share\"
    \nVisual Learning Bridge<\/strong><\/p>\n

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nHow does a ten-frame help you add 5 + 4?<\/p>\n

    Guided Practice<\/strong>
    \nLook at the ten-frames. Practice Write an addition fact with 5.
    \nThen write an addition fact for 10.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Guided-Practice-
    \nExplanation:
    \nGiven a ten frame with 7 counters. Counting the counters with a addition factor of 5.
    \nSo, 7 is represented as 5 + 2 = 7.
    \nNow to fill the ten frame we need to add\u00a0 3 more counters to 7.
    \n7 + 3 = 10.
    \nThese 3 counters are represented with red counter.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Guided-Practice-
    \nExplanation:
    \nGiven a ten frame with 6 counters. Counting the counters with a addition fact with 5.
    \nSo, 6 is represented as 5 + 1 = 6.
    \nNow to fill the ten frame we need to add\u00a0 4 more counters to 6.
    \n6 + 4 = 10.
    \nThese 4 counters are represented with red counter.<\/p>\n

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

    Look at the ten-frames. Write an addition fact with 5. Then write an addition fact for 10.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Independent-Practice-
    \nExplanation:
    \nGiven a ten frame with 6 counters. Counting the counters with a addition fact with 5.
    \nSo, 8 is represented as 5 + 3 = 8.
    \nNow to fill the ten frame we need to add\u00a0 2 more counters to 8.
    \n8 + 2 = 10.
    \nThese 2 counters are represented with red counter.<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Independent-Practice-
    \nExplanation:
    \nGiven a ten frame with 6 counters. Counting the counters with a addition fact with 5.
    \nSo, 5 is represented as 5 + 0 = 5.
    \nNow to fill the ten frame we need to add\u00a0 5 more counters to 5.
    \n5 + 5 = 10.
    \nThese 5 counters are represented with red counter.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Independent-Practice-
    \nExplanation:
    \nGiven a ten frame with 6 counters. Counting the counters with a addition fact with 5.
    \nSo, 9 is represented as 5 + 4 = 9.
    \nNow to fill the ten frame we need to add\u00a0 1 more counters to 9.
    \n9 + 1\u00a0 = 10.
    \nThese 1 counters are represented with red counter.<\/p>\n

    Question 6.
    \nHigher Order Thinking<\/strong>
    \nUse 2 colors to draw counters in the ten-frames. Match the addition equations. Then write the missing numbers.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Higher-Order-Thinking-<\/p>\n

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

    Solve each problem below.<\/p>\n

    Question 7.
    \nModel<\/strong>
    \nA team has 5 balls. The coach brings 3 more balls. How many balls does the team have now? You can use the ten-frame to help.
    \n\"Envision
    \n___ balls
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Problem-Solving-<\/p>\n

    Question 8.
    \nModel<\/strong>
    \nKami reads 5 books. Sue reads 4 books. How many books did the girls read in all?
    \nYou can use the ten-frame to help.
    \n\"Envision
    \n___ books
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Problem-Solving-<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong>
    \nWrite a story with an addition fact for 10. Then write an equation for your story.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.4-Facts-with-5-on-a-Ten-Frame-Problem-Solving-<\/p>\n

    Question 10.
    \nAssessment Practice<\/strong>
    \nWhich sums equal 10? Choose two that apply.
    \n\"Envision
    \nAnswer:
    \n5 + 5 = 10
    \n7 + 3 = 10.
    \nThese two equations have sum equal to 10.
    \n6 + 3 = 9.
    \n4 + 7 = 11.<\/p>\n

    Lesson 2.5 Add in Any Order<\/h3>\n

    Write an addition equation for the green and yellow cubes in each cube tower. How are the addition equations the same? How are they different?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can you use cubes to show that 5 + 3 is the same as 3 + 5?
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-<\/p>\n

    Guided Practice<\/strong>
    \nColor to change the order of the addends. Then write the addition equations.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-<\/p>\n

    Explanation:
    \nGiven a 7 cube tower.
    \nAn addition equation 3 + 4
    \n3 and 4 are addend that make 7.
    \nChanging the addends we get the same sum of 7.
    \nAn addition equation of 4 + 3 = 7
    \nwhere 3 cubes are red color
    \n4 cubes are blue color.
    \n4 + 3 = 7.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-<\/p>\n

    Explanation:
    \nGiven a 5 cube tower.
    \nTo make 5 we have add two addend to make it 5
    \n2 and 3 are one of the\u00a0 addend that make 5.
    \nAn addition equation of 2 + 3 = 5
    \nwhere 2 cubes are Green color
    \n3 cubes are Yellow color.
    \n2 + 3 = 5.
    \nChanging the order of addends gives the same sum 5.
    \n3 + 2 = 5.
    \n3 cubes are Yellow color.
    \n2 cubes are Green color.<\/p>\n

