{"id":2433,"date":"2023-01-02T15:34:35","date_gmt":"2023-01-02T10:04:35","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=2433"},"modified":"2024-01-03T10:01:53","modified_gmt":"2024-01-03T04:31:53","slug":"envision-math-common-core-grade-1-answer-key-topic-3","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-1-answer-key-topic-3\/","title":{"rendered":"enVision Math Common Core Grade 1 Answer Key Topic 3 Addition Facts to 20: Use Strategies"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 1 Answer Key<\/a>\u00a0Topic 3 Addition Facts to 20: Use Strategies<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 1st Grade Answers Key Topic 3 Addition Facts to 20: Use Strategies<\/h2>\n

\"Envision
\nEnvision STEM Project: What Do They Eat?
\nFind Out Talk to friends and relatives about the things different animals eat. Ask how their teeth help them survive and meet their needs.<\/p>\n

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

    \n
  • Draw pictures of animals and what they eat.<\/li>\n
  • Make up and solve addition problems about animals and what they eat.<\/li>\n<\/ul>\n

    Answer :
    \nCarnivores are\u00a0animals\u00a0that\u00a0eat\u00a0meat.\u00a0They have\u00a0canines, which are sharp\u00a0teeth\u00a0used\u00a0to\u00a0tear meat.
    \nHerbivores\u00a0are\u00a0animals\u00a0that only\u00a0eat plants.\u00a0They have\u00a0molars that are strong, flat, and perfect for grinding up plant matter.
    \nAnimals which eat plants are :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Envision-STEM-Project\"
    \nAnimals which eat meat are :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Envision-STEM-Project2\"
    \nNumber of herbivore animals in the above figure = 9
    \nNumber of Carnivore animals in the above figure = 14
    \nTotal Number of Animals = 14 + 9 = 23 animals .<\/p>\n

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

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

    Question 1.
    \nCircle the problem that
    \nshows a double.
    \n5 + 5 = 10
    \n5 + 4 = 9
    \n5 + 3 = 8
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Review-What-You-Know-Vocabulary-Question-1\"
    \nExplanation :
    \nWhen both the addends are equal then sum is double the addend .<\/p>\n

    \"Addition<\/p>\n

    Question 2.
    \nCircle the word that tells which strategy can be used to add the numbers.
    \n7 + 8 = ?
    \ndoubles
    \nnear doubles
    \ncount back
    \nAnswer:
    \n7 + 8 = 15 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Review-What-You-Know-Vocabulary-Question-2\"
    \nExplanation :
    \nDoubles plus 1\u00a0is a\u00a0strategy\u00a0used to add two consecutive numbers that is, when they are next to each other. We simply add the smaller number twice or\u00a0double\u00a0it and then, add\u00a01 to it, to get the final result. Here consecutive numbers 7 and 8 have been added using the doubles plus one strategy
    \n7 + 7 + 1 = 14 + 1\u00a0 = 15 which is near to doubles .<\/p>\n

    Question 3.
    \nCircle the sum in the problem below.
    \n7 + 4 = 11
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Review-What-You-Know-Vocabulary-Question-3\"
    \nExplanation :
    \n11 is the sum
    \n7 and 4 are addends .<\/p>\n

    Addition and Subtraction<\/strong><\/p>\n

    Question 4.
    \nRobin has 3 stamps. Joe gives her 4 stamps. How many stamps does Robin have now?
    \n___ stamps
    \nAnswer:
    \nNumber of Stamps with Robin = 3 Stamps
    \nNumber of Stamps Joe gave to Robin = 4 Stamps
    \nTotal Number of Stamps Robin have now = 3 + 4 = 7 Stamps .<\/p>\n

    Question 5.
    \nJen has 8 cat treats. She feeds some treats to her cat. Jen has 4 treats left. How many treats did Jen feed her cat?
    \n___ treats
    \nNumber of Cat treats with Jen = 8 treats
    \nNumber of treats left with Jen now = 4 treats
    \nTotal Number of treats fed to her cats = 8 – 4 = 4 treats .<\/p>\n

    Doubles Facts<\/strong><\/p>\n

    Question 6.
    \nSolve this doubles fact.
    \n3 + 3 = ___
    \nAnswer:
    \n3 + 3 = 6
    \nExplanation :
    \nWhen both the addends are equal then sum is double the addend .<\/p>\n

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

    PROJECT 3A<\/strong>
    \nCan you see the gecko? Project: Create an Animal Model
    \n\"Envision<\/p>\n

    Answer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Project-3A\"
    \nExplanation :
    \nThe above image contains the Animal Model of Dinosaur and Cat .
    \nCut the paper into given shapes and fold them we get the given shapes .<\/p>\n

    PROJECT 3B<\/strong>
    \nWould you like to live on a boat? Project: Make a Sailboat Model
    \n\"Envision
    \nAnswer :<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Project-3B\"
    \nThis are the different models of sail boats .<\/p>\n

    PROJECT 3C<\/strong>
    \nWhat is your favorite ride? Project: Make a Poster about Roller Coasters
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Project-3C\"<\/p>\n

    3-ACT MATH PREVIEW<\/strong><\/p>\n

    Math Modeling
    \nGo for a Spin<\/p>\n

    Before watching the video, think: What was the last game you played? What kind of game was it? Video games, board games, and card games all have something in common. They need someone to test that the game is fun to play, and that it is fair.
    \n\"Envision
    \nAnswer :
    \nThe last game which I played was Block puzzle . it is a puzzle game helps in building the blocks and clearing them . It is a mobile Game.<\/p>\n

    Lesson 3.1 Count On to Add<\/h3>\n

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

    Abby has 5 cubes. Salina gives her 7 more cubes. How many cubes does Abby have now? Show your thinking.
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nHow do you know where to start counting on? How do you know how many to count on?
    \nAnswer:
    \nWhatever may be the order of the addends but the sum does not change .
    \nin the below figure we notice 5 + 7 = 12 and 7 + 5 = 12
    \nThe order of the addends 5 and 7 is interchanged and but the sum is the same .
    \nthat means order of addends doesn’t change the sum .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Solve-&-Share\"
    \nExplanation :
    \nOrder property of addition\u00a0refers to two sets of\u00a0addition in which numbers interchange or switch their places the answer remain the same. That means if the numbers are same and if you add any number first answer remains the same. For addition\u00a0you can change the places of numbers.<\/p>\n

    \"Addition<\/p>\n

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

    Use the number line to count on. Write each sum.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Guided-Practice-Question-1\"
    \nExplanation :
    \nFind 9 on number line. Then count on 7 more to add 9 + 7 = 16
    \nStart at 9 and make 7 jumps . You land on 16 .<\/p>\n

    Question 2.
    \n9 + 9 = ____
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Guided-Practice-Question-2\"<\/p>\n

    Explanation :
    \nFind 9 on number line. Then count on 9 more to add 9 + 9 = 18
    \nStart at 9 and make 9 jumps . You land on 18 .<\/p>\n

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

    Use a number line. Count on to find each sum.<\/p>\n

    Question 3.
    \n7 + 4 = ___
    \nAnswer:
    \n7 + 4 = 11
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-3\"
    \nExplanation :
    \nFind 7 on number line. Then count on 4 more to add 7 + 4 = 11
    \nStart at 7 and make 4 jumps . You land on 11 .<\/p>\n

    Question 4.
    \n6 + 8 =
    \nAnswer:
    \n6 + 8 = 14
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-4\"
    \nExplanation :
    \nFind 6 on number line. Then count on 8 more to add 6 + 8 = 14
    \nStart at 6 and make 8 jumps . You land on 14 .<\/p>\n

    Question 5.
    \n9 + 4 = ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-5\"
    \nExplanation :
    \nFind 9 on number line. Then count on 94more to add 9 + 4 = 13
    \nStart at 9 and make 4 jumps . You land on 13.<\/p>\n

    Question 6.
    \n9 + 6 = ___
    \nAnswer:
    \n9 + 6 = 15
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-6\"
    \nExplanation :
    \nFind 9 on number line. Then count on 9 more to add 9 + 6 = 15
    \nStart at 9 and make 6 jumps . You land on 15 .<\/p>\n

