{"id":2374,"date":"2023-12-17T12:29:18","date_gmt":"2023-12-17T06:59:18","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=2374"},"modified":"2023-12-18T09:54:10","modified_gmt":"2023-12-18T04:24:10","slug":"envision-math-common-core-grade-1-answer-key-topic-6","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-1-answer-key-topic-6\/","title":{"rendered":"enVision Math Common Core Grade 1 Answer Key Topic 6 Represent and Interpret Data"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 1 Answer Key<\/a>\u00a0Topic 6 Represent and Interpret Data<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 1st Grade Answers Key Topic 6 Represent and Interpret Data<\/h2>\n

Essential Question:<\/strong><\/p>\n

What are some ways you can collect, show, and understand data?
\n\"Envision<\/p>\n

Find Out Talk to friends and relatives about the types of phones they use. Ask how phones have changed in their lifetimes.<\/p>\n

Journal: Make a Book Show what you found out. In your book, also:<\/p>\n

    \n
  • Draw pictures of more than one type of phone. Which phone do you think is better for making calls?<\/li>\n
  • Collect data about the types of phones people use.<\/li>\n<\/ul>\n

    Answer:
    \nThe types of phones that my friends and relatives used are smartphones and keypad phones. They change their mobiles yearly. Smartphones are better for making calls.<\/p>\n

    Review What You Know<\/strong>
    \nVocabulary
    \nQuestion 1.
    \nCircle the cubes that make the equation true.
    \n\"Envision
    \n5 + 3 = 4 + ?
    \nAnswer:
    \n5 + 3 = 4 + 4.<\/p>\n

    Explanation:
    \nHere, we have a circled image A, as there are 5 blocks and 3 blocks on left and we need to place 4 other blocks to make the equation true. And the equation is 5 + 3 = 4 + 4.<\/p>\n

    Question 2.
    \nWrite the numbers that tell how many pieces of fruit. Then circle the group with fewer.
    \n\"Envision
    \nAnswer:
    \nImage A is 2 and image B is 4.<\/p>\n

    Explanation:
    \nThe number of pieces in image A is 2 in the number of pieces in image B is 4.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-3-1\"<\/p>\n

    Question 3.
    \nWrite the numbers that tell how many balls. Then circle the group with more.
    \n\"Envision
    \nAnswer:
    \nImage A is 3 and image B is 4.<\/p>\n

    Explanation:
    \nThe number of balls in image A is 3 in the number of balls in image B is 4.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-4-1\"<\/p>\n

    Find the Missing Part<\/strong>
    \nQuestion 4.
    \nWrite the number that will make the equation true.
    \n15 – 8 = _____ + 1
    \nAnswer:
    \n15 – 8 = 6 + 1.<\/p>\n

    Explanation:
    \nThe number that will make the equation true is 15 – 8 = 6 + 1.<\/p>\n

    Question 5.
    \nWrite each missing number.
    \n5 + 3 + 2 = ______
    \n9 + ______ + 7 = 17
    \nAnswer:
    \nThe missing numbers are 10 and 1.<\/p>\n

    Explanation:
    \nThe missing number is 5 + 3 + 2 = 10 and here, let the missing number be X and
    \n9 + X + 7 = 17,
    \nX + 16 = 17,
    \nso X will be
    \nX = 17 – 16
    \n= 1.<\/p>\n

    \"Math<\/p>\n

    Near Doubles Facts<\/strong>
    \nQuestion 6.
    \nWrite the missing number to solve this near doubles fact.
    \n7 + _____ = 15
    \nAnswer:
    \nThe missing number is 8.<\/p>\n

    Explanation:
    \nLet the missing number be X and
    \n7 + X = 15,
    \nand X = 15 – 7
    \n= 8.<\/p>\n

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

    PROJECT 6A
    \nWhich dog is your favorite?
    \nProject: Create a Pet Data Display<\/p>\n

    Answer:
    \nMy favorite dog is Pug.<\/p>\n

    PROJECT 6B
    \nIs all art the same?
    \nProject: Make an Art Poster<\/p>\n

    Answer:
    \nNo, not all art is the same.<\/p>\n

    PROJECT 6C
    \nWhat do you like to wear?
    \nProject: Draw an Outfit<\/p>\n

    Answer:
    \nI like to wear casuals.<\/p>\n

    PROJECT 6D
    \nWhat can shells on the beach look like?
    \nProject: Model Favorite Seashells<\/p>\n