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

    Write the sum. Then change the order of the addends. Write the new addition equation.<\/p>\n

    Question 3.
    \n2 + 3 = ____
    \n___ + ___ = ___<\/p>\n

    Answer:
    \n2 + 3 = 5
    \nChanging the order of addends
    \n3 + 2 = 5.
    \nExplanation:
    \nGiven an addition equation
    \n2 + 3
    \nHere 2 and 3 are the addends. To find Sum of these two addends we add them
    \n2 + 3 = 5.
    \nsum = 5
    \nOn changing the order of these addends we get a new equation
    \n3 + 2
    \nOn adding these two addends we get the sum
    \n3 + 2 = 5.
    \nSum = 5
    \nEven after changing the order of addends we get the same Sum.<\/p>\n

    Question 4.
    \n1 + 6 = ____
    \n___ + ___ = ___
    \nAnswer:
    \n1 + 6 = 7
    \n6 + 1 = 7
    \nExplanation:
    \nGiven an addition equation
    \n1 + 6
    \nHere 1 and 6 are the addends. To find Sum of these two addends we add them
    \n1 + 6 = 7
    \nsum = 7
    \nOn changing the order of these addends we get a new equation
    \n6 + 1
    \nOn adding these two addends we get the sum
    \n6 + 1 = 7
    \nSum = 7
    \nEven after changing the order of addends we get the same Sum.<\/p>\n

    Question 5.
    \n____ = 3 + 6
    \n___ + ___ = ___
    \nAnswer:
    \n9 = 3 + 6
    \n6 + 3 = 9
    \nExplanation:
    \nGiven an addition equation
    \n3 + 6
    \nHere 3 and 6 are the addends. To find Sum of these two addends we add them
    \n3 + 6 = 9
    \nsum = 9
    \nOn changing the order of these addends we get a new equation
    \n6 + 3
    \nOn adding these two addends we get the sum
    \n6 + 3 = 9
    \nSum = 9
    \nEven after changing the order of addends we get the same Sum.<\/p>\n

    Question 6.
    \n5 + 2 = ___
    \n___ + ___ = ___
    \nAnswer:
    \n5 + 2 = 7
    \nChanging the order of addends
    \n2 + 5 = 7
    \nExplanation:
    \nGiven an addition equation
    \n5 + 2 = 7
    \nHere 5 and 2 are the addends. To find Sum of these two addends we add them
    \n5 + 2 = 7
    \nsum = 7
    \nOn changing the order of these addends we get a new equation
    \n2 + 5
    \nOn adding these two addends we get the sum
    \n2 + 5 = 7
    \nSum = 7
    \nEven after changing the order of addends we get the same Sum.<\/p>\n

    Question 7.
    \n4 + 5 = ___
    \n___ + ___ = ___
    \nAnswer:
    \n4 + 5 = 9
    \nChanging the order of addends
    \n5 + 4 = 9
    \nExplanation:
    \nGiven an addition equation
    \n4 + 5
    \nHere 4 and 5 are the addends. To find Sum of these two addends we add them
    \n4 + 5 = 9
    \nsum = 9
    \nOn changing the order of these addends we get a new equation
    \n5 + 4
    \nOn adding these two addends we get the sum
    \n5 + 4 = 9
    \nSum = 9
    \nEven after changing the order of addends we get the same Sum.<\/p>\n

    Question 8.
    \n6 + 2 = ___
    \n___ + ___ = ___
    \nAnswer:
    \n6 + 2 = 8
    \nChanging the order of addends
    \n2 + 6 = 8
    \nExplanation:
    \nGiven an addition equation
    \n6 + 2
    \nHere 2 and 6 are the addends. To find Sum of these two addends we add them
    \n6 + 2 = 8
    \nsum =8
    \nOn changing the order of these addends we get a new equation
    \n2 + 6
    \nOn adding these two addends we get the sum
    \n2 + 6 = 8
    \nSum = 8
    \nEven after changing the order of addends we get the same Sum.<\/p>\n

    Number Sense<\/strong>
    \nUse the numbers on the cards to write two addition equations.<\/p>\n

    Question 9.
    \n\"Envision
    \nAnswer:
    \n3 + 5 = 8
    \n5 + 3 = 8
    \nExplanation:
    \nGiven 3 number cards. An addition equation have 2 addends and a sum
    \nthe card numbers are 3, 5 , 8
    \nOn adding two numbers we get the third number. So, we add the two smaller numbers and get the greater number as sum.
    \n3 + 5 = 8.
    \n5 + 3 = 8.<\/p>\n