    Question 7.
    \n7 + 7 = ___
    \nAnswer:
    \n7 + 7 = 14
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-7\"
    \nExplanation :
    \nFind 7 on number line. Then count on 4 more to add 7 + 7 = 14
    \nStart at 7 and make 7 jumps . You land on 14 .<\/p>\n

    Question 8.
    \n9 + 8 = ___
    \nAnswer:
    \n9 + 8 = 17
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-8\"
    \nExplanation :
    \nFind 9 on number line. Then count on 8 more to add 9 + 8 = 17
    \nStart at 9 and make 8 jumps . You land on 17 .<\/p>\n

    Question 9.
    \n6 + 4 = ___
    \nAnswer :
    \n6 + 4 = 10
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-9\"
    \nExplanation :
    \nFind 6 on number line. Then count on 4 more to add 6 + 4 = 10
    \nStart at 6 and make 4 jumps . You land on 10 .<\/p>\n

    Question 10.
    \n8 + 5 = ___
    \nAnswer:
    \n8 + 5 = 13
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-10\"
    \nExplanation :
    \nFind 8 on number line. Then count on 5 more to add 8 + 5 = 13
    \nStart at 8 and make 5 jumps . You land on 13 .<\/p>\n

    Question 11.
    \n3 + 9 = ___
    \nAnswer :
    \n3 + 9 = 12
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Independent-Practice-Question-11\"
    \nExplanation :
    \nFind 3 on number line. Then count on 9 more to add 3 + 9 = 12
    \nStart at 3 and make 9 jumps . You land on 12 .<\/p>\n

     <\/p>\n

    \"Envision
    \nSolve. Use a number line to count on.<\/p>\n

    Question 12.
    \nenvision\u00ae STEM<\/b>
    \nKim works at a zoo. She feeds the big cats 9 pounds of meat. She feeds the tortoises 7 pounds of leaves and berries.
    \nHow many pounds of food does Kim feed the animals?
    \n___ pounds of food
    \nAnswer:
    \nQuantity of food fed to big cats = 9 pounds
    \nQuantity of food fed to tortoises = 7 pounds
    \nTotal Quantity of food fed to Animals = 9 + 7 = 16 pounds .
    \nExplanation :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Guided-Practice-Question-12\"
    \nExplanation :
    \nFind 9 on number line. Then count on 7 more to add 9 + 7 = 16
    \nStart at 9 and make 7 jumps . You land on 16 .<\/p>\n

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

    Solve the problems below. Use a number line.<\/p>\n

    Question 13.
    \nReasoning<\/strong>
    \nScott walks 6 blocks. Then he walks 3 more blocks. Write the numbers that will help find out how many blocks Scott walked in all.
    \nStart at ___. Count on ___ more.
    \n6 + 3 = ___
    \nAnswer:
    \nNumber of Blocks Scott walk = 6
    \nNumber of more blocks he walk = 3
    \nTotal Number of blocks Scott walk = 6 + 3 = 9 blocks .
    \nExplanation :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Problem-Solving-Question-13\"
    \nFind 6 on number line. Then count on 4 more to add 6 + 3 = 9
    \nStart at 6 and make 3 jumps . You land on 9 .<\/p>\n

    Question 14.
    \nReasoning<\/strong>
    \nRamona mails 3 letters. Then she mails 8 more letters. Write the numbers that will help find out how many letters Ramona mailed in all.
    \nStart at ____. Count on ___ more.
    \n3 + 8 = ___
    \nAnswer :
    \nNumber of mails Ramona mails = 3
    \nNumber of more mails Ramona mails = 8
    \nTotal Number of mails Ramona mails = 3 + 8 = 11 letters
    \nExplanation :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Problem-Solving-Question-14\"
    \nFind 3 on number line. Then count on 8 more to add 3 + 8 = 11
    \nStart at 3 and make 8 jumps . You land on 11 .<\/p>\n

    Question 15.
    \nHigher Order Thinking<\/strong>
    \nWrite and solve an addition story problem.
    \n\"Envision
    \nAnswer:
    \nSamy has 3 balls . His Brother Gaurish gave 9 more balls to him . How many balls Samy have now ?
    \nExplanation :
    \nNumber of balls with Samy = 3
    \nNumber of Balls gaurish give to samy = 9
    \nTotal Number of balls samy have now = 3 + 9 = 12 balls .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Problem-Solving-Question-15\"
    \nFind 3 on number line. Then count on 9 more to add 3 + 9 = 12
    \nStart at 3 and make 9 jumps . You land on 12 .<\/p>\n

    Question 16.
    \nAssessment Practice<\/strong>
    \nSolve 5 + 9 = ? on the number line. Show your work.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.1-Count-On-to-Add-Problem-Solving-Question-16\"
    \nFind 5 on number line. Then count on 9 more to add 5 + 9 = 14
    \nStart at 5 and make 9 jumps . You land on 14 .<\/p>\n

    Lesson 3.2 Count On to Add Using an Open Number Line<\/h3>\n

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

    Arnie runs 6 miles on Thursday. He runs 5 more miles on Friday. How many miles did Arnie run in all? Use the number line to show how you know.
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nWhat number is always included on an open number line when you add?
    \nAnswer:
    \nThe number which is included always on the number line is the addend 6 .
    \nNumber of miles Arnie ran on Thursday = 6 miles .
    \nNumber of miles miles ran on Friday = 5 miles .
    \nTotal Number of Miles ran by Arnie = 6 + 5 = 11 miles
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Solve-&-Share\"<\/p>\n

    Guided Practice<\/strong>
    \nUse the open number line to solve. Practice Show your work.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Guided-Practice-Question-1\"
    \nExplanation :
    \nYou can also break apart adding 3 and 2 is one way to add 5 more .<\/p>\n

    Question 2.
    \n6 + 2 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Guided-Practice-Question-2\"
    \nExplanation :
    \nCounting on by 1 is one way to add 2 more .
    \nStart at 6 and Then count on 2 more .You land on 8 which is the sum .<\/p>\n

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

    Find each sum. Use the open number line to show your work.<\/p>\n

    Question 3.
    \n4 + 7 = ___
    \n\"Envision
    \nAnswer:
    \n4 + 7 = 11
    \n4 + 4 + 3 = 11
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Independent-Practice-Question-3\"
    \nExplanation :
    \nYou can also break apart adding 4 and 3 is one way to add 11 more .<\/p>\n

    Question 4.
    \n8 + 8 = ___
    \n\"Envision
    \nAnswer:
    \n8 + 8 = 16
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Independent-Practice-Question-4\"<\/p>\n

    Explanation :
    \nYou can also break apart adding 4 and 4 is one way to add 8 more .<\/p>\n

    Question 5.
    \n6 + 6 = ___
    \n\"Envision
    \nAnswer:
    \n6 + 6 = 12
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Independent-Practice-Question-5\"
    \nExplanation :
    \nYou can also break apart adding 3 and 3 is one way to add 6 more .<\/p>\n

    Question 6.
    \n9 + 7 = ___
    \n\"Envision
    \nAnswer:
    \n9 + 7 = 16
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Independent-Practice-Question-6\"
    \nExplanation :
    \nYou can also break apart adding 4 and 3 is one way to add 7 more .<\/p>\n

    Question 7.
    \nVocabulary<\/strong>
    \nSolve the problem.
    \nShow your work on the open number line below.
    \n8 + 6 = ___
    \n\"Envision
    \nAnswer:
    \n8 + 6 = 14
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Independent-Practice-Question-7\"
    \nExplanation :
    \nYou can also break apart adding 2 and 4 is one way to add 6 more .
    \nThe sums after adding the addends are included on the number line .<\/p>\n

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

    Solve each problem. Choose a tool to help. Solving Write an equation to match.<\/p>\n

    Question 8.
    \nUse Tools<\/strong>
    \nMarco rides his bike 7 miles. Then he rides 9 more miles. How many miles did Marco ride in all?
    \n\"Envision
    \n__ miles
    \nAnswer:
    \nNumber of miles Marco rides = 7 miles .
    \nNumber of more miles he rides = 9 miles .
    \nTotal Number of miles Marco rides = 7 + 9 = 16 miles .
    \nTherefore, Macro rides 16 miles in all .<\/p>\n