    Answer:
    \nFavorite seashells are Clam shells.<\/p>\n

    Lesson 6.1 Organize Data into Three Categories<\/h3>\n

    Solve & Share<\/strong>
    \nJudy wants to show a friend how many crayons she has of each color. How can she show this? Show one way.
    \n\"Envision<\/p>\n

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

    Convince Me! How can a tally chart help you with data you collect?<\/p>\n

    Answer:
    \nTally charts are used to collect data quickly and this format also lends itself nicely to collecting data in subgroups which can be useful and they are useful for keeping track of data collected by counting.<\/p>\n

    Guided Practice<\/strong>
    \nIn the chart, make tally marks to show how many socks there are for each color.
    \nQuestion 1.
    \n\"Envision<\/p>\n

    Answer:
    \nGreen – 6
    \nOrange – 5
    \nBlue – 7<\/p>\n

    Explanation:
    \nThere are 6 green socks, 5 orange socks, and 7 blue socks.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-7-1\"<\/p>\n

    Independent Practice<\/strong>
    \nUse the tally chart from Guided Practice to answer each question.<\/p>\n

    Question 2.
    \nWhich color sock has the most tally marks?
    \n_________
    \nAnswer:
    \nBlue color sock.<\/p>\n

    Explanation:
    \nThe blue color sock has the most tally marks.<\/p>\n

    Question 3.
    \nHow many blue socks are there?
    \n________ blue socks
    \nAnswer:
    \n7 blue socks.<\/p>\n

    Explanation:
    \nThe total number of blue socks are there is 7.<\/p>\n

    Question 4.
    \nHow many socks are there in all?
    \n_______ socks
    \nAnswer:
    \n18 socks.<\/p>\n

    Explanation:
    \nThe number of socks is there in all is 18 socks.<\/p>\n

    Use the tally chart below to answer each question.
    \n\"Envision<\/p>\n

    Question 5.
    \nHow many shorts does Saul have?
    \n_______ Shorts
    \nAnswer:
    \n4 shorts.<\/p>\n

    Explanation:
    \nThere are 4 shorts in Saul’s closet.<\/p>\n

    Question 6.
    \nWhich item in his closet does Saul have the most of?
    \n___________
    \nAnswer:
    \nShirts.<\/p>\n

    Explanation:
    \nThe most number of items in Saul’s closet is shirts.<\/p>\n

    Question 7.
    \nRita recorded data about different types of shoes. She made a tally mark each month for each shoe until that type of shoe wore out. Which type of shoe lasted the longest? How many months before it wore out?
    \n\"Envision
    \nAnswer:
    \nLoafers and 5 months.<\/p>\n

    Explanation:
    \nLoafers are the type of shoe that lasted the longest and he wore it for 5 months before it wore out.<\/p>\n

    Problem Solving<\/strong>
    \nUse the picture to solve each problem below.
    \n\"Envision<\/p>\n

    Question 8.
    \nDraw tally marks to show how many hats there are of each color.
    \n\"Envision
    \nAnswer:
    \nBlue caps – 12,
    \nGreen caps – 5,
    \nPurple caps – 3.<\/p>\n

    Explanation:
    \nThere are 12 blue caps, 5 green caps, and 3 purple caps.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-11-1\"<\/p>\n

    Question 9.
    \nBe Precise How do you know that purple caps are shown the least?
    \n\"Envision
    \nAnswer:
    \nAs the purple caps are the least in the count, we know that the purple caps are the least.<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong> Write and answer your own question about the tally chart you made in Item 8.
    \nAnswer:
    \nExplanation:
    \nHow many caps are there in altogether?<\/p>\n

    Answer:
    \nThe total number of caps altogether is 20 caps.<\/p>\n

    Question 11.
    \nAssessment Practice Use the tally chart you made in Item 8. Which two sentences are true?
    \n\u2610 There are 12 blue caps.
    \n\u2610 There are 7 green caps.
    \n\u2610 There are 3 purple caps.
    \n\u2610 There are 12 caps in all.
    \nAnswer:
    \nOption a and option c.<\/p>\n

    Explanation:
    \nIn the above options, option a and option c are true.<\/p>\n

    \"Math<\/p>\n

    Lesson 6.2 Collect and Represent Data<\/h3>\n

    Solve & Share<\/strong>
    \nWhat is your favorite activity to do outside? Ask several classmates to choose Jump Rope, Basketball, or Ride a Bike. Complete the tally chart to show your data. Then answer the questions.
    \n\"Envision<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-13-1\"
    \nQuestion 1.
    \nWhich activity has the least votes? ________
    \nAnswer:
    \nBasketball – 7 votes.<\/p>\n

    Explanation:
    \nThe activity which has the least number of votes is basketball with 7 votes.<\/p>\n