    Question 10.
    \n\"Envision
    \nAnswer:
    \n4 + 2 = 6
    \n2 + 4 = 6
    \nExplanation:
    \nGiven 3 number cards. An addition equation have 2 addends and a sum
    \nthe card numbers are 4, 6, 2
    \nOn adding two numbers we get the third number. So, we add the two smaller numbers and get the greater number as sum.
    \n4 + 2 = 6
    \n2 + 4 = 6.<\/p>\n

    Problem Solving<\/strong>
    \nSolve each problem below.<\/p>\n

    Question 11.
    \nModel<\/strong>
    \nLiza and Anna collect 6 cans. They collect 4 more cans. How many cans do they collect in all?
    \n\"Envision
    \nDraw a picture. Then write two different addition equations.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-<\/p>\n

    Question 12.
    \nHigher Order Thinking<\/strong>
    \nDraw a picture of 5 birds. Make some blue. Make the rest red.
    \nWrite two addition equations to tell about the picture.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-<\/p>\n

    Question 13.
    \nAssessment Practice<\/strong>
    \nLook at the two addition equations. Which is the missing addend?
    \n\"Envision
    \nAnswer:
    \nGiven
    \n9 = ? + 2
    \nand
    \n9 = 2 + ?
    \nHere in both the equations
    \nSum = 9
    \none addend is given as 2
    \nTo find the second addend. we subtract the sum – first addend
    \n9 – 2 = 7.
    \nSo, the answer is B) 7.
    \nThe equations are
    \n9 = 7 + 2
    \n9 = 2 + 7.<\/p>\n

    Lesson 2.6 Count Back to Subtract<\/h3>\n

    Solve & Share<\/strong><\/p>\n

    There are 5 people on a bus. It stops and 2 people get off. Show how many people are still on the bus. Then write the number.
    \n\"Envision<\/p>\n

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

    Answer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Solve-&-Share\"<\/p>\n

    Convince Me!<\/strong>
    \nWrite subtraction equations to show counting back by 1, by 2, and by 3.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Solve-&-Share-convine-me\"<\/p>\n

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

    Count back to complete each Practice subtraction fact.<\/p>\n

    \"Envision
    \nAnswer:<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-1\"
    \nExplanation:
    \nGiven 2 equation
    \n4 – 1 = 3 and 4 – 0 = 4
    \nIn the first equation 1 is subtracted from 4 and leaves the difference 3
    \nwhereas in the second equation 0 is subtracted from 4 leaves the difference 4.
    \nwhen subtracting 0 from any number gives the difference the number itself.
    \nUsing number line to represent these equations as shown in the above image.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-2\"
    \nExplanation:
    \nGiven 2 equation
    \n6 – 0 = 6 and 6 – 2 = 4
    \nIn the first equation 0 is subtracted from 6 and leaves the difference 6
    \nwhen subtracting 0 from any number gives the difference the number itself.
    \nIn the second equation 2 is subtracted from 6 leaves the difference 4.
    \nUsing number line to represent these equations as shown in the above image.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-3\"
    \nExplanation:
    \nGiven 2 equation
    \n9 – 5 = 4
    \n9 – 3 = 6
    \nUsing number line to represent these equations as shown in the above image
    \nIn the first equation 5 is subtracted from 9 and gets the difference 4.
    \nFrom 9 we count 5 times back and get the answer 4.
    \nIn the second equation 3 is subtracted from 9 gets the difference 6.
    \nFrom 9 we count 3 times back ward and get the answer 6.<\/p>\n

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

    Complete each subtraction fact. + Practice Count back on the number line to help you.
    \n\"Envision<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-4\"<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-5\"<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-6\"<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-7\"<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-8\"<\/p>\n

    \"Envision<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong>
    \nAmy and Ryan buy pencils. Amy buys 10 pencils. Ryan buys 8 pencils. How many fewer pencils does Ryan buy?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Guided-Practice-Question-9\"<\/p>\n

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

    Solve each problem below. Write a subtraction equation to match the problem.<\/p>\n

    Question 10.
    \nReasoning<\/strong>
    \nManny picks a number. His number is 4 less than 8. What is Manny’s number?
    \n___ – ___ = ___
    \nManny’s number is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Problem-Solving-Question-10\"<\/p>\n

    Question 11.
    \nReasoning<\/strong>
    \nBeth is thinking of a number. Her number is o less than 10. What is Beth’s number?
    \nBeth’s number is ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Problem-Solving-Question-11\"<\/p>\n

    Question 12.
    \nHigher Order Thinking<\/strong>
    \nComplete the subtraction equation. Then write a story to match the equation.
    \n5 – 1 = ___
    \nAnswer:
    \n5 – 1 = 4.
    \nStory
    \nAbby thinking of a number. Her number is 1 less than 5. What is Abby’s number.<\/p>\n