    Question 9.
    \nUse Tools<\/strong>
    \nAna reads 10 books in January. She reads 10 books in February. How many books did Ana read in all?
    \n___ books
    \nAnswer:
    \nNumber of Books Read by Ana in January = 10 books
    \nNumber of Books Read by Ana in February = 10 books
    \nTotal Number of Books read in all by Anna = 10 + 10 = 20 books .
    \nTherefore, Anna reads 20 books in all .<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong>
    \nKate has 8 roses. She picks some more roses. Now Kate has 17 roses. How many roses did Kate pick? Use words or pictures to explain how you know.
    \nAnswer:
    \nNumber of roses with Kate =\u00a0 8
    \nNumber of Roses picked = x
    \nNumber of Roses with Kate now = 17
    \nNumber of Roses picked = 8 + x = 17 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Independent-Practice-Question-10\"
    \nHere number of jumps represent number of roses picked.
    \nHere it starts at 8 and\u00a0 lands at 17 that means 9 jumps are required to land at 17 so 9 roses are picked .<\/p>\n

    Question 11.
    \nAssessment Practice<\/strong>
    \nFind the sum. Show your work on the open number line below.
    \n9 + 6 = ___
    \n\"Envision
    \nAnswer:
    \n9 + 6 = 15
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.2-Count-On-to-Add-Using-an-Open-Number-Line-Independent-Practice-Question-11\"
    \nExplanation :
    \nYou can also break apart adding 3 and 3 is one way to add 6 more .<\/p>\n

    Lesson 3.3 Doubles<\/h3>\n

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

    Carlos and Alisa each have the same number of books. They each have more than 5 books. How many books do they have in all? Show your thinking below.
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nBecca shows 6 + 7 with cubes and says it is not a doubles fact. Is she correct? How do you know?<\/p>\n

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

    Decide if the cubes show a doubles fact. Circle your answer. Then write an equation to match the cubes.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Guided-Practice-Question-1\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. but here 5 and 6 are two different numbers . So, it is not a Double Fact .<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Guided-Practice-Question-2\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 4 is added to itself so, it is a double fact .<\/p>\n

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

    Decide if each set of cubes shows a doubles fact. Circle your answer. Write an equation to match the cubes.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-3\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 6 is added to itself so, it is a double fact .<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-4\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. but here 8 and 9 are two different numbers . So, it is not a Double Fact .<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-5\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 7 is added to itself so, it is a double fact .<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-6\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 10 is added to itself so, it is a double fact .<\/p>\n

    \"Envision<\/p>\n

    Question 7.
    \n0 + 0 = \"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-7\"
    \nExplanation :
    \nAny number added to 0 gives the number itself .<\/p>\n

    Question 8.
    \n\"Envision = 9 + 9
    \nAnswer:
    \n18 = 9 + 9
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-8\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 9 is added to itself so, it is a double fact .<\/p>\n

    Question 9.
    \n8 + 8 = \"Envision
    \nAnswer:
    \n8 + 8 = 16
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-9\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 8 is added to itself so, it is a double fact .<\/p>\n

    Question 10.
    \n5 + 5 = \"Envision
    \nAnswer:
    \n5 + 5 = 10
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Independent-Practice-Question-10\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 5 is added to itself so, it is a double fact .<\/p>\n

    Problem Solving<\/strong>
    \nDraw cubes to help you solve each number story. Then write an equation to match the problem.<\/p>\n

    Question 11.
    \nMake Sense
    \nAndrew and his sister each pick 10 flowers. How many flowers did they pick in all?
    \n\"Envision
    \n____ flowers
    \nAnswer:
    \nNumber of Flowers picked by Andrew = 10 flowers
    \nNumber of Flowers picked by Andrew sister = 10 flowers
    \nTotal Number of flowers picked = 10 + 10 = 20 flowers
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Problem-Solving-Question-11\"<\/p>\n

    Question 12.
    \nMake Sense<\/strong>
    \nPearl and Charlie each buy 5 books. How many books did they buy in all?
    \n\"Envision
    \n___ books
    \nAnswer:
    \nNumber of Books Pearl bought = 5 books
    \nNumber of Books Charlie bought = 5 books
    \nTotal Number of books bought in all = 5 + 5 = 10 books .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Problem-Solving-Question-12\"<\/p>\n

    Question 13.
    \nHigher Order Thinking<\/strong>
    \nA hockey team plays 2 games. The team scores the same number of goals in each game. The team scores 12 goals in all. How many goals did the team score in each game?
    \n\"Envision
    \n___ goals in each game
    \nAnswer:
    \nTotal Score in 2 games = 12 .
    \nNumber of games = 2
    \nScore of two games is same so Team score = 12 = 6 + 6
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Problem-Solving-Question-13\"<\/p>\n

    Question 14.
    \nAssessment Practice<\/strong>
    \nWhich equations show a doubles fact? Choose two that apply.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.3-Doubles-Problem-Solving-Question-14\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself.<\/p>\n

    Lesson 3.4 Doubles Plus<\/h1>\n

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

    Carlos and I each pick 5 strawberries. What doubles fact shows how many strawberries we have in all? If I pick I more strawberry, how could you find how many strawberries in all?<\/p>\n

    \"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nHow does knowing 7 + 7 help you find 7 + 8?
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 8 is one more than 7. So, we can write 8 as 7 + 1.
    \nWe already know the double of 7 is 14.
    \nSo, the required sum is one more than double. That is 15. Therefore, 7 + 8 = 15.<\/p>\n

    Guided Practice<\/strong>
    \nAdd the doubles. Then use the doubles facts to help you solve the doubles-plus facts.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 7 is two more than 5. So, we can write 7 as 5 + 2.
    \nWe already know the double of 5 is 10.
    \nSo, the required sum is two more than double. That is 12. Therefore, 5 + 7 = 12.<\/p>\n

    Question 2.
    \n\"Envision
    \n___ + ____ = ___
    \nSo, 8 + 9 = ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is one more than 8. So, we can write 9 as 8 + 1.
    \nWe already know the double of 8 is 16.
    \nSo, the required sum is one more than double. That is 17. Therefore, 8 + 9 = 17.<\/p>\n

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

    Add the doubles. Then use the double facts to help you solve the doubles-plus facts.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 8 is one more than 7. So, we can write 8 as 7 + 1.
    \nWe already know the double of 7 is 14.
    \nSo, the required sum is one more than double. That is 15. Therefore, 8 + 7 = 15.<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 6 is two more than 4. So, we can write 6 as 4 + 2.
    \nWe already know the double of 4 is 8.
    \nSo, the required sum is two more than double. That is 10. Therefore, 4 + 6 = 10.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 6 is one more than 5. So, we can write 6 as 5 + 1.
    \nWe already know the double of 5 is 10
    \nSo, the required sum is one more than double. That is 11. Therefore, 5 + 6 = 11<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 10 is one more than 9. So, we can write 10 as 9 + 1.
    \nWe already know the double of 9 is 18.
    \nSo, the required sum is one more than double. That is 19. Therefore, 9 + 10 = 19.<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 7 is one more than 6. So, we can write 7 as 6 + 1.
    \nWe already know the double of 6 is 12.
    \nSo, the required sum is one more than double. That is 13. Therefore, 6 + 7 = 13<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is two more than 7. So, we can write 9 as 7 + 2.
    \nWe already know the double of 7 is 14.
    \nSo, the required sum is two more than double. That is 16. Therefore, 9 + 7 = 16.<\/p>\n

    Use a doubles-plus fact to write an equation for the problem. Then draw a picture to match the equation.<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong>
    \nMax has some blue marbles. Tom has some red marbles. Tom has 2 more marbles than Max. How many marbles do they have in all?
    \n\"Envision
    \nAnswer:
    \nNumber of blue marbles with Max = 5 ( taken )
    \nTom has 2 more marbles than Max So,
    \nNumber of Red marbles with tom = 5 + 2 = 7
    \nTotal Marble in all = 5 + 7 = 12 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-<\/p>\n

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

    Solve each problem below. Then write an equation to match the problem.<\/p>\n

    Question 10.
    \nReasoning<\/strong>
    \nCarrie and Pete each pick 7 cherries. Then Pete picks more. How many cherries do they have in all?
    \n\"Envision
    \nAnswer:
    \nNumber of cherries Carrie pick = 7 cherries
    \nNumber of Cherries Pete pick = 7 cherries .
    \nPete picks more that means more than 7 Pete picks the cherries so, take Pete picks 2 more .
    \nNumber of cherries Pete picks = 7 + 2 = 9 cherries.
    \nTotal Number of cherries in all = 7 + 9 = 16 cherries .
    \nTherefore, Total Number of cherries in all = 16 cherries .<\/p>\n