    Question 2.
    \nWhich activity has the most votes? __________
    \nAnswer:
    \nRide a bike – 7 votes.<\/p>\n

    Explanation:
    \nThe activity which has the most number of votes is riding a bike with 12 votes.<\/p>\n

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

    Convince Me! Look at the Favorite Sport picture graph above. What sport do Joey’s friends like least? How do you know?<\/p>\n

    Answer:
    \nBaseball.<\/p>\n

    Explanation:
    \nThe sport do Joey’s friends like least is baseball, we know that by counting in the tally chart.<\/p>\n

    Guided Practice<\/strong>
    \nKurt asks his friends a survey question. Use the data he collected to make a picture graph.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n8 pears, 3 bananas, 5 apples.<\/p>\n

    Explanation:
    \nThere are 8 pears, 3 bananas, and there are 5 apples.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-15\"<\/p>\n

    Independent Practice<\/strong>
    \nUse the data in the tally chart to make a picture graph. Then answer each question.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n7 games, 3 paint, 6 reads.<\/p>\n

    Explanation:
    \nThere are 7 games, 3 paints, and 6 reads like a favorite rainy day activity.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-16\"<\/p>\n

    Question 3.
    \nWhich activity is the favorite?
    \nAnswer:
    \nGames.<\/p>\n

    Explanation:
    \nMy favorite rainy day activity is games.<\/p>\n

    Question 4.
    \nHow many students chose Read?
    \n________ students
    \nAnswer:
    \n6 students.<\/p>\n

    Explanation:
    \nThe number of students who choose to read is 6<\/p>\n

    \"Math<\/p>\n

    Question 5.
    \nHigher Order Thinking<\/strong> Look at the picture graph you made for Item 2. Write two sentences that are true about the data.
    \nAnswer:
    \nThe total number of students in the picture graph made for Item 2 is 16 students.<\/p>\n

    Problem Solving<\/strong>
    \nUse the data in the tally chart to solve each problem below.<\/p>\n

    Question 6.
    \nModel Gina asks her friends a survey question. Then she makes a tally chart to show their favorite music instrument. Use her data to make a picture graph.
    \n\"Envision
    \nAnswer:
    \n5 guitars, 3 drums, and 4 flutes.<\/p>\n

    Explanation:
    \nThere are 5 guitars, 3 drums, and 4 flutes as a favorite musical instrument.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-17-1\"<\/p>\n

    Question 7.
    \nHigher Order Thinking How many students voted in all?
    \n__________ students
    \nWrite an equation to show your answer.
    \n______ = _______ + _______ +_______
    \nAnswer:
    \n12 = 5 + 3 + 4<\/p>\n

    Explanation:
    \nThe number of students voted in all is 5 + 3 + 4 = 12 students.<\/p>\n

    Question 8.
    \nAssessment Practice<\/strong> Which musical instrument has the most votes?
    \nA. Guitar
    \nB. Piano
    \nC. Flute
    \nD. Drum
    \nAnswer:
    \nGuitar.<\/p>\n

    Explanation:
    \nGuitar has the most number of votes.<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> How many students chose the flute?
    \nA. 5 students
    \nB. 4 students
    \nC. 3 students
    \nD. 2 students
    \nAnswer:
    \n4 students.<\/p>\n

    Explanation:
    \nThe flute was chosen by 4 students.<\/p>\n

    Lesson 6.3 Interpret Data<\/h3>\n

    Solve & Share<\/strong>
    \n12 students were asked, “Which vegetable do you like more at lunch, corn or peas?” This list shows their answers. Complete the tally chart and picture graph to show the data. What do these data tell you about what students like?
    \n\"Envision<\/p>\n

    Answer:
    \nCorn is the most liked vegetable for lunch.<\/p>\n

    Explanation:
    \nFrom the above given data, we can see that corn was the most like vegetable for lunch.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-18-1\"<\/p>\n

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

    Convince Me! What other information do you know about what students like to drink at lunch?<\/p>\n

    Answer:
    \nStudents like to drink milk at lunch.<\/p>\n

    Guided Practice<\/strong>
    \nUse the picture graph above to answer the questions.<\/p>\n

    Question 1.
    \nHow many more students like milk than juice?
    \n\"Envision more students<\/p>\n

    Question 2.
    \nHow many fewer students like water than milk?
    \n_________ fewer students
    \nAnswer:
    \n5 fewer students.<\/p>\n

    Explanation:
    \nThe fewer students who like water than milk is 6 – 1 which is 5 students.<\/p>\n

