{"id":22375,"date":"2023-12-20T11:38:33","date_gmt":"2023-12-20T06:08:33","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=22375"},"modified":"2023-12-21T09:52:54","modified_gmt":"2023-12-21T04:22:54","slug":"envision-math-common-core-grade-k-answer-key-topic-2","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-k-answer-key-topic-2\/","title":{"rendered":"enVision Math Common Core Kindergarten Answer Key Topic 2 Compare Numbers 0 to 5"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Kindergarten Answer Key<\/a> Topic 2 Compare Numbers 0 to 5<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core Kindergarten Answers Key Topic 2 Compare Numbers 0 to 5<\/h2>\n

Essential Question:<\/strong> How can numbers from 0 to 5 be compared and ordered?
\n\"Envision
\nenVision STEM Project: Severe Weather
\nDirections<\/strong> Read the character speech bubbles to students. Find Out<\/strong>! Have students name different types of severe weather that occur around the world. Say: Not all places have the same types of severe weather. Talk to your friends and relatives about severe weather that has happened in the world in the past month. Ask them if they have ever seen that type of severe weather. Journal: Make a Poster<\/strong> Have students make a poster. Ask them to draw up to 5 items people might need to be safe in a snowstorm. Have them draw up to 5 items people might need to be safe during a drought. Ask them to write the number of objects in each group, compare them, and then draw a circle around the number that is greater than the other number.<\/p>\n

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

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI circled the number 0(zero).<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI circled the number 1(one).<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI circled the number 4(four).<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the number of toys.There are 3 toys so, i wrote the number 3.<\/p>\n

Question 5.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the number of toys.There are 5 toys so, i wrote the number 5.<\/p>\n

Question 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the number of toys.There are 2 toys so, i wrote the number 2.<\/p>\n

\"Compare<\/p>\n

Directions<\/strong> Have students: 1<\/strong> draw a circle around the number zero; 2<\/strong> draw a circle around the number one; 3<\/strong> draw a circle around the number four; 4-6<\/strong> count the toys and write the number to tell how many.<\/p>\n

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

\"Envision<\/p>\n

\"Envision<\/p>\n

Directions<\/strong> Say: You will choose one of these projects. Look at picture A, Think about this question: What do you know about spiders? If you choose Project A, you will make a spider poster. Look at picture B Think about this question: Are all flowers the same? If you choose Project B, you will make a flower model.<\/p>\n

\"Envision<\/p>\n

\"Envision<\/p>\n

Directions<\/strong> Say: You will choose one of these projects. Look at picture C. Think about this question: How many shots does it take to get the golf ball into the hole? If you choose Project C, you will design a mini-golf hole. Look at picture D. Think about this question: What do you need when you go on a picnic? If you choose Project D, you will make a list of picnic items.<\/p>\n

Lesson 2.1 Equal Groups<\/h3>\n

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

\"Envision<\/p>\n

Directions<\/strong> Say: Marto has some toy cars. Are there the same number of red cars as there are yellow cors on the rug? How do you know? Use counters to show your work.
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nYes there are same number of red cars and yellow cars on the rug.<\/p>\n

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

\"Envision<\/p>\n

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

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I circled the groups as they are equal in number.<\/p>\n

Directions 1<\/strong> Have students draw lines from the toys in one group to the toys in the other group. Then have them draw a circle around the groups if they are equal in number, or mark an X on the groups if they are NOT equal in number.<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I put ‘X’ mark on the groups as they are not equal in number.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I circled the groups as they are equal in number.<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I circled the groups as they are equal in number.<\/p>\n

Question 5.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I put ‘X’ mark on the groups as they are not equal in number.<\/p>\n

Directions 2-5<\/strong> Have students draw lines from the blocks in one group to the blocks in the other group. Then have them draw a circle around the groups if they are equal in number, or mark an X on the groups if they are NOT equal in number.<\/p>\n

\"Compare<\/p>\n

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

Question 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I circled the groups as they are equal in number.<\/p>\n

Question 7.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I put ‘X’ mark on the groups as they are not equal in number.<\/p>\n

Question 8.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew the lines from toys in one group to toys in other group.I circled the groups as they are equal in number.<\/p>\n

Question 9.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nAs there are 5 red counters and 9 yellow counters.
\nI circled those yellow counters that are more than 5.
\nTherefore, i circled 4 yellow counters.<\/p>\n