    Question 11.
    \nReasoning<\/strong>
    \nManny and Pam each buy 5 apples. Then Pam buys 2 more. How many apples do they have in all?
    \n\"Envision
    \nAnswer:
    \nNumber of Apples bought by Manny = 5 apples
    \nNumber of apples Pam bought = 5 apples
    \nNumber of apples bought by pam later = 2 apples .
    \nTotal Number of apples with pam = 5 + 2 = 7 apples .
    \nTotal Number of apples in all = 5\u00a0 + 7 = 5 + 5 + 2 = 10 + 2 = 12 apples .
    \nTherefore, Total Number of apples in all = 12 apples .<\/p>\n

    Question 12.
    \nHigher Order Thinking<\/strong>
    \nLaura has to solve 9 + 8. Explain how she could use 8 + 8 to find the sum.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is one more than 8. So, we can write 9 as 8 + 1.
    \nWe already know the double of 8 is 16.
    \nSo, the required sum is one more than double. That is 17. Therefore, 9 + 8 = 17.<\/p>\n

    Question 13.
    \nAssessment Practice<\/strong>
    \nUse a doubles fact to help you find the missing addend.
    \n8 + __ = 17
    \nA. 8
    \nB. 9
    \nC. 7
    \nD. 1
    \n\"Envision
    \nAnswer:
    \nThe Missing Addend is 9 option – B
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is one more than 8. So, we can write 9 as 8 + 1.
    \nWe already know the double of 8 is 16.
    \nSo, the required sum is one more than double. That is 17. Therefore, 8 + 9 = 17.<\/p>\n

    Lesson 3.5 Make 10 to Add<\/h3>\n

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

    Andy says that he can find 9 + 5 by starting with 9 + 1 = 10. What do you think about Andy’s way? Show your work and explain.<\/p>\n

    \"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nHow would you make 10 to find the sum of 9 + 4?
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Convince-Me\"<\/p>\n

    Guided Practice<\/strong>
    \nDraw counters to make 10. Then write the sums.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Guided-Practice-Question-1\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 6 to join 7.
    \nnow, we have 10 and 3 .
    \nTherefore 10 + 3 = 13 and 7 + 6 = 13 both are same .<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Guided-Practice-Question-2\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 8 counters in 8 so 2 counters are left to make it 10 .
    \nSo, move 2 counters from 6 to join 8 .
    \nnow, we have 10 and 4 .
    \nTherefore 10 + 4 = 14 and 8 + 6 = 14 both are same .<\/p>\n

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

    Draw counters to make 10. Then write the sums.<\/p>\n

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

    Answer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-3\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 8 to join 7 .
    \nnow, we have 10 and 5 .
    \nTherefore 10 + 5 = 15 and 7 + 8 = 15 both are same .<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-4\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 9 counters in 9 so 1 counter is left to make it 10 .
    \nSo, move 1 counters from 6 to join 9 .
    \nnow, we have 10 and 5 .
    \nTherefore 10 + 5 = 15 and 9 + 6 = 15 both are same .<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-5\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 7 to join 7 .
    \nnow, we have 10 and 4 .
    \nTherefore 10 + 4 = 14 and 7 + 7 = 14 both are same .<\/p>\n

    \"Envision<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-6\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 6 counters in 6 so 4 counters are left to make it 10 .
    \nSo, move 4 counters from 5 to join 6 .
    \nnow, we have 10 and 1 .
    \nTherefore 10 + 1 = 11 and 6 + 5 = 11 both are same .<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-7\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 4 counters in 4 so 6 counters are left to make it 10 .
    \nSo, move 6 counters from 8 to join 4 .
    \nnow, we have 10 and 2 .
    \nTherefore 10 + 2 = 12 and 4 + 8 = 12 both are same .<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-8\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 9 counters in 9 so 1 counter is left to make it 10 .
    \nSo, move 1 counters from 5 to join 9 .
    \nnow, we have 10 and 4 .
    \nTherefore 10 + 4 = 14 and 9 + 5 = 14 both are same .<\/p>\n

    Problem Solving<\/strong>
    \nDraw counters to help you solve each problem below. Use 2 different colors.<\/p>\n

    Question 9.
    \nModel<\/strong>
    \nCarlos sees 7 yellow birds in a tree. Then he sees 6 white birds. How many birds does Carlos see in all?
    \n\"Envision
    \n__ birds
    \nAnswer:
    \nNumber of Yellow Birds seen by Carlos = 7
    \nNumber of White birds seen by Carlos = 6
    \nTotal Number of Birds seen by Carlos = 7 + 6 = 10 + 3 = 13 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Problem<\/p>\n

    Question 10.
    \nModel<\/strong>
    \nEmily picks 8 red flowers. Then she picks 8 yellow flowers. How many flowers does Emily pick in all?
    \n\"Envision
    \n___ flowers
    \nAnswer:
    \nNumber of red flowers Emily have = 8
    \nNumber of yellow flowers Emily have = 8
    \nTotal number of flowers Emily have in all = 8 + 8 = 10 + 6 = 16 flowers .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Problem<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong>
    \nLook at the model. Complete the equations to match what the model shows.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-11\"
    \nExplanation :
    \nwe have 9 counters in 9 and one counter is moved from 6 to join 9 to make it 10 ,
    \nso we have 10 and 5 = 15 is the sum.
    \nso, 9+ 6 = 15 .<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong>
    \nWhich number belongs in the \"Envision?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.5-Make-10-to-Add-Independent-Practice-Question-12\"
    \nExplanation :
    \n10 + 1 = 11
    \na. 6 + 16 = 22
    \nb. 6 + 11 = 17
    \nc. 6 + 6 = 12
    \nd. 6 + 5 = 11 .
    \nso, to get 11 we have to add 5 to 6 .
    \nTherefore, option d is right .<\/p>\n

    Lesson 3.6 Continue to Make 10 to Add<\/h3>\n

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

    How can you make 10 to solve 8 + 5? Show your work and explain.
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Solve-&-Share\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 8 counters in 8 so 2 counters are left to make it 10 .
    \nSo, move 2 counters from 5 to join 8 .
    \nnow, we have 10 and 3 .
    \nTherefore 10 + 3 = 13 and 8 + 5 = 13 both are same .<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can you make 10 to find the sum of 7 + 6?
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Convince-Me\"<\/p>\n

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

    Make 10 find the sum. Use the number line to help you.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Guided-Practice-Question-1\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 8 + 6\u00a0 as 8 + 2 + 4 , because 6 = 2 + 4
    \nmark an arrow from 8 to 10 and from 10 to 14 on the number line is marked.<\/p>\n

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

    Make 10 to find each sum. Use a number line to help you.
    \n\"Envision<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Independent-Practice-Question-2\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 7 + 8\u00a0 as 7 + 3 + 5 , because 8 = 3 + 5
    \nTo make 7 as 10 add 3 and then add 5 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Independent-Practice-Question-3\"Explanation :
    \nMake 10 to add
    \nYou can think 4 + 9\u00a0 as 4 + 6 + 3 , because 9 = 6 + 3
    \nTo make 4 as 10 add 6 and then add 3 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Independent-Practice-Question-4\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 8 + 4\u00a0 as 8 + 2 + 2 , because 4 = 2 + 2
    \nTo make 8 as 10 add 2 and then add 2 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Independent-Practice-Question-5\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 9 + 7\u00a0 as 9 + 1 + 6 , because 7 = 1 + 6
    \nTo make 9 as 10 add 1 and then add 6 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Independent-Practice-Question-6\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 6 + 7\u00a0 as 6 + 4 + 3 , because 7 = 4 + 3
    \nTo make 6 as 10 add 4 and then add 3 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 7.
    \nNumber Sense<\/strong>
    \nJon adds 8 + 5. First, he adds 8 + 2 to make 10. What should he do next?
    \nAnswer:
    \n8 + 5 = 8 + 2 + 3 = 10 + 3 = 13.
    \nExplanation :
    \n5 is written as 2 + 3 because to make 8 we need 2 so in it divided in such a way that 8 can be made 10 nad then next divided part is added to 10 .
    \n8 + 2 + 3 = 10 + 3 = 13.<\/p>\n