    Question 3.
    \nHow many more students like juice than water?
    \n________ more students
    \nAnswer:
    \n2 more students.<\/p>\n

    Explanation:
    \nThe number of more students who like juice than water is 3 – 1= 2 students.<\/p>\n

    Independent Practice<\/strong>
    \nUse the data in the tally chart to answer each question.<\/p>\n

    Question 4.
    \nUse the data in the tally chart to make a picture graph.
    \n\"Envision
    \nAnswer:
    \n4 red, 7 blue, and 8 purple.<\/p>\n

    Explanation:
    \nThere are 4 red, 7 blue, and 8 purple as favorite colors.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-21-1\"<\/p>\n

    Question 5.
    \nHow many more students like purple than red?
    \n________ more students
    \nAnswer:
    \n4 more students.<\/p>\n

    Explanation:
    \nThe number of students who like purple than red is 8 – 4 which is 4 students.<\/p>\n

    Question 6.
    \nWhich color is the favorite of the most students?
    \nAnswer:
    \nPurple is the most favorite color.<\/p>\n

    Explanation:
    \nThe most favorite color that students like is Purple.<\/p>\n

    Question 7.
    \nAlgebra 2 students changed their vote from blue to red. Use this equation to determine how many fewer students like red than purple.
    \n______ + 6 = 8
    \n_______ fewer students
    \nAnswer:<\/p>\n

    Explanation:
    \nGiven that 2 students changed their vote from blue to red, as there are 7 blue and 4 red, then 2 students changed to red which means 4 + 2 = 6 students.<\/p>\n

    Question 8.
    \nHigher Order Thinking Write and answer a question about the data in the picture graph.
    \nAnswer:<\/p>\n

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

    Question 9.
    \nLook at the tally chart.
    \n\"Envision
    \nHow many friends have dogs for pets? ________
    \nHow many friends have fish for pets? _________
    \nAnswer:
    \n6, 2.<\/p>\n

    Explanation:
    \nThe number of friends has dogs as pets are 6 members. And the number of friends who have fish as pets are 2 members.<\/p>\n

    Question 10.
    \nBe Precise Look at the picture graph.
    \n\"Envision
    \nHow many more friends have dogs than fish? __________
    \nHow many fewer friends have cats than dogs or fish? ________
    \nAnswer:
    \n4, 5.<\/p>\n

    Explanation:
    \nThe number of friends have dogs than fish is 6 – 2 which is 4 friends.
    \nThe number of friends have cats than dogs or fish is 8 – 3 which is 5 friends.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> Look at the tally chart in Item 9. How many friends have pets? Write an equation to show your work.
    \nAnswer:
    \nThe equation is 6 + 3 + 2 = 11.<\/p>\n

    Explanation:
    \nIn the tally chart of item 9, we can see that the total pets do the family had is 11 friends and the equation is 6 + 3 + 2 = 11.<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong> Which question CANNOT be answered by looking at the graph in Item 10?
    \nA. A How many friends have cats?
    \nB. How many friends have hamsters?
    \nC. How many fewer friends have fish than dogs?
    \nD. How many more friends have dogs than cats?
    \nAnswer:
    \nB.<\/p>\n

    Explanation:
    \nThe question that cannot be answered by looking at the graph in Item 10 is “How many friends have hamsters?” as hamsters is not present in the graph.<\/p>\n

    Lesson 6.4 Continue to Interpret Data<\/h3>\n

    Solve & Share<\/strong>
    \nAt the park, Susan sees 13 animals in all. 9 are birds. The rest are rabbits. How can Susan complete the table to show this? Show your work.
    \n\"Envision<\/p>\n

    Answer:
    \nThere are 4 rabbits.<\/p>\n

    Explanation:
    \nGiven that Susan sees 13 animals in all and 9 are birds and the rest are rabbits. So the rabbits are 13 – 9 which is 4. So the number of rabbits is 4 rabbits.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-24-1\"<\/p>\n

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

    Convince Me! How did Abby know to count up from 5 to 12 in the problem above?<\/p>\n

    Answer:
    \nBy performing subtraction Abby got to know.<\/p>\n

    Explanation:
    \nAs Abby asked 12 students and 5 of them chose broccoli, so Abby performed subtraction which is 12 – 5 = 7. So Abby got to know that 7 students like carrot.<\/p>\n

    Guided Practice<\/strong>
    \nDraw the missing symbols in the picture graph. Then use the graph to solve the problem.<\/p>\n

    Question 1.
    \n\"Envision
    \nJim asks 9 members of his family for their favorite fruit. 6 people say they like oranges. The rest say they like apples. How many people say they like apples? ________ people
    \nAnswer:
    \nThe number of people who likes apple is 3 people.<\/p>\n