    Question 13.
    \nAssessment Practice<\/strong>
    \nSelect the difference.
    \n10 – 3 = ___
    \nA. 7
    \nB. 5
    \nC. 3
    \nD. 1
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.6-Count-Back-to-Subtract-Problem-Solving-Question-13\"<\/p>\n

    Lesson 2.7 Think Addition to Subtract<\/h3>\n

    Solve & Share<\/strong><\/p>\n

    Jenna has 6 balls.
    \nThen 4 balls blow away. How many balls does she have left?
    \nJenna says she can solve 6-4 by adding to 4. What do you think Jenna did? Show your work.<\/p>\n

    \"Envision<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can an addition fact help you solve 7 – 6?
    \nAnswer:
    \n7 – 6 = ?
    \n6 + 1 = 7
    \n7 – 6 = 1.<\/p>\n

    Guided Practice<\/strong>
    \nThink addition to help you subtract. Draw the missing part. Then write the missing numbers.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think
    \nExplanation:
    \nUsing the tape diagram to solve the problem.
    \n5 – 4 is can also be written as
    \n4 less than 5
    \n5 – 4 = ?
    \nUsing addition equation to solve the subtraction equation
    \n4 + 1 = 5
    \n5 – 4 = 1
    \n1 is\u00a0 the missing number.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think
    \nExplanation:
    \nUsing the tape diagram to solve the problem.
    \n6 – 5 is can also be written as
    \n5 less than 6
    \n6 – 5 = ?
    \nUsing addition equation to solve the subtraction equation
    \n5 + 1 = 6
    \n6 – 5 = 1
    \n1 is\u00a0 the missing number.<\/p>\n

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

    Think addition to help you subtract. Draw the missing part. Then write the missing numbers.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think
    \nExplanation:
    \nUsing the tape diagram to solve the problem.
    \n8 – 6 is can also be written as
    \n6 less than 8
    \n8 – 6 = ?
    \nUsing addition equation to solve the subtraction equation
    \n6 + 2 = 8
    \n8 – 6 = 2
    \n2 is\u00a0 the missing number.<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think
    \nExplanation:
    \nUsing the tape diagram to solve the problem.
    \n7 – 4 is can also be written as
    \n4 less than 7
    \n7 – 4 = ?
    \nUsing addition equation to solve the subtraction equation
    \n4 + 3 = 7
    \n7 – 4 = 3
    \n3 is\u00a0 the missing number.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think
    \nExplanation:
    \nUsing the tape diagram to solve the problem.
    \n4 – 3 is can also be written as
    \n3 less than 4
    \n4 – 3 = ?
    \nUsing addition equation to solve the subtraction equation
    \n3 + 1 = 4
    \n4 – 3 = 1
    \n1 is\u00a0 the missing number.<\/p>\n

    Question 6.
    \nHigher Order Thinking<\/strong>
    \nDraw the shape to complete the equation.
    \n\"Envision
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think<\/p>\n

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

    Write an addition equation and a subtraction equation to solve.<\/p>\n

    Question 7.
    \nUse Tools<\/strong>
    \nPam needs 8 tickets for a ride. She has 2 tickets.
    \n\"Envision
    \nHow many tickets does Pam still need?
    \n__ + __ = ___
    \n___ – __ = ___
    \n___ tickets
    \nAnswer:
    \nTotal number of tickets Pam need = 8
    \nNumber of tickets she have = 2
    \nNumber of tickets she need more = 8 – 2
    \n2 + 6 = 8
    \nSo, 8 – 2 = 6.
    \nPam need 6 tickets.<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong>
    \nA box holds 6 crayons. 4 crayons are inside the box. Kathy uses addition to find how many crayons are missing. Is Kathy correct? Explain.
    \n\"Envision
    \nAnswer:
    \nKathy is wrong. She should use subtraction to find the number of crayons missing.
    \n6 – 4 = 2.
    \n2 crayons are missing.
    \nUsing addition
    \n6 + 4 = 10 gives us the sum 10.
    \nAs the box can only hold 6 crayons. 10 is 4 more than 6.
    \nwhich is why we use subtraction to find the missing crayons.<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong>
    \nWhich addition facts can help you solve 9 – 2? Choose two that apply.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.7-Think
    \nExplanation:
    \nALL the equation gives the sum 9.
    \nBut in the tape diagram there are 2 counters. So, one of the addend is 2.
    \nThe equation with one addend 2 are selected.
    \n7 + 2 = 9
    \n2 + 7 = 9.<\/p>\n

    Lesson 2.8 Solve Word Problems with Facts to 10<\/h3>\n

    Solve & Share<\/strong>
    \n6 fish swim by. Some more fish join them. Now there are 10 fish. How many fish joined the group?
    \n\"Envision
    \nDraw a picture.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \n7 cubes are on a table. Some cubes fall off. Now 3 cubes are on the table. How many cubes fell off the table?<\/p>\n