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

    Make 10 to help you solve each number story.<\/p>\n

    Question 8.
    \nLook for Patterns<\/strong>
    \nConrad has 8 apples. Sam gives him 4 more. How many apples does Conrad have now? Use the open number line to show your work.
    \n\"Envision
    \n\"Envision
    \nConrad has ___ apples.
    \nAnswer:
    \nNumber of apples with Conrad = 8 apples .
    \nNumber of apples Sam gave to Conrad = 4 apples
    \nTotal Apples with Conrad = 8 + 4 = 12 apples .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.6-Continue-to-Make-10-to-Add-Problem-Solving-Question-8\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 8 + 4\u00a0 as 8 + 2 + 2 , because 4 = 2 + 2
    \nTo make 8 as 10 add 2 and then add 2 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong>
    \nPat makes 10 to solve 7 + 5 by changing the problem to 7 + 3 + 2. How does Pat make 10?
    \nAnswer:
    \n7+ 5 = 7 + 3 + 2 = 10 + 2 = 12 .
    \nExplanation :
    \n5 is written as 3+ 2
    \nthen add 7 + 3+ 2 = first add 7 + 3 we get 10 then later add 2 to 10 we get 12 as sum .<\/p>\n

    Question 10.
    \nAssessment Practice<\/strong>
    \nWhich shows how to make 10 to add 9 + 6?
    \nA. 9 + 4 + 2
    \nB. 9 + 3 + 3
    \nC. 9 + 1 + 5
    \nD. 9 + 0 + 6
    \nAnswer:
    \nOption C.
    \nExplanation :
    \n9 + 6
    \n9 needs only 1 to make 10 so 6 is written as 1 + 5
    \n9 + 1 + 5 = 10 + 5 = 15 .<\/p>\n

    Lesson 3.7 Explain Addition Strategies<\/h3>\n

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

    8 + 6 = ?
    \nChoose a strategy to solve the problem. Use words, objects, or pictures to explain your work.
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Solve-&-Share\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 8 counters in 8 so 2 counters are left to make it 10 .
    \nSo, move 2 counters from 6 to join 8 .
    \nnow, we have 10 and 4 .
    \nTherefore 10 + 4 = 14 and 8 + 6 = 14 both are same .<\/p>\n

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

    Convince Me!<\/strong>
    \nWhat strategy could you use to solve 7 + 8? Why is it a good strategy?
    \nAnswer :
    \nNear Doubles .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Convince-Me\"
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 8 is one more than 7. So, we can write 8 as 7 + 1.
    \nWe already know the double of 7 is 14.
    \nSo, the required sum is one more than double. That is 15. Therefore, 7 + 8 = 15.<\/p>\n

    Guided Practice<\/strong>
    \nFind each sum. Choose a strategy to use.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \nDoubles Fact Strategy
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Guided-Practice-Question-1\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. Here 6 is added to itself so, it is a double fact .<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \nMake 10 Strategy
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Guided-Practice-Question-2\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 9 + 7\u00a0 as 9 + 1 + 6 , because 7 = 1 + 6
    \nTo make 9 as 10 add 1 and then add 6 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \nNear Doubles or Double Plus and Make 10 strategy Both Strategies can be used .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Guided-Practice-Question-3\"
    \nExplanation :
    \nDouble Plus:
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 7 is one more than 6. So, we can write 7 as 6
    \nMake 10:
    \nMake 10 to add
    \nYou can think 6 + 7\u00a0 as 6 + 4 + 3 , because 7 = 4 + 3
    \nTo make 6 as 10 add 4 and then add 3 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n8 + 9 = 17 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Guided-Practice-Question-4\"
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is one more than 8. So, we can write 9 as 8 + 1.
    \nWe already know the double of 8 is 16.
    \nSo, the required sum is one more than double. That is 17. Therefore, 8 + 9 = 17.<\/p>\n

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

    Find each sum.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Independent-Practice-Question-5\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 6 + 8\u00a0 as 6 + 4 + 4 , because 8 = 4 + 4
    \nTo make 6 as 10 add 4 and then add 4 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Independent-Practice-Question-6\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 4 + 9\u00a0 as 4 + 6 + 3 , because 9 = 6 + 3
    \nTo make 4 as 10 add 6 and then add 3 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Independent-Practice-Question-7\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 6 to join 7.
    \nnow, we have 10 and 3 .
    \nTherefore 10 + 3 = 13 and 7 + 6 = 13 both are same .<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Independent-Practice-Question-8\"
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is one more than 8. So, we can write 9 as 8 + 1.
    \nWe already know the double of 8 is 16.
    \nSo, the required sum is one more than double. That is 17. Therefore, 9 + 8 = 17.<\/p>\n

    Question 9.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Independent-Practice-Question-9\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 8 counters in 8 so 2 counters are left to make it 10 .
    \nSo, move 2 counters from 5 to join 8 .
    \nnow, we have 10 and 3 .
    \nTherefore 10 + 3 = 13 and 8 + 5 = 13 both are same .<\/p>\n

    Question 10.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Independent-Practice-Question-10\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 4 to join 7.
    \nnow, we have 10 and 1 .
    \nTherefore 10 + 1 = 11 and 7 + 4 = 11 both are same .<\/p>\n

    \"Envision<\/p>\n

    Question 11.
    \nAlgebra<\/strong>
    \nJan has 9 green marbles and some red marbles. She has 11 marbles in all.
    \n9 + ___ = 11
    \nJan has ___ red marbles.
    \nAnswer :
    \nNumber of Green Marbles = 9
    \nNumber of Red marbles = x
    \nTotal Number of Marbles = 11
    \nNumber of Red marbles = Total Marbles – Number of Green Marbles = 11 – 9 = 2 Marbles .<\/p>\n

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

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

    Question 12.
    \nMake Sense<\/strong>
    \nBrett has 8 shirts in his closet. He puts more shirts in the dresser. Brett has 16 shirts in all. How many shirts did Brett put in the dresser?
    \n___ shirts in the dresser
    \nAnswer:
    \nTotal\u00a0 umber of Shirts = 16 .
    \nNumber of Shirts in Closet = 8
    \nNumber of more shirts added in the dresser = 16 – 8 = 8 Shirts .<\/p>\n

    Question 13.
    \nHigher Order Thinking<\/strong>
    \nManuel and Jake have 13 pencils in all. How many pencils could each boy have?
    \n\"Envision
    \nAnswer:
    \nTotal Number of Pencils = 13
    \nNumber of Pencils Manuel have = 7 ( taken )
    \nNumber of Pencils Jake have = total Pencils – Number of pencils with Manuel .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Problem-Solving-Question-13\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 6 to join 7.
    \nnow, we have 10 and 3 .
    \nTherefore 10 + 3 = 13 and 7 + 6 = 13 both are same .<\/p>\n

    Question 14.
    \nAssessment Practice<\/strong>
    \nWhich strategies could help you find 7 + 8?
    \nChoose three that apply.
    \n\"Envision
    \nAnswer:<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.7-Explain-Addition-Strategies-Problem-Solving-Question-14\"<\/p>\n

    Lesson 3.8 Solve Addition Word Problems with Facts to 20<\/h3>\n

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

    Caleb has 4 more stickers than Zoe. Zoe has 5 stickers. How many stickers does Caleb have? Use objects, drawings, or an equation to show your thinking.<\/p>\n

    \"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.8-Solve-Addition-Word-Problems-with-Facts-to-20-Solve-&-Share\"
    \nNumber of stickers with Zoe = 5
    \nNumber of stickers with Celeb = 4 more than Zoe = 4 + 5 = 9 stickers .<\/p>\n

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

    Convince Me!<\/strong>
    \nCould you find out how many books Seth read by drawing a picture? Explain.
    \nAnswer :
    \nYes , number of books read by Seth = 12 books.
    \nExplanation :
    \nNumber of books read by Tanya = 5
    \ncomparison between Tanya and Seth is given unknown term can be calculated .
    \nNumber of books Seth read = Seth reads 7 books more than Tanya so, 5 + 7 = 12 books .
    \nTherefore, Total Number of books read by Seth = 12 books .<\/p>\n