    Explanation:
    \nAs Jim asks 9 members of his family for their favorite fruit and 6 people say they like oranges. So the number of people who likes apple is 9 – 6 which is 3 people.<\/p>\n

    Independent Practice<\/strong>
    \nUse the graphs to answer the questions. Fill in the missing data.<\/p>\n

    Question 2.
    \nA shelf at a store holds 11 stuffed animals. There are 5 stuffed bears and the rest are stuffed penguins. How many stuffed penguins are on the shelf?
    \n\"Envision
    \n__________ stuffed penguins
    \nAnswer:
    \nThere are 5 stuffed penguins.<\/p>\n

    Explanation:
    \nGiven that the shelf at a store holds 11 stuffed animals and there are 5 stuffed bears and the rest are stuffed penguins. So the number of stuffed penguins on the shelf is 11 – 5 which is 6 penguins.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-27-1\"<\/p>\n

    Question 3.
    \nZach plays 17 games in a season. 9 of the games are soccer games and the rest are baseball. How many baseball games does Zach play in one season?
    \n\"Envision
    \n________ baseball games
    \nAnswer:
    \nThe number of baseball games does Zach plays in one season is 8.<\/p>\n

    Explanation:
    \nGiven that Zach plays 17 games in a season and 9 of the games are soccer games and the rest are baseball. So the number of baseball games does Zach plays in one season is 17 – 9 which is 8.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-28-1\"<\/p>\n

    Question 4.
    \nNumber Sense<\/strong> Jen’s class makes a graph about two of their favorite kinds of movies. How many students took the survey?
    \n\"Envision
    \n_________ students
    \nAnswer:
    \n19 students.<\/p>\n

    Explanation:
    \nThe number of students who took the survey is 10 + 9 which is 19 students.<\/p>\n

    Problem Solving<\/strong>
    \nUse the graphs and charts to answer the questions. Fill in the missing data.<\/p>\n

    Question 5.
    \nReasoning<\/strong> Jaime makes a weather graph. He forgets to record 3 sunny days. Were there more sunny or cloudy days?
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 6.
    \nHigher Order Thinking<\/strong> Ryan asks 20 students which subject is their favorite. He did not record responses for the students that chose Science.
    \n\"Envision
    \nDraw the missing tally marks. Explain how you know you drew the right number.
    \nAnswer:
    \n4 students chose science as their favorite subject.<\/p>\n

    Explanation:
    \nGiven that Ryan asks 20 students which subject is their favorite and he did not record responses for the students that chose Science. So to find out how many students chose science, we will add all the responses which are 5 + 8 + 3 = 16, and the total number of students Ryan asked is 20 – 16 which is 4. So 4 students chose science as their favorite subject.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-31-1\"<\/p>\n

    Question 7.
    \nAssessment Practice<\/strong> Daisi asks 9 students if they like cats or dogs better. 4 choose cats. The rest choose dogs.
    \n\"Envision
    \nHow many chose dogs? Help Daisi finish her graph.
    \n__________ students
    \nAnswer:
    \nThe dog was chosen by 5 students.<\/p>\n

    Explanation:
    \nGiven that Daisi asks 9 students if they like cats or dogs better and 4 choose cats. So the dog was chosen by 9 – 4 which is 5 students.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-6-Represent-and-Interpret-Data-32-1\"<\/p>\n

    Lesson 6.5 Problem Solving<\/h3>\n

    Make Sense and Persevere<\/p>\n

    Solve & Share<\/strong>
    \nKelly asks 12 students if they like octopuses, whales, or sharks best. The tally chart shows their responses.
    \nHow many students would need to change their vote from whales to sharks to make sharks the favorite? Complete the new chart to explain.
    \n\"Envision
    \n________ students need to change their vote to sharks.<\/p>\n

    Answer:
    \n5 students need to change their vote to sharks.<\/p>\n

    Explanation:
    \nIn the tally chart, we can see that there are 3 octopuses, 7 whales and 2 sharks. So if students need to make shark as their favorite than whales, then 7 – 2 = 5 students needed to vote to shark.<\/p>\n

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

    Convince Me! For the survey above, why couldn’t 9 choose football and 6 choose baseball?<\/p>\n

    Answer:
    \nSarah can’t choose 9 football and 6 baseball, because, as 1 more person chose football than baseball. So Sarah need to choose 7 baseball and 8 football which is 15 students.<\/p>\n