Directions 6-8<\/strong> Have students draw lines from the toys in one group to the toys in the other group. Then have them draw a circle around the groups if they are equal in number, or mark an X on the groups if they are NOT equal in number.
\n9 Higher Order Thinking<\/strong> Have students draw a circle around the group of yellow counters that is NOT equal in number to the group of red counters.<\/p>\n

Lesson 2.2 Greater Than<\/h3>\n

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

\"Envision<\/p>\n

Directions<\/strong> Say: Marta\u2019s class goes to the park. Mr. Leeman brings H soccer balls and 3 basketballs. Which group of balls has more? How do you know? Use counters to show your work.
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nThere are 3 basket balls and 4 soccer balls. So, Soccer balls group has more number of balls.<\/p>\n

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

\"Envision<\/p>\n

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

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.4 is greater than 2.<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.3 is greater than 2.<\/p>\n

\"Compare<\/p>\n

Directions 1 <\/strong>and 2<\/strong> Have students draw lines to match objects from one group to the other group. Have them draw a circle around the group that is greater in number than the other group, and then explain why they are correct.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.3 is greater than 1.<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.2 is greater than 1.<\/p>\n

Question 5.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.5 is greater than 4.<\/p>\n

Directions 3-5<\/strong> Have students draw lines to match objects from one group to the other group. Have them draw a circle around the group that is greater in number than the other group, and then explain why they are correct.<\/p>\n

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

Question 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.5 is greater than 3.<\/p>\n

Question 7.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.4 is greater than 1.<\/p>\n

Question 8.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match objects from one group to the other group, circled around the group that is greater in number than the other group.3 is greater than 2.<\/p>\n

Question 9.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew 4 counters in the bottom five-frame as 4 is greater than 3.<\/p>\n

Directions 6-8<\/strong> Have students draw lines to match objects from one group to the other group. Have them draw a circle around the group that is greater in number than the other group, and then explain why they are correct. 9 Higher Order Thinking<\/strong> Have students draw a group of counters in the bottom five-frame that is greater in number than the group of counters in the top five-frame. Have them explain their drawings.<\/p>\n

\"Compare<\/p>\n

Lesson 2.3 Less Than<\/h3>\n

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

\"Envision<\/p>\n

Direction<\/strong> Say: Marta puts 5 stuffed animals on a shelf. She puts 3 teddy bears on a different shelf. Which group has fewer stuffed toys? How do you know? Use counters to show your work.<\/p>\n

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

\"Envision<\/p>\n

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

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.3 is lessthan 4.<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.2 is lessthan 3.<\/p>\n

Directions 1<\/strong> and 2<\/strong> Have students draw lines to match the toys from one group to the other group. Have them mark an X on the group that is less in number than the other group, and then explain why they are correct.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.1 is lessthan 3.<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.2 is lessthan 3.<\/p>\n

Question 5.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.3 is lessthan 4.<\/p>\n

Directions 3-5<\/strong> Have students draw lines to match the toys from one group to the other group. Have them mark an X on the group that is less in number than the other group, and then explain why they are correct.<\/p>\n

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

Question 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.2 is lessthan 3.<\/p>\n

Question 7.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.1 is lessthan 4.<\/p>\n

Question 8.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the toys from one group to the other group and then marked an X on the group that is less in number than the other group.3 is lessthan 4.<\/p>\n

Question 9.
\n\"Envision
\nAnswer:<\/p>\n

\"\"<\/p>\n

Explanation:
\nI drew 2 yellow counters in the bottom five-frame as there are 3 red counters as 2 is lessthan 3.<\/p>\n

Directions 6 enVision\u00ae STEM<\/strong> Ask students what a raindrop means in a weather forecast. Have students draw lines between groups to match the raindrop stickers to the sun stickers. Have them mark an X on the group that is less in number than the other group, and then explain why they are correct. 7<\/strong> and 8<\/strong> Have students draw lines to match the objects from one group to the other group. Have them mark an X on the group that is less in number than the other group, and then explain why they are correct. 9 Higher Order Thinking<\/strong> Have students draw a group of yellow counters that is less in number than the group of red counters.<\/p>\n

Lesson 2.4 Compare Groups to 5 by Counting<\/h3>\n

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

\"Envision<\/p>\n

Directions<\/strong> Say: Morto builds a tower with red and blue blocks. Count how many red blocks and how many blue blocks she uses. Write the numbers to tell how many. Then draw a circle around the number that \u00a1s less than the other number.
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the blocks in the tower there are 3 red bloks and 5 blue blocks.I circled 3 as 3 is less than 5.<\/p>\n