    Guided Practice<\/strong>
    \nSolve each problem. Use counters or draw a picture. Then write an equation.<\/p>\n

    Question 1.
    \nTim writes 9 stories. He writes 3 fewer stories than Daisy. How many stories did Daisy write?
    \n\"Envision
    \nAnswer:
    \nNumber of Stories Tim writes = 9
    \nNumber of stories Daisy write = 3 more than Tim = 9 + 3 = 12 stories .
    \nTherefore, Number of stories Daisy write = 12 stories .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.8-Solve-Addition-Word-Problems-with-Facts-to-20-Guided-Practice-Question-1\"<\/p>\n

    Question 2.
    \nSherry reads 6 comic books. Dally reads 5 more comic books than Sherry. How many comic books did Dally read?
    \n\"Envision
    \nAnswer:
    \nNumber of comic books Sherry reads = 6 books
    \nNumber of comic books Dally read = 5 more comic books than Sherry = 6 + 5 = 11 books .
    \nTherefore, Number of comic books Dally read = 11 books .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.8-Solve-Addition-Word-Problems-with-Facts-to-20-Guided-Practice-Question-2\"<\/p>\n

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

    Solve the problems with objects, drawings, or an equation. Show your work.<\/p>\n

    Question 3.
    \nTracy buys 10 buttons on Monday. She buys more buttons on Tuesday. Now she has 19 buttons. How many buttons did Tracy buy on Tuesday?
    \n______ buttons
    \nAnswer:
    \nNumber of buttons bought on Monday = 10 buttons
    \nTotal Number of buttons = 19
    \nNumber of buttons bought on Tuesday = total buttons – buttons bought on Monday = 19 – 10 = 9 buttons .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.8-Solve-Addition-Word-Problems-with-Facts-to-20-Guided-Practice-Question-3\"<\/p>\n

    Question 4.
    \nJen has 9 coins. Jen has 6 fewer coins than Owen. How many coins does Owen have?
    \n___ coins
    \nAnswer:
    \nNumber of coins with Jen = 9
    \nJen has 6 fewer coins than Owen that means Owen has 6 coins more than Jen .
    \nNumber of coins with Own = 9 + 6 = 15 coins .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.8-Solve-Addition-Word-Problems-with-Facts-to-20-Guided-Practice-Question-4\"<\/p>\n

    Question 5.
    \n14 cans are on the table. 5 cans are big and the rest are small. How many small cans are on the table?
    \n___ small cans
    \nAnswer:
    \nNumber of cans on the table = 14
    \nNumber of big cans = 5
    \nNumber of small cans = Total Cans – Big cans = 14 – 5 = 9 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.8-Solve-Addition-Word-Problems-with-Facts-to-20-Guided-Practice-Question-5\"<\/p>\n

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

    Question 6.
    \nModel<\/strong>
    \nLeland cuts out 12 flowers. How many can he color red and how many can he color yellow? Draw a picture and write an equation to help solve the problem.
    \n___ red flowers ____ yellow flowers
    \n\"Envision
    \nAnswer:
    \nTotal Number of flowers = 12
    \nNumber of red flowers taken = 6
    \nThen
    \nNumber of yellow flowers = 12 – 6 = 6 flowers .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.8-Solve-Addition-Word-Problems-with-Facts-to-20-Guided-Practice-Question-5\"<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong>
    \nNicole scored 8 goals this season. She scored 9 fewer goals than Julien. How many goals did Julien score? Write this problem using the word more.
    \nNicole scored 8 goals this season. Julien scored ________
    \nAnswer:
    \nNumber of goals scored by Nicole = 8 goals
    \nNicole scored 9 fewer goals than Julien that means Julien scored 9 goals than Nicole
    \nNumber of goals by Julien = 8 + 9 = 17 goals .<\/p>\n

    Question 8.
    \nAssessment Practice<\/strong>
    \nDan drinks 6 more glasses of water than Becky. Becky drinks 5 glasses of water. How many glasses of water did Dan drink?
    \nA. 6 – 5 = 1 glass of water
    \nB. 6 + 5 = 11 glasses of water
    \nC. 11 + 6 = 17 glasses of water
    \nD. 11 \u2013 6 = 5 glasses of water
    \nAnswer:
    \nOption B .
    \nExplanation :
    \nNumber of glasses of water drank by Becky = 5
    \nDan drinks 6 more glasses of water than Becky
    \nNumber of glasses of water drank by Dan = 6 + 5 = 11 glasses .<\/p>\n

    Lesson 3.9 Critique Reasoning<\/h3>\n

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

    A pet store has 9 frogs. 5 of the frogs are green and the rest are brown. Lidia adds 5 + 9 and says that the store has 14 brown frogs.
    \nCircle if you agree or do not agree with Lidia. Use pictures, words, or equations to explain.<\/p>\n

    \"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.9-Critique-Reasoning-Solve-&-Share\"
    \nExplanation:
    \nLidia should subtract green frogs from the total number of frogs then only number of brown frogs can be known but Lidia did addition which is wrong so, i disagree with Lidia .
    \nTherefore, Number of brown frogs = total frogs – green frogs = 9 – 5 = 4 brown frogs .<\/p>\n

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

    Convince Me!<\/strong>
    \nWhat question would you ask Joe to have him explain his thinking?
    \nAnswer :
    \nVisualize thinking helps to understand the concept clearly .<\/p>\n

    Guided Practice<\/strong>
    \nCircle your answer. Use pictures, Practice words, or equations to explain.<\/p>\n

    Question 1.
    \n9 cats chase a ball. Some cats stop to eat. Now 4 cats are chasing the ball. Stan says 13 cats stop to eat because 9 + 4 = 13. Do you agree or not agree with Stan?
    \n\"Envision
    \nAnswer:
    \nTotal Number of cats chase a ball = 9
    \nNumber of cats chase a ball now = 4
    \nNumber of cats stop to eat = 9 = 5 + 4
    \nTherefore, Number of cats stop to eat = 5 cats .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.9-Critique-Reasoning-Guided-Practice-Question-1\"<\/p>\n

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

    Circle your answer. Use pictures, words, or equations to explain.<\/p>\n

    Question 2.
    \n14 grapes sit in a bowl. 9 are green. The rest are purple. How many are purple? Steve says 6 grapes are purple because 9 + 6 = 14. Do you agree or not agree with Steve?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.9-Critique-Reasoning-Independent-Practice-Question-2\"
    \nExplanation :
    \nTotal Grapes = 14
    \nNumber of green grapes = 9
    \nNumber of purple grapes = 9 + 5 = 14 .
    \nSo, Purple grapes are 5 .
    \nBut Steve said 9 + 6 = 14 it is wrong as 9 + 6 = 15 .
    \nTherefore I disagree what Steve said .<\/p>\n

    Question 3.
    \n11 oranges are in a bag. 8 oranges fall out. How many oranges are left in the bag? Maria says 3 oranges are left because 11 – 8 = 3. Do you agree or not agree with Maria?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.9-Critique-Reasoning-Independent-Practice-Question-3\"
    \nExplanation :
    \nNumber of Oranges in bag = 11
    \nNumber of Oranges out off bag = 8
    \n8 + 3 = 11 so, Number of oranges in bag = 3
    \nTherefore, Number of oranges in bag = 3 oranges .<\/p>\n

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

    Performance Task<\/p>\n

    Flower Vases<\/strong> Jill has 15 roses. She wants to put some in a red vase and some in a blue vase.
    \nHelp Jill solve the problem. Answer the items below to check Jill’s thinking. Use pictures, words, or equations to explain.
    \n\"Envision<\/p>\n

    Question 4.
    \nExplain Jill says she can put an equal number of roses in each vase. She says she can write a doubles fact to match the flowers in the blue and red vases. Do you agree? Explain.
    \nAnswer:
    \nI Disagree
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Lesson-3.9-Critique-Reasoning-Independent-Practice-Question-4\"
    \nExplanation :
    \nTotal Number of Flowers = 15
    \nPut the flowers in blue vase and red vase equally
    \nNumber of Flowers in blue vase = 7
    \nNumber of Flowers in red vase = 7
    \nTotal Flowers in blue vase and red vase = 7 + 7 = 14
    \n1 Flower is left .
    \nSo, i disagree flowers cant be divided equally to put in both vases as 1 lower is left .<\/p>\n