    Guided Practice<\/strong>
    \nUse the tally chart to answer the question.
    \nQuestion 1.
    \n3 more students take the survey. Favorite Sport Now, football and baseball have Baseball Football the same number of votes.
    \nHow many votes does each have? Use pictures, words, or equations to explain.
    \n\"Envision
    \nAnswer:
    \n9 football and 9 baseball.<\/p>\n

    Explanation:
    \nBy adding 3 more students survey, so the number votes do football has after adding 3 more students it will be 9 votes and the baseball has 9 votes. In equation it will be 9 + 9 which is 18.<\/p>\n

    Independent Practice<\/strong>
    \nUse the chart and graph to solve the problems below.<\/p>\n

    Linzie asks 18 students if they like milk, water, or juice with lunch. 7 students like milk. 3 students like water. The rest of the students like juice.
    \n\"Envision<\/p>\n

    Answer:
    \nThe number of students who like juice is 8 students.<\/p>\n

    Explanation:
    \nGiven that there are 18 students and 7 students like milk, 3 students like water. The total number of students is 7 + 3 = 10. So the number of students who like juice is 18 – 10 = 8 students.
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-6-Represent-and-Interpret-Data-36-1\"<\/p>\n

    Question 2.
    \nHow many students like juice? Complete Linzie’s tally chart to solve.
    \n___________ students like juice.
    \nAnswer:
    \n8 students like juice.<\/p>\n

    Explanation:
    \nThe number of students who like juice is 8 students.<\/p>\n

    Question 3.
    \nWhat is the favorite drink?
    \n________
    \nAnswer:
    \nJuice.<\/p>\n

    Explanation:
    \nThe favourite drink is juice.<\/p>\n

    Question 4.
    \nThe next day Linzie asks the same question again. 3 students change their response from juice to water. What is the favorite drink now?
    \nAnswer:
    \nThe favorite drink is water.<\/p>\n

    Explanation:
    \nThe response of 3 students who change their response from juice to water, then the favorite drink will be 3 + 3 which is 6. Now the favorite drink is water.<\/p>\n

    Question 5.
    \nVocabulary Linzie records her new survey results in the picture graph below.
    \nComplete the graph to show how many students like juice.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-6-Represent-and-Interpret-Data-37-1\"<\/p>\n

    Problem Solving<\/strong>
    \nPerformance Task
    \nGoing to School Ebony asks 14 classmates if they take the bus, walk, or ride in a car to school.
    \n\"Envision
    \n4 students ride in a car. The same number of the remaining students take the bus or walk to school.<\/p>\n

    Answer:
    \n5 students by bus and 5 students by walk.<\/p>\n

    Explanation:
    \nGiven that there are 14 classmates and 4 students ride a car and the same number of the remaining students take the bus or walk to school, so the number of students who choose bus or walk is 14 – 4 = 10. As the same number of remaining it will be 5 students by bus and 5 students by walk.
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-6-Represent-and-Interpret-Data-38-1\"<\/p>\n

    Question 6.
    \nMake Sense How can you find out how many students take the bus or walk to school?
    \nAnswer:
    \nWe can find out by subtracting the number of students who choose bus from the total number of students. So that we can the remaining students.<\/p>\n

    Question 7.
    \nModel Complete the tally chart to show how Ebony’s classmates voted. Write an equation to show how many walk and take the bus.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 8.
    \nExplain How do you know your answers are correct?
    \nUse pictures, words, or equations to explain.
    \nAnswer:<\/p>\n

    Topic 6 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.
    \nClues
    \nA 4 + 6
    \nB 8 – 2
    \nC 3 – 1
    \nD 10 – 5
    \nE 8 + 1
    \nF 3 + 4
    \nG 8 – 7
    \nH 1 + 3
    \n\"Envision<\/p>\n

    \"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-6-Represent-and-Interpret-Data-40-1\"<\/p>\n

    Topic 6 Vocabulary Review<\/h3>\n

    Understand Vocabulary
    \nCircle the correct answer for each question using the image at the left.
    \n\"Envision<\/p>\n

    Question 1.
    \nGreen shows ______ tally marks.
    \n3 4 5 6
    \n\"Envision
    \nAnswer:
    \n5<\/p>\n

    Explanation:
    \nGreen shows 5 tally marks.<\/p>\n

    Question 2.
    \nThe image is called a _________.
    \npicture graph
    \ntally chart
    \nsurvey
    \ntally mark
    \nAnswer:
    \nTally Chart.<\/p>\n

    Explanation:
    \nThe image is called a tally chart.<\/p>\n

    Fill in the blanks using words from the Word List.
    \n\"Envision<\/p>\n

    Question 3.
    \nThis graph is called a _________
    \nAnswer:
    \nPicture graph.<\/p>\n