    Guided Practice<\/strong>
    \nDraw a picture. Then write an equation and solve.<\/p>\n

    Question 1.
    \nMaria sees 3 blue birds.
    \n\"Envision
    \nShe sees some red birds. Maria sees 9 birds in all. How many red birds did Maria see?
    \n___ red birds
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Guided-Practice-Question-1\"<\/p>\n

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

    Draw a picture. Then write an equation and solve.<\/p>\n

    Question 2.
    \nJamal picks 7 berries. Then Ed picks more berries. They pick 10 berries in all. How many berries did Ed pick?
    \n___ berries
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Independent-Practice-Question-2\"<\/p>\n

    Question 3.
    \nVicky has 8 flowers in her garden. She picks some flowers. Now there are 4 flowers left. How many flowers did Vicky pick?
    \n___ flowers
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Independent-Practice-Question-3\"<\/p>\n

    Question 4.
    \nHigher Order Thinking<\/strong>
    \nWrite a math story to match the picture. Then write an equation.
    \n\"Envision
    \nAnswer:
    \nThere are 3 ducks in a pond. Their are some fishes. Now there are 7 animals in the ponds. How many fishes are in the pond?
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Independent-Practice-Question-4\"<\/p>\n

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

    Solve each problem. Draw pictures and write equations to help.<\/p>\n

    Question 5.
    \nMake Sense<\/strong>
    \nCharlie draws 9 stars. Joey draws 4 stars. How many fewer stars did Joey draw than Charlie?
    \n__ fewer stars
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Problem-Solving-Question-5\"<\/p>\n

    Question 6.
    \nMake Sense<\/strong>
    \nBrian finds 3 rocks on Monday. He finds 7 rocks on Friday.
    \nHow many more rocks did Brian find on Friday than on Monday?
    \n___ more rocks
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Problem-Solving-Question-6\"<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong>
    \nWrite a math story and an equation to match the picture.
    \n\"Envision
    \nAnswer:
    \nThere are 6 monkeys playing in the forest. 4 monkey are swinging on the tree and 2 monkeys are sitting on ground. Find how many fewer money are sitting on the ground?
    \n\"Envision
    \nTotal number of monkeys = 6
    \nNumber of monkeys swinging on the tree = 4
    \nNumber of monkeys siting on the ground = 2
    \nNumber of fewer monkeys sitting on the ground than swinging on the tree = 4 – 2 = 2.
    \nThere are 2 fewer monkeys sitting on the ground than swinging on the tree.<\/p>\n

    Question 8.
    \nAssessment Practice<\/strong>
    \n5 ducks are in a row. More ducks join them. Now there are 8 ducks. How many ducks joined them?
    \nA. 8 ducks
    \nB. 5 ducks
    \nC. 4 ducks
    \nD. 3 ducks
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.8-Solve-Word-Problems-with-Facts-to-10-Problem-Solving-Question-8\"<\/p>\n

    Lesson 2.9 Look For and Use Structure<\/h3>\n

    Solve & Share<\/strong>
    \nUse counters and the part-part whole mat to show different ways to make 10. Write the different ways in the table.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Solve-&-Share\"<\/p>\n

    Visual Learning Bridge<\/strong><\/p>\n

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nDescribe a pattern in the table that shows how many bears and lions there are.<\/p>\n

    Guided Practice<\/strong>
    \nUse the table and patterns to help you solve the problem.<\/p>\n

    Question 1.
    \nPatty has 4 dog stickers and 4 cat stickers. She wants to put 6 stickers on a page of her book. Show 3 ways Patty can put stickers on the page.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Guided-Practice-Question-1\"<\/p>\n

    Independent Practice<\/strong>
    \nUse patterns to help you solve each problem.<\/p>\n

    Question 2.
    \nMax has 5 markers. He can put them in his desk or in his bag. Complete the table to show all the ways.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Independent-Practice-Question-2\"<\/p>\n

    Question 3.
    \nMs. Davis fills a box with 10 prizes. She has 7 balls and 7 balloons. Complete the table to show all the ways.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Independent-Practice-Question-3\"<\/p>\n

    \"Envision<\/p>\n

    Question 4.
    \nHigher Order Thinking<\/strong>
    \nJulie plants 10 flowers. ___ by a tree and __ in a box
    \nShe plants some by a free and some in a box. ___ by a tree and __ in a box
    \nFind 3 ways Julie can plant the flowers. ___ by a tree and __ in a box
    \nAnswer:
    \nJulie plants 10 flowers. _4__ by a tree and\u00a0 _6_ in a box
    \nShe plants some by a free and some in a box. _5__ by a tree and _5_ in a box
    \nFind 3 ways Julie can plant the flowers. _6__ by a tree and _4_ in a box
    \nOther possible ways are
    \nby a tree\u00a0 \u00a0+\u00a0 in a box
    \n0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a010
    \n1\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 9
    \n2\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 8
    \n3\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 7
    \n4\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 6
    \n5\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 5
    \n6\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 4
    \n7\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 3
    \n8\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 2
    \n9\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0+\u00a0 \u00a0 \u00a0 1
    \n10\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 +\u00a0 \u00a0 \u00a0 0<\/p>\n