    Question 5.
    \nModel How could Jill use words or drawings to show the problem?
    \nAnswer:
    \nIt is explained in the above sum image .<\/p>\n

    Topic 3 Fluency Practice Activity<\/h3>\n

    Find a partner . Get paper and a pencil. Each partner chooses a different color: light blue or dark blue. Partner 1 and Partner 2 each point to a black number at the same time. Both partners add those numbers. If the answer is on your color, draw a tally mark. Work until one partner draws twelve tally marks.
    \n\"Envision
    \nAnswer:<\/p>\n

    Topic 3 Vocabulary Review<\/h3>\n

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

    Question 1.
    \nCircle True or False.
    \n10 + 5 = 15 is a doubles-plus fact.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Vocabulary-Review-Understand-Vocabulary\"
    \nFalse
    \nExplanation :
    \nDouble Plus:
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 10 is five more than 5.<\/p>\n

    Question 2.
    \nCircle True or False.
    \nIn the equation below, 8 is the whole.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Vocabulary-Review-Understand-Vocabulary-Question-2\"
    \nExplanation :
    \n10 and 8 are the addends and 18 is the sum of the equation .<\/p>\n

    Question 3.
    \nShow how to make 10 to add 8 + 6.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Vocabulary-Review-Understand-Vocabulary-Question-3\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 8 counters in 8 so 2 counters are left to make it 10 .
    \nSo, move 2 counters from 6 to join 8 .
    \nnow, we have 10 and 4 .
    \nTherefore 10 + 4 = 14 and 8 + 6 = 14 both are same .<\/p>\n

    Question 4.
    \nWrite a doubles-plus fact.
    \nAnswer:
    \n8 + 9 = 17 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Vocabulary-Review-Understand-Vocabulary-Question-4\"
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is one more than 8. So, we can write 9 as 8 + 1.
    \nWe already know the double of 8 is 16.
    \nSo, the required sum is one more than double. That is 17. Therefore, 8 + 9 = 17.<\/p>\n

    Question 5.
    \nShow 15 on the open number line.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Vocabulary-Review-Understand-Vocabulary-Question-5\"<\/p>\n

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

    Question 6.
    \nWhat strategy could help you solve 7 + 8 = ? Use at least one term from the Word List.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Vocabulary-Review-Use-Vocabulary-in-Writing-Question-6\"
    \nExplanation :
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 8 is one more than 7. So, we can write 8 as 7 + 1.
    \nWe already know the double of 7 is 14.
    \nSo, the required sum is one more than double. That is 15. Therefore, 7 + 8 = 15.<\/p>\n

    Topic 3 Reteaching<\/h3>\n

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

    You can use a number line to add. Start counting at one addend. Count on the number of the other addend.
    \n\"Envision
    \nAnswer:
    \n10 + 8 = 18 .<\/p>\n

    Use a number line. Count on to find the sum.<\/p>\n

    Question 1.
    \n7 + 6 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-A-Question-1\"
    \nExplanation :
    \nFind 7 on number line. Then count on 4 more to add 7 + 6 = 13
    \nStart at 7 and make 6 jumps . You land on 13 .<\/p>\n

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

    An open number line can help you add.
    \n7 + 5 = ?<\/u>
    \nStart with the first addend.
    \n\"Envision
    \nYou can count on by 1s to add 5 more.
    \n\"Envision
    \nAnswer:
    \n7 + 5 = 12
    \nExplanation :
    \nFrom 7 on number line. count on 5 more 1s to add 7 + 5 = 12
    \nStarted at 7 and\u00a0 5 jumps are made and lands on 12 .
    \n12 is the sum ..<\/p>\n

    Use an open number line to solve the problem. Show your work.<\/p>\n

    Question 2.
    \n4 + 9 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-B-Question-2\"
    \nExplanation :
    \nStart at 4 .
    \nCount on by 1s to add 9 more and lands on 13 which is the sum .<\/p>\n

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

    A doubles-plus fact is a doubles fact and 1 or 2 more.
    \n\"Envision
    \n7 + 7 = 14
    \n14 and 1 more is 15.<\/p>\n

    Add the doubles. Then use the doubles facts to help you solve the double-plus facts.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-C-Question-3\"
    \nExplanation :
    \nDouble Plus:
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 6 is one more than 5. So, we can write 6 as 5 + 1<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-C-Question-4\"
    \nExplanation :
    \nDouble Plus:
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 9 is one more than 8. So, we can write 9 as 8 + 1<\/p>\n

    Question 5
    \n.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-C-Question-5\"
    \nExplanation :
    \nDouble Plus:
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 8 is two more than 6. So, we can write 8 as 6 + 2<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-C-Question-6\"
    \nExplanation :
    \nDouble Plus:
    \nThe addition of any two consecutive numbers can be done by using doubles plus 1 or doubles minus 1 strategy.
    \nThe number 7 is two more than 5. So, we can write 7 as 5 + 2<\/p>\n

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

    You can make 10 to add.
    \n\"Envision<\/p>\n

    Make 10 to add. Draw counters in the ten-frame to help you.<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-D-Question-7\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 8 to join 7 .
    \nnow, we have 10 and 5 .
    \nTherefore 10 + 5 = 15 and 7 + 8 = 15 both are same .<\/p>\n

    Topic 3 Reteaching<\/h3>\n

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

    You can choose different ways to add.
    \n\"Envision<\/p>\n

    Find each sum. Circle the strategy that you used.<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-E-Question-8\"
    \nExplanation :
    \nMake 10 to add
    \nYou can think 8 + 4\u00a0 as 8 + 2 + 2 , because 4 = 2 + 2
    \nTo make 8 as 10 add 2 and then add 2 to the 10
    \nand the same is represented on number line as shown in above figure .<\/p>\n

    Question 9.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-E-Question-9\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 7 counters in 7 so 3 counters are left to make it 10 .
    \nSo, move 3 counters from 8 to join 7 .
    \nnow, we have 10 and 5 .
    \nTherefore 10 + 5 = 15 and 7 + 8 = 15 both are same .<\/p>\n

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

    You can write an equation to help you solve addition problems. Sean plays in 8 soccer matches. Karla plays in 3 more matches than Sean. In how many matches does Karla play?
    \n\"Envision
    \nAnswer:
    \nNumber of soccer matches played by Sean = 8 matches .
    \nNumber of soccer matches played by Karla = 3 more matches than Sean = 3 + 8 = 11 matches .
    \nTherefore, Number of soccer matches played by Karla = 11 matches .<\/p>\n

    Write an equation to solve the problem.<\/p>\n

    Question 10.
    \nLeslie has 8 pencils. She has 9 fewer pencils than Grace. How many pencils does Grace have?
    \n\"Envision
    \nGrace has ___ pencils.
    \nAnswer :
    \nNumber of Pencils with Leslie = 8 pencils
    \nLeslie have 9 fewer pencils than Grace that means grace have 9 more pencils than Leslie .
    \nNumber of pencils with Grace = 8 + 9 = 17 pencils .
    \nTherefore , Grace has 17 pencils.<\/p>\n

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

    \"Envision
    \nWhat questions can I ask to understand other people’s thinking? Are there mistakes in other people’s thinking? Can I improve on other people’s thinking?
    \n\"Envision<\/p>\n

    Circle your answer. Use pictures, words, or equations to explain.<\/p>\n

    Question 11.
    \n6 books are on a shelf. Maya puts more books on the shelf. Now 15 books are on the shelf. How many books did Maya put on the shelf?
    \nKyle says that Maya put 9 books put on the shelf because 6 + 9 = 15. Do you agree or not agree with Kyle?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Reteaching-Set-G-Question-11\"
    \nExplanation :
    \nTotal Number of books = 15
    \nNumber of books on shelf = 6
    \nNumber of boos kept on shelf by Maya = ?
    \n6 + ? = 15 .
    \n6 + 9 = 15 .
    \nAdding 9 to 6 we get 15 so, Number of books kept on shelf by Maya = 9 books .<\/p>\n

    Topic 3 Assessment Practice<\/h3>\n

    Question 1.
    \nFrank has 7 paper airplanes. He makes 9 more. How many paper airplanes does Frank make in all?
    \nA. 18
    \nB. 17
    \nC. 16
    \nD. 15
    \nAnswer:
    \nOption D .
    \nExplanation :
    \nNumber of paper airplanes made By Frank = 7
    \nNumber of more paper airplanes are made = 9
    \nTotal Number of airplanes = 7 + 9 = 16 airplanes .<\/p>\n