    Explanation:
    \nThis graph is called a picture graph.<\/p>\n

    Question 4.
    \n\u201cWhat is your favorite drink?” could be the _________ question for this graph.
    \nAnswer:
    \nFavorite drink is juice.<\/p>\n

    Explanation:
    \nThe favorite drink is Juice. And could be the survey question for this graph.<\/p>\n

    Question 5.
    \nYou can use the __________ to answer questions about the graph.
    \nAnswer:
    \nPicture graph.<\/p>\n

    Explanation:
    \nYou can use the picture graph to answer questions about the graph.<\/p>\n

    Use Vocabulary in Writing
    \nQuestion 6.
    \nWrite a story problem using at least two words from the Word List. Draw and write to solve.
    \nAnswer:<\/p>\n

    Topic 6 Reteaching<\/h3>\n

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

    You can collect and sort data into a tally chart.
    \nJimmy asks 10 friends what meal takes the longest to eat.
    \n\"Envision
    \nEach tally mark is one friend’s answer.<\/p>\n

    Answer:
    \nDinner.<\/p>\n

    Explanation:
    \nDinner takes the longest to eat.<\/p>\n

    The picture graph shows Jimmy’s data using objects.
    \n\"Envision
    \nEach \"Envision is one friend’s answer.
    \n\"Envision friends said breakfast was their longest meal.<\/p>\n

    Use the data from Jimmy’s survey to solve each problem.<\/p>\n

    Question 1.
    \nHow many friends said dinner was their longest meal?
    \n________ friends
    \nAnswer:
    \n6 friends.<\/p>\n

    Explanation:
    \n6 friends said dinner was their longest meal.<\/p>\n

    Question 2.
    \nHow many friends said breakfast or dinner was their longest meal?
    \n_________ friends
    \nAnswer:
    \n9 friends.<\/p>\n

    Explanation:
    \nThe number of friends who said breakfast or dinner was their longest meal is 3 + 6 which is 9 friends.<\/p>\n

    Write an equation to answer each question.
    \nQuestion 3.
    \nHow many more friends chose breakfast than lunch?
    \n________ – ________ = __________ _________ more
    \nAnswer:
    \n3 – 1 = 2 more.<\/p>\n

    Explanation:
    \nThe number of friends who chose breakfast than lunch is 3 – 1 which is 12 and the equation is 3 – 1 = 2 more.<\/p>\n

    Question 4.
    \nHow many more chose dinner than breakfast?
    \n________ – ________ = __________ _________ more
    \nAnswer:
    \n6 – 3 = 3 more.<\/p>\n

    Explanation:
    \nThe number of friends who chose dinner than breakfast is 6 – 3 which is 3 and the equation is 6 – 3 = 3 more.<\/p>\n

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

    You can use data in a picture graph to ask and answer questions.
    \nMari asks 16 of her friends for their favorite activity. She records their answers in a picture graph.
    \n\"Envision<\/p>\n

    Use Mari’s picture graph to answer each question.
    \nQuestion 5.
    \nHow many people chose soccer or running?
    \n________ – _______ = ________ OR ______ + ______ = ________
    \nAnswer:<\/p>\n

    Explanation:
    \nThe number of people who chose soccer or running is<\/p>\n

    Question 6.
    \nMari asks some more friends and they all chose tennis as their favorite activity.
    \nNow the number of students who like tennis is the same as the number of students who like soccer or running.
    \nHow many more friends did Mari ask?
    \n_______ more
    \nExplain how you know.
    \nAnswer:<\/p>\n

    Topic 6 Assessment Practice<\/h3>\n

    Question 1.
    \nA. Which set of tally marks shows the number of hats in the picture graph?
    \n\"Envision
    \nAnswer:
    \nA and B.<\/p>\n

    Explanation:
    \nThe set A and B shows the correct tally marks of number of hats in picture graph.<\/p>\n

    B. How many more mitts need to be added to have more mitts than hats?
    \nA. 0
    \nB. 1
    \nC. 2
    \nD. 3
    \nAnswer:
    \n3 mitts.<\/p>\n

    Explanation:
    \nWe need to add 3 more mitts to have more mitts than hats.<\/p>\n

    Question 2.
    \nUse the picture graph to answer the questions.
    \n\"Envision
    \nA. Which of the following statements are true? Choose three that apply.
    \n\u2610 There are 2 more penguins than bears.
    \n\u2610 There are 2 fewer bears than penguins.
    \n\u2610 There are more bears than penguins.
    \n\u2610 There are 8 bears and penguins.
    \n\u2610 There are 5 more bears than penguins.
    \nAnswer:
    \n1, 2, 5.<\/p>\n