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

\"Envision<\/p>\n

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

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the monkey and banana stickers, and then wrote the numbers 3 and 5.
\nThen i drew a circle around the number 5 as it is greater than the 3 and marked an X on the number 3 as it is less than the 5.<\/p>\n

Directions 1<\/strong> Have students count the monkey and banana stickers, and then write the numbers to tell how many. Then have them draw a circle around the number that is greater than the other number and mark an X on the number that is less than the other number.<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers and then wrote the numbers 1 and 3.
\nThen i drew a circle around the number 3 as it is greater than 1 and marked an X on the number 1 as it is less than 3.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers and then wrote the numbers 2.
\nThen i drew a circle around both the number s as the stickers are equal.<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers and then wrote the numbers 4.
\nThen i drew a circle around both the number s as the stickers are equal.<\/p>\n

Question 5.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers and then wrote the numbers 3 and 4.
\nThen i drew a circle around the number 4 as it is greater than 3 and marked an X on the number 3 as it is less than 4.<\/p>\n

Directions 2-5<\/strong> Have students count the stickers, write the numbers to tell how many, and then draw a circle around the number that is greater than the other number and mark an X on the number that is less than the other number, or draw a circle around both numbers if they are equal.<\/p>\n

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

Question 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers and then wrote the numbers 2 and 3.
\nThen i drew a circle around the number 3 as it is greater than 2 and marked an X on the number 2 as it is less than 3.<\/p>\n

Question 7.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers and then wrote the numbers 2.
\nThen i drew a circle around both the number s as the stickers are equal<\/p>\n

Question 8.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers and then wrote the numbers 5 and 3.
\nThen i drew a circle around the number 5 as it is greater than 3 and marked an X on the number 3 as it is less than 5.<\/p>\n

Question 9.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the number of fishes, there are 4 fishes.I drew small 3 fishes as 3 is lessthan 4.<\/p>\n

Directions 6-8<\/strong> Have students count the stickers, write the numbers to tell how many, and then draw a circle around the number that is greater than the other number and mark an X on the number that is less than the other number, or draw a circle around both numbers if they are equal. 9 Higher Order Thinking<\/strong> Have students count the fish stickers, draw a group of fish stickers that is less in number than the group shown, and then write the numbers to tell how many.<\/p>\n

Lesson 2.5 Model With Math<\/h3>\n

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

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

\"Envision<\/p>\n

Directions<\/strong> Say: Work with your partner and take turns. Take I cube at a time from the bag and place it on your mat. Keep taking cubes until all the cubes are gone. Do you have a greater number of red cubes or blue cubes? How can you show your answer? Explain and show your work.<\/p>\n

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

\"Envision<\/p>\n

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

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted fish and flamingo stickers.There are 5 fish stickers and 3 flamingo stickers and i colored 5 blue cubes i fish cube train and 2 violet cubes flamingo cube train.Flamingo stickers are less in number than fish stickers so, i marked X on the flamingo cube train.<\/p>\n

Directions 1<\/strong> Say: Marta has 5 fish stickers and 2 flamingo stickers. Which group of stickers is less in number than the other group? How can you use cubes to show how to find the answer? Have students create cube trains for each group, color the number of cubes to show the number of stickers, and then mark an X on the cube train that shows less stickers in number than the other cube train. Have them explain their cube trains.<\/p>\n

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

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nCarlos has 4 yellow blocks and 5 blue blocks, group of blue blocks is greater in number than the yellow group.
\nI drew yellow and blue cube trains and marked X on the yellow cube train as yellow cubes are lessthan blue cubes.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the bloks above, Carlos has 4 red blocks and 3 blue blocks.
\nThe group of blue blocks is lesser in number than the red group.
\nI marked X on 3 as 3 is lessthan 4.<\/p>\n

Directions 2<\/strong> Say: Carlos has H yellow blocks and 5 blue blocks. Which group of blocks is greater in number than the other group? How can you use a drawing to show your answer? Have students create a drawing to show and explain their answer. 3<\/strong> Say: Carlos has H red blocks and 3 blue blocks. Which group of blocks is less in number than the other group? How can you use numbers to show your answer? Have students use numbers to show and explain their answer.<\/p>\n