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

    Pieces of Fruit<\/strong>
    \nEd eats 7 pieces of fruit. He eats strawberries and grapes.
    \nBen and Maria started tables to show all the ways Ed can eat the strawberries and grapes.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-<\/p>\n

    Question 5.
    \nModel<\/strong>
    \nComplete each table. Use cubes or draw a picture to help you.
    \nAnswer:<\/p>\n

    Question 6.
    \nLook for Patterns<\/strong>
    \nDescribe one pattern in each table.
    \nAnswer:
    \nIn Maria readings
    \nstrawberries Grapes
    \nIn 1st, 2nd reading increase by 5 decrease by 5
    \nIn 2nd and 3rd reading decrease by 3 increase by 3
    \nIn 3rd, 4th,5th readings Increase by 1 decrease by 1
    \nIn 5th and 6th reading decrease by 3 increase by 3
    \nIn 6th , 7 th reading increase by 5 decrease by 5
    \nIn 7th and 8th reading decrease by 7 increase by 7<\/p>\n

    In Ben case
    \nstrawberries increase by 1 and grapes decrease by 1<\/p>\n

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

    Find a partner. Point to a clue. Read the clue. Look below the clues to find a match. Write the clue letter in the box next to the match. Find a match for every clue.
    \n\"Envision<\/p>\n

    Answer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-<\/p>\n

    Topic 2 Vocabulary Review<\/h3>\n

    Understand Vocabulary<\/strong><\/p>\n

    Question 1.
    \nCircle the addition equation that is shown on the number line.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-<\/p>\n

    Question 2.
    \nCross out the problems that do NOT show doubles facts.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-<\/p>\n

    Question 3.
    \nCircle the near doubles facts.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-<\/p>\n

    Question 4.
    \nCircle the word that completes the sentence. Sam has 6 pens. Bev has 4 pens. Bev has 2 __ pens than Sam.
    \n\"Envision
    \nAnswer:
    \nSam has 6 pens. Bev has 4 pens. Bev has 2 _fewer_<\/strong> pens than Sam.
    \nEquation
    \n6 – 4 = 2.<\/p>\n

    Use Vocabulary in Writing<\/strong><\/p>\n

    Question 5.
    \nWrite and solve a story problem. Use at least one term from the Word List.
    \nAnswer:<\/p>\n

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

    8 peppers are in the pot. You can add 1 more by counting I more.
    \n\"Envision
    \n1 more than 8 is 9.
    \n\"Envision
    \nAnswer:
    \n1 more than 8 is
    \n8 + 1 = 9
    \nNumber of pepper in the pot = 8
    \nNumber of more peppers added = 1
    \nTotal number of peppers in all = 8 + 1 = 9.
    \n8 plus 1 more makes 9.<\/p>\n

    Add 0, 1 and 2 to find the sum. Write the addition fact.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \nNumber on the tomatoes in the bucket = 9
    \nNumber of more tomatoes added = 2
    \nTotal number of tomatoes = 9 + 2 = 11.
    \n9 plus 2 more makes 11.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \nNumber of balls in the bucket = 9
    \nNumber of more balls added = 0
    \nTotal number of balls = 9 + 0 = 9<\/p>\n

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

    You can use doubles facts to add.
    \n\"Envision
    \nBoth addends are the same. They are doubles.
    \nAnswer:
    \n2 + 2 = 4
    \n3 + 3 = 6<\/p>\n

    Write an addition equation for each doubles fact.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-<\/p>\n

    Question 4.
    \n\"Envision
    \nHow many coins are there in all?
    \n__ + ___= ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-<\/p>\n

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

    You can use doubles facts to add near doubles.
    \n\"Envision<\/p>\n

    Find each sum.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-C<\/p>\n

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

    You can use a ten-frame to learn facts with 5.
    \nLook at the addition equation. Draw counters in the frame.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-D\"<\/p>\n

    Draw counters and complete the addition problems.<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-D-Question-6\"<\/p>\n

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

    Find the sum.
    \n\"Envision
    \nYou can change the order of the addends.
    \nWrite the new addition equation.
    \n\"Envision
    \nThe sum is the same.
    \nAnswer:
    \n2 + 5 = 7
    \n5 + 2 = 7
    \nboth the cases the sum is same 7.<\/p>\n

    Write the sum. Then change the order of the addends and write a new addition equation.<\/p>\n