    Explanation:
    \nThe statement 1, 2 and 5th statements are true.<\/p>\n

    B. A third animal gets added. There are 2 giraffes. How many more penguins are there than giraffes? Write an equation that explains your answer.
    \nAnswer:
    \nThere are 3 more penguins than giraffes and the equation is 5 – 2 = 3.<\/p>\n

    Explanation:
    \nGiven that third animal gets added which are 2 giraffes. So the number of more penguins are there than giraffes is 5 – 2 which is 3. And the equation is 5 – 2 = 3.<\/p>\n

    Use the tally chart to solve each problem below.
    \n\"Envision<\/p>\n

    Question 3.
    \nA. Kyla asks her friends a survey question. Which is the favorite winter activity of the most students?
    \nAnswer:
    \nSledding.<\/p>\n

    Explanation:
    \nThe favorite winter activity of the most students is sledding.<\/p>\n

    B. How many more tally marks does skating need to have the most tally marks? Use an equation to explain your answer.
    \nAnswer:
    \nThree more tally marks.<\/p>\n

    Explanation:
    \nSkating needs three more tally marks to have the most tally marks.<\/p>\n

    Question 4.
    \nA. Use the tally chart from Item 3 to complete the picture graph.
    \n\"Envision
    \nAnswer:
    \n5 skating, 3 skiing and 7 sledding.<\/p>\n

    Explanation:
    \nThere are 5 skating, 3 skiing and 7 sledding.
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-6-Represent-and-Interpret-Data-52-1\"<\/p>\n

    B. How many students took the survey? Write an equation to show your work.
    \n\"Envision
    \n_________ students
    \nAnswer:
    \n5 + 3 + 7 = 15 students.<\/p>\n

    Explanation:
    \nThe number of students who took survey is 5 + 3 + 7 which is 15 students. And the equation is 5 + 3+ 7 = 15 students.<\/p>\n

    Topic 6 Performance Task<\/h3>\n

    Dinosaur Project Ms. Johnson’s class is doing a dinosaur project. The tally chart shows which dinosaurs the students chose.
    \n\"Envision<\/p>\n

    Question 1.
    \nHow many more students chose T-Rex than Triceratops? Explain how you know. Use pictures, numbers, or words.
    \n___________ more students
    \nAnswer:
    \n3 more students.<\/p>\n

    Explanation:
    \nThe number of students chose T-Rex than Triceratops is 12 – 9 which is 3 students.<\/p>\n

    Question 2.
    \nTwo students were absent when the class made the tally chart. They chose their dinosaur the next day. Ms. Johnson said that now two dinosaurs had the same number. Which dinosaur did the 2 students choose? How do you know?
    \nAnswer:
    \nTriceratops or Apatosaurus.<\/p>\n

    Explanation:
    \nGiven that two students has chosen dinosaurs and had the same number, so the dinosaur may be Triceratops or Apatosaurus. By adding those two students to triceratops it will be equal to T- Rex and if those two students are added to apatosaurus then it will be equal to triceratops.<\/p>\n

    \"Envision
    \nQuestion 3.
    \nMs. Bee’s class is also doing a dinosaur project. The tally chart shows which dinosaurs the students chose.
    \nThe students will draw their dinosaurs on the picture graph below when they finish their reports.
    \nFill in the picture graph to show what it will look like when all the reports are finished.
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-6-Represent-and-Interpret-Data-56-1\"<\/p>\n

    Question 4.
    \nHow many students still need to finish a report on the T-Rex? How many need to finish a report on the Apatosaurus? Use pictures, words, or equations to explain.<\/p>\n

    \"Envision<\/p>\n

    Answer:
    \n5 students and 2 students.<\/p>\n

    Explanation:
    \nIn the above picture graph we can see that T-Rex was finished by 5 students and 4 students need to finish the report and apatosaurus was finished by 4 students and 2 students need to finish the report.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Go through the\u00a0enVision Math Common Core Grade 1 Answer Key\u00a0Topic 6 Represent and Interpret Data\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 1st Grade Answers Key Topic 6 Represent and Interpret Data Essential Question: What are some ways you can collect, show, and understand data? Find Out Talk to friends and …<\/p>\n","protected":false},"author":1,"featured_media":25522,"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-6-Represent-and-Interpret-Data.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2374"}],"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=2374"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2374\/revisions"}],"predecessor-version":[{"id":27850,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2374\/revisions\/27850"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25522"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=2374"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=2374"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=2374"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}