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

Performance Task<\/strong><\/p>\n

Question 4, 5, 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\n4)I know Marta has 2 stickers and Emily has 3 stickers and i know that Emily has greater number of stickers than Marta.Emily cannot have 1 sticker as we know that Emily has more stickers than Marta.
\n5)I used draw a picture strategy to solve this problem, I drew 2 cubes for Marta and 3 cubes for Emily as Emily has more stickers than Marta.
\n6)I drew 3 stickers for Emily and my answer is correct as 3 is greater than 3.<\/p>\n

Directions<\/strong> Read the problem aloud. Then have students use multiple problem-solving methods to solve the problem. Say: Marta has 2 stickers. Emily has a greater number of stickers than Marta. How many stickers could Emily have? 4 Make Sense<\/strong> What do you know about the problem? Can Emily have I sticker? Tell a partner why or why not. Model Use cubes, draw a picture, or use numbers to show how many stickers Marta has and Emily could have. 6 Explain<\/strong> Tell a partner why your work for Emily\u2019s stickers is correct.<\/p>\n

Topic 2 Vocabulary Review<\/h3>\n

Question 1.
\n\"Envision
\nAnswer:
\n\"\"
\nExplanation:
\nI drew 5 counters in a group.<\/p>\n

Question 2.<\/p>\n

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

Explanation:
\nI wrote 0 in the blank as 0 is lessthan 1.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew 2 blue counters which is equal to the number of red counters shown in the picture.<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI compared red and yellow counters by matching.
\nThere are 3 yellow counters and 4 red counters.
\nYellow group is less in number than red group so, i marked an X on yellow group.<\/p>\n

Directions Understand Vocabulary<\/strong> Have students: 1<\/strong> draw 5 counters in a group; 2<\/strong> write the number that is less than the number shown; 3<\/strong> draw a group of counters that is equal in number to the group of counters shown; 4<\/strong> compare red and yellow counters using matching to find which group is less in number than the other, and then mark an X on that group.<\/p>\n

Question 5.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew 5 countes to show the number 5.<\/p>\n

Question 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI wrote number 5 as it is greater than 4.<\/p>\n

Question 7.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew a circle around the number 3 as the there are 3 counters.<\/p>\n

Question 8.
\n\"Envision
\nAnswer:
\n\"\"
\nExplanation:
\nI drew counters and a cube train to show 7 counters.<\/p>\n

Directions Understand Vocabulary<\/strong> Have students: 5<\/strong> draw counters to show a model of the given number; 6<\/strong> write a number that is greater than the given number; 7<\/strong> draw a circle around the number that is the same number as the number of counters shown; 8<\/strong> draw two different ways to show a group of 7 counters.<\/p>\n

Topic 2 Reteaching<\/h3>\n

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

\"Envision<\/p>\n

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI draw lines between the rows to match the blocks from one group to the other group. Then marked an X on the groups as they are NOT equal.<\/p>\n

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

\"Envision<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew lines to match the groups of red and yellow counters.
\nThere are 5 yellow counters and 4 red counters.
\nThen i drew a circle around the yellow group as it is greater in number than the red group.<\/p>\n

Directions<\/strong> Have students: 1<\/strong> draw lines between the rows to match the blocks from one group to the other group. Then have them draw a circle around the groups if they are equal, or mark an X on the groups if they are NOT equal; 2<\/strong> draw lines to match the groups of red and yellow counters. Have them draw a circle around the group that is greater in number than the other group, and then explain why they are correct.<\/p>\n

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

\"Envision<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers.
\nI wrote numbers 2 and 5 as there are 5 banana stickers and 2 monkey stickers and then draw a circle around the number 5 as it is greater than 3 and marked an X on the number 2 as it is less than 5.<\/p>\n

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

\"Envision<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the balloons, there are 3 yellow balloons and 4 blue balloons and then drew a circle around the number 4 as it is greater than 3.<\/p>\n

Directions<\/strong> Have students: 3<\/strong> count the stickers, write numbers to tell how many of each type, and then draw a circle around the number that is greater than the other number and mark an X on the number that is less than the other number; 4<\/strong> count the balloons, and then draw a circle around the number that is greater than the other number, or draw a circle around both numbers if the groups of balloons are equal in number.<\/p>\n