    Question 7.
    \n1 + 4 =___
    \n__ + __ = ___
    \nAnswer:
    \n1 + 4 = 5
    \n4 + 1 = 5
    \nSum\u00a0 = 5 in both the cases.
    \nThe order of addends is changed.<\/p>\n

    Question 8.
    \n6 + 3 = ___
    \n__ + __ =___
    \n\"Envision
    \nAnswer:
    \n6 + 3 = 9
    \n6 and 3 are the addends and Sum is 9
    \nAfter changing the order of addends
    \n3 + 6 = 9
    \nWe get the same Sum = 9.<\/p>\n

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

    You can subtract by counting back. 2 less than 9 is 7<\/u>
    \nWrite the subtraction fact.
    \n\"Envision
    \nAnswer:<\/p>\n

    Count back to find the difference. Complete each subtraction fact.<\/p>\n

    Question 9.
    \n\"Envision
    \n1 less than 4 is ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-F-Question-9\"<\/p>\n

    Question 10.
    \n\"Envision
    \n0 less than 6 is ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-F-Question-10\"<\/p>\n

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

    You can think addition to help you subtract.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-G\"<\/p>\n

    Think addition to help you subtract.<\/p>\n

    Question 11.
    \n\"Envision
    \n4 + __ = __
    \nSo, 6 – 4 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-G-Question-11\"<\/p>\n

    Question 12.
    \n\"Envision
    \n6 + __ = 7
    \nSo, 7 – 6 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-G-Question-12\"<\/p>\n

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

    \"Envision<\/p>\n

    Dani’s family can care for 3 animals. Dani shows the ways they can care for cats and dogs.<\/p>\n

    Question 13.
    \nComplete the table below.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-H-Question-13\"<\/p>\n

    Question 14.
    \nDescribe a pattern you see in the table.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Set-H-Question-14\"<\/p>\n

    Topic 2 Assessment Practice<\/h3>\n

    Question 1.
    \nMolly has 3 toy cars. She gets 4 more as a gift. How many toy cars does Molly have now?
    \nA. 7
    \nB. 8
    \nC. 9
    \nD. 10
    \nAnswer:
    \nNumber of toy cars Molly has = 3
    \nNumber of more cars she gets as a gift = 4
    \nTotal number of toy cars Molly have now = 3 + 4 = 7.
    \nAnswer is A.<\/p>\n

    Question 2.
    \nBrad has 5 books. His dad gives him 4 more. How many books does Brad have in all?
    \n\"Envision
    \nA. 1
    \nB. 4
    \nC. 5
    \nD. 9
    \nAnswer:
    \nD. 9
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-2\"<\/p>\n

    Question 3.
    \nSammy earns 7 stars in gym class. He earns 3 stars in music class. How many stars did Sammy earn in all? Explain how you know.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-3\"<\/p>\n

    Question 4.
    \nFind 8 – 2
    \nShow your work.
    \n\"Envision
    \n8 – 2 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-4\"<\/p>\n

    Question 5.
    \nWrite the doubles fact that will help you find 3 + 4. Find the sum.
    \n__ + __= ___
    \n3 + 4 = ___
    \nAnswer:
    \n3 + 4 = 7
    \nUsing the double fact
    \nTaking the smallest addend from the two addends and doubling it
    \n3 and 4 are the addends.
    \n3 is smallest. Doubling it
    \n3 + 3 = 6
    \nSo, 3 + 4 = 3 + 3 and 1 more
    \n7 = 3 + 3 and 1 more.<\/p>\n

    Question 6.
    \nYuri is thinking of a number. His number is o less than 9. Write an equation to find his number.
    \n__ – __ = ___
    \nAnswer:
    \nThe number Yuri thinking = 0 less than 9
    \n0 less than 9 = 9 – 0 = 9.
    \nThe number Yuri thinking is 9.<\/p>\n

    Question 7.
    \nA part is missing in the equations and model. Find the missing part.
    \n\"Envision
    \n1 + __ = 6
    \n6 – 1 = ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-7\"<\/p>\n

    Question 8.
    \nChoose two addition equations that match the picture.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-8\"<\/p>\n

    Question 9.
    \nChoose two addition equations that can help find 9 – 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-9\"<\/p>\n

    Question 10
    \nFind 5 + 4.
    \n5 + 4 = ___
    \n\"Envision
    \nAnswer:
    \n5 + 4 = 9
    \nUsing the double fact
    \ntaking the smallest addend of the two and doubling it
    \n4 + 4 = 8
    \n5 + 4 = 9 = 4 + 4 and 1 more.<\/p>\n

    Question 11.
    \nPaul has 5 grapes. His friend gives him 3 more. How many grapes does Paul have now?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-11\"<\/p>\n

    Question 12.
    \n3 frogs sit on a rock. 3 more join them. How many frogs are there in all? Draw a picture and write an equation.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-12\"<\/p>\n