    Question 2.
    \nMark has 7 red marbles. He has 8 blue marbles. Which shows two ways to find how many marbles Mark has in all?
    \nA. 7 + 8 = 14 and 8 + 7 = 14
    \nB. 7 + 8 = 15 and 8 + 7 = 15
    \nC. 7 + 7 = 14 and 8 + 8 = 14
    \nD. 7 + 7 = 16 and 8 + 8 = 16
    \nAnswer:
    \nOption B 7 + 8 = 15 and 8 + 7 = 15
    \nExplanation :
    \nNumber of Red marbles = 7
    \nNumber of blue marbles = 8
    \nTotal Number of marbles with Mark = 7 + 8 or 8 + 7 = 15<\/p>\n

    Question 3.
    \nUse the open number line. Show how to count on to find 7 + 9. Then write the sum.
    \n\"Envision
    \n7 + 9 = ____
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Assessment-Practice-Question-3\"
    \nExplanation :
    \nFind 7 on number line. Then count on 9 more to add 7 + 9 = 16
    \nStart at 7 and make 9 jumps . You land on 16 .<\/p>\n

    Question 4.
    \nWhich are doubles facts? Choose two that apply.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Assessment-Practice-Question-4\"
    \nExplanation :
    \nDouble Fact means To get a double of a number, we add the same number to itself. but here option 3 and 4 are Double facts numbers . where 7 is added to itself in option 3 and in option 4 10 is added to itself .<\/p>\n

    Question 5.
    \n8 birds are in a tree. 9 more birds join them. How many birds are in the tree now? Write an equation to solve the problem.
    \n\"Envision
    \nAnswer:
    \nNumber of birds on tree = 8
    \nNumber of more birds joined = 9
    \nTotal Number of birds on tree now = 8 + 9 = 17 birds .<\/p>\n

    Question 6.
    \nGloria has 7 yellow pencils. She has 9 red pencils. How many pencils does Gloria have in all? Explain.
    \n\"Envision
    \nA. 15 pencils; Doubling 7 gives 14, and I more is 15.
    \nB. 19 pencils; Doubling 9 gives 18, and I more is 19.
    \nC. 16 pencils; 7 + 3 = 10, and 6 more is 16.
    \nD. 17 pencils; 7 + 2 = 10, and 7 more is 17.
    \nAnswer:
    \nOption C. 16 pencils; 7 + 3 = 10, and 6 more is 16.
    \nExplanation :
    \nNumber of Yellow pencils = 7
    \nNumber of Red pencils = 9
    \nTotal Number of pencils = 7 + 9 = 7 + 3 + 6 = 10 + 6 = 16 pencils .<\/p>\n

    Make 10 to add
    \nYou can think 7 + 9\u00a0 as\u00a0 7 + 3 + 6 , because 9 = 3 + 6<\/p>\n

    Question 7.
    \nNina bakes 8 corn muffins on Tuesday. She bakes 8 corn muffins on Wednesday. How many corn muffins does Nina bake in all? Which number line shows the problem?
    \n\"Envision
    \nAnswer:
    \nOption C
    \nExplanation :
    \nNumber of corn muffins baked on Tuesday = 8
    \nNumber of corn muffins baked on Wednesday = 8
    \nTotal Number of corn muffins baked = 8 + 8 = 16 muffins .<\/p>\n

    Find 8 on number line. Then count on 8 more to add 8 + 8 = 16
    \nStart at 8 and make 8 jumps . You land on 16 .<\/p>\n

    Question 8.
    \nSandy makes 9 bracelets. Then she makes 5 more bracelets. How many bracelets does Sandy have now?
    \nUse words or pictures to explain.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Assessment-Practice-Question-8\"
    \nExplanation :
    \nNumber of Bracelets made by sandy = 9
    \nNumber of more bracelets done = 5
    \nTotal Number of Bracelets = 9 + 5 = 14 bracelets .<\/p>\n

    Question 9.
    \nFind 8 + 5. Make a 10 to add.
    \n\"Envision
    \nA. 11
    \nB. 13
    \nC. 15
    \nD. 17
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Assessment-Practice-Question-9\"
    \nExplanation :
    \nMake 10 to add
    \nwe have 8 counters in 8 so 2 counters are left to make it 10 .
    \nSo, move 2 counters from 5 to join 8 .
    \nnow, we have 10 and 3 .
    \nTherefore 10 + 3 = 13 and 8 + 5 = 13 both are same .<\/p>\n

    Question 10.
    \nMaria has 8 more scarves than Lucy. Lucy has 8 scarves. How many scarves does Maria have? Write an equation to solve.
    \n___ + ___ = ___
    \n___ scarves
    \nAnswer:
    \nNumber of Scarves Lucy have = 8
    \nNumber of Scarves Maria have = 8 more scarves than Lucy = 8 + 8 = 16 Scarves .
    \nTherefore, Number of Scarves Maria have = 16 Scarves .<\/p>\n

    Question 11.
    \nThere are 19 limes on the table. 10 fall to the floor. Nicky says there are 9 limes left on the table.
    \nDo you agree or not agree with Nicky’s thinking? Use pictures, words, or an equation to explain.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Assessment-Practice-Question-11\"
    \nExplanation :
    \nTotal Number of limes = 19
    \nNumber of limes fall on floor = 10
    \nNumber of Limes left on table = 9 as 19 = 10 + 9
    \nI agree with the Nicky thinking as, there are 9 limes on the table .<\/p>\n

    Topic 3 Performance Task<\/h3>\n

    Roger’s Reading Record<\/strong>
    \nRoger loves to read!
    \nThe chart shows how many books he read for six months.
    \n\"Envision<\/p>\n

    Question 1.
    \nHow many books did Roger read in all in April and June? Write an equation to solve.
    \n___ + ___ = ___
    \n___ books
    \nAnswer:
    \nNumber of Books read in April = 8
    \nNumber of Books read in June = 8
    \nTotal number of books read in April and June = 8 + 8 = 16 books .<\/p>\n

    Question 2.
    \nRoger read 4 more books in July than he did in January. How many books did he read in July? Draw a picture to solve. Then write an equation to match.
    \n___ +__ = ___
    \nHe read ____ books in July.
    \nAnswer:
    \nNumber of books read in January = 9
    \nNumber of books read in July = 4 more books than January = 9 + 4 = 13 books .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Performance-Task-Question-2\"<\/p>\n

    Question 3.
    \nIn February, Tracy and Roger read 15 books in all. How many books did Tracy read in February? Explain the strategy that you used to solve the problem.
    \nAnswer:
    \nNumber of books read by Tracy and Roger = 15 books
    \nNumber of books read by Roger in February = 7 books .
    \nNumber of books read by Tracy in February = 7 + ? = 15
    \nif we add 8 to 7 then only we get 15
    \nTherefore , Number of books read by Tracy in February = 8 books .<\/p>\n

    Question 4.
    \nSharon read 8 books in March. She said that she read 2 fewer books than Roger in March. Do you agree or not agree with Sharon? Circle your answer. Use pictures, words, or equations to explain.
    \n\"\"
    \nAnswer:
    \nNumber of books read by Roger in March = 6 books .
    \nNumber of books read by Sharon in March = 8 books .
    \nSharon have more books than Roger
    \ntherefore, I disagree what Sharon said .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-3-Addition-Facts-to-20-Use-Strategies-Topic-3-Performance-Task-Question-4\"<\/p>\n","protected":false},"excerpt":{"rendered":"

    Go through the\u00a0enVision Math Common Core Grade 1 Answer Key\u00a0Topic 3 Addition Facts to 20: Use Strategies\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 1st Grade Answers Key Topic 3 Addition Facts to 20: Use Strategies Envision STEM Project: What Do They Eat? Find Out Talk to friends and relatives about …<\/p>\n","protected":false},"author":1,"featured_media":25519,"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-3-Addition-Facts-to-20-Use-Strategies.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2433"}],"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=2433"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2433\/revisions"}],"predecessor-version":[{"id":28230,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2433\/revisions\/28230"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25519"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=2433"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=2433"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=2433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}