Topic 2 Assessment Practice<\/h3>\n

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI marked the group ‘D’ as\u00a0 group D 4 number of tennis balls which is more than the base balls.<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI marked 2nd and 3rd\u00a0 groups of red counters as they are NOT equal in number to the group of yellow counters.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew counters to represent the number 4 and circled both the numbers as they are equal.<\/p>\n

Directions 1<\/strong> Look at the group of baseballs. Which group of tennis balls is greater in number than the group of baseballs? 2<\/strong> Mark all the groups of red counters that are NOT equal in number to the group of yellow counters. 3<\/strong> Have students draw counters to represent each number. Then have students draw a circle around the number that is greater than the other number, or draw a circle around both numbers if they are equal.<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the stickers. There are 5 ants and 3 leaves so, wrote the numbers 5 and 2, and then marked an X on the number 2 as it is less than 5.<\/p>\n

Question 5.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI drew a group of 2toys as it is less than the group of stuffed bears shown.
\nThere are 3 stuffed bears. 2 is lessthan 3.<\/p>\n

Question 6.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nEthan has 2 puppy stickers and 4 kitten stickers in his scrapbook.
\nI colored 2 cubes yellow and 4 cubes purple to show the number of stickers and then drew a circle around the purple cube train as it is greater than the yellow cube train.<\/p>\n

Directions<\/strong> Have students: 4<\/strong> count the stickers, write the numbers to tell how many, and then mark an X on the number that is less than the other number; 5<\/strong> draw a group of toys that is less than the group of stuffed bears shown. 6<\/strong> Say: Ethan has 2 puppy stickers and 4 kitten stickers in his scrapbook. Color the cubes to show how many of each type of sticker, and then draw a circle around the cube train that is greater than the other cube train.<\/p>\n

Topic 2 Performance Task<\/h3>\n

\"Envision<\/p>\n

Question 1.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the large puzzles and cars in the Davids toy chest.
\nThere are 2 large puzzles and 4 cars.I drew a circle around the car as there are more number of cars in Davids toy chest than the large puzzles.<\/p>\n

Question 2.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nI counted the number of toys in Davids toy chest.
\nDavid has 4 toy cars and 6 alphabet blocks, i circled No as david has less number of toy cars than the alphabet blocks.
\nI drew counters to show the number of toycars and alphabet blocks David has.<\/p>\n

Directions Toy Chest<\/strong> Say: David keeps his toys in a toy chest, 1<\/strong> Have students count the large puzzles and cars that David can see in the toy chest, and then write the numbers to tel! how many of each toy. Then have them draw a circle around the number that is greater than the other number and mark an X on the number that is less than the other number. 2<\/strong> Say: David says that his group of toy cars is greater than his group of alphabet blocks. Do you agree with him? Have students draw a circle around yes or no, and then have them draw a picture to explain their answer.<\/p>\n

Question 3.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nSara ha s3 base balls.
\nAs we know she has same number of tennis balls as base balls so, she has 3 tennis balls.
\nAs we also know that there are less number of basket balls than the base balls so, their could be 2 basket balls as 2 is lessthan 3.<\/p>\n

Question 4.
\n\"Envision
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nyes, David is right.
\nAs we know the number of basket balls is lessthan the number of baseballs, there could be 0 number of basket balls as 0 is lessthan 3.<\/p>\n

Directions 3<\/strong> Say: David\u2019s sister Sara likes sports. She keeps balls for different sports in her toy chest. Then have students use the following clues to draw how many of each ball she could have in her toy chest, and then write the numbers to tell how many. Sara has 3 baseballs. She has a group of tennis balls that is equal in number to the group of baseballs. Her group of basketballs is less in number than her group of tennis balls. 4<\/strong> Say: David said that Sara could have zero basketballs in her toy chest. Do you agree with him? Draw a circle around yes or no. Then have students draw a picture to explain their answer.<\/p>\n","protected":false},"excerpt":{"rendered":"

Go through the\u00a0enVision Math Common Core Kindergarten Answer Key Topic 2 Compare Numbers 0 to 5\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core Kindergarten Answers Key Topic 2 Compare Numbers 0 to 5 Essential Question: How can numbers from 0 to 5 be compared and ordered? enVision STEM Project: Severe Weather …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/22375"}],"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=22375"}],"version-history":[{"count":5,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/22375\/revisions"}],"predecessor-version":[{"id":27960,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/22375\/revisions\/27960"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=22375"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=22375"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=22375"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}