    Question 13.
    \nWhich is a doubles fact?
    \nA. 4 + 2 = 6
    \nB. 4 + 3 = 7
    \nC. 4 + 4 = 8
    \nD. 4 + 5 = 9
    \nAnswer:
    \nDouble Facts are additions in which a number is added to itself.
    \nIn the above equations only C. 4 + 4 = 8 is the double fact.
    \nC. 4 + 4 = 8 id double fact.<\/p>\n

    Question 14.
    \nErin is thinking of a number. Her number is 5 less than 10. What doubles fact could you use to find Erin’s number?
    \n10 – 5 = ?<\/u>
    \n__ + __ = ___
    \nAnswer:
    \nThe number Erin is thinking = 5 less than 10
    \nNumber 5 less than 10 = 10 – 5 = 5
    \nThe double fact used to Find Erin’s number = 5 + 5 = 10.
    \n10 – 5 = 5
    \n5 + 5 = 10.<\/p>\n

    Question 15.
    \nThink addition to help you subtract. Find the missing part. Then write the numbers.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-15\"<\/p>\n

    Question 16.
    \nTina wants to buy 6 beads. She can buy red or blue beads. Complete the table to show all the ways Tina can buy the beads.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Question-16\"<\/p>\n

    Favorite Fruits<\/strong><\/p>\n

    The first-grade students at Park School took a vote on favorite fruits. They made this chart.<\/p>\n

    \"Envision<\/p>\n

    Question 1.
    \nHow many fewer students voted for Strawberry than Apple? Draw a picture and write an equation to solve.
    \nAnswer:
    \nNumber of students voted for Apple = 5
    \nNumber of students voted for Strawberry = 2
    \nNumber of fewer students voted for Strawberry than Apple = 5 – 2 = 3.
    \n3 fewer students voted for Strawberry than Apple.<\/p>\n

    Question 2.
    \nLaura says that she can use near doubles to find the total number of votes for Banana and Strawberry.
    \nDo you agree?
    \nCircle Yes or No.
    \nShow your work to explain.
    \nAnswer:
    \nNumber of Banana = 6
    \nNumber of Strawberry = 2
    \nTotal number of Banana and Strawberry = 6 + 2 = 8
    \nNo, i don’t agree to use near doubles because
    \n6 + 2 = 8
    \nTo use the near double we use the smaller addend
    \n2 + 2 = 4
    \n6 + 2 = 8 is 2 + 2 and 4 more
    \n4 more is too long.<\/p>\n

    Question 3.
    \n2 girls voted for Orange. Some boys voted for Orange. How many boys voted for Orange?
    \nDraw a picture to solve. Then write an addition or a subtraction equation.<\/p>\n

    Write how many boys voted for Orange.
    \nAnswer:
    \nNumber of students voted for Orange = 4
    \nNumber of girl students voted for Orange = 2
    \nNumber of boys students voted for Orange = 4 – 2 = 2.
    \n2 boys voted for Orange.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Favorite-Fruits-Question-3\"<\/p>\n

    Question 4.
    \nFewer girls voted for Banana than boys. Complete the chart. Show the different ways boys and girls could have voted.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-2-Fluently-Add-and-Subtract-Within-10-Lesson-2.9-Look-For-and-Use-Structure-Topic-2-Assessment-Practice-Favorite-Fruits-Question-4\"<\/p>\n

    Question 5.
    \nGina says that Orange and Blueberry have the same total number of votes as Cherry and Peach. Is she correct? Explain how you know.
    \nAnswer:
    \nNumber of votes for Orange = 4
    \nNumber of votes for Blueberry = 3
    \nNumber of votes for Cherry = 3
    \nNumber of votes for Peach = 4
    \nNumber of votes for Orange and Blueberry = 4 + 3 = 7
    \nNumber of votes for Cherry and Peach = 3 + 4 = 7.
    \nYes, Gina is correct.
    \nBoth equation
    \n4 + 3 = 7
    \n3 + 4 = 7
    \nSum in same both the equations.
    \nThe addends have same value. 3 and 4
    \nThe addends representation in both equations is vise versa.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Go through the\u00a0enVision Math Common Core Grade 1 Answer Key\u00a0Topic 2 Fluently Add and Subtract Within 10\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 1st Grade Answers Key Topic 2 Fluently Add and Subtract Within 10 enVision STEM Project: Protect Yourself Find Out Think of things that help Journal: Make a …<\/p>\n","protected":false},"author":1,"featured_media":25517,"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-1-Answer-Key-Topic-2-Fluently-Add-and-Subtract-Within-10.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2130"}],"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=2130"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2130\/revisions"}],"predecessor-version":[{"id":28132,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2130\/revisions\/28132"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25517"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=2130"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=2130"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=2130"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}