{"id":2639,"date":"2023-12-28T12:30:44","date_gmt":"2023-12-28T07:00:44","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=2639"},"modified":"2023-12-29T12:29:24","modified_gmt":"2023-12-29T06:59:24","slug":"envision-math-common-core-grade-1-answer-key-topic-4","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-1-answer-key-topic-4\/","title":{"rendered":"enVision Math Common Core Grade 1 Answer Key Topic 4 Subtraction Facts to 20: Use Strategies"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 1 Answer Key<\/a>\u00a0Topic 4 Subtraction 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 4 Subtraction Facts to 20: Use Strategies<\/h2>\n

\"Envision
\nenVision STEM Project: Pattern of Day and Night
\nFind Out Talk to friends or relatives about how day and night changes on Earth.
\nHow do day and night change as the Earth turns?
\nJournal: Make a Book Draw pictures of the day sky and the night sky. In your book, also:<\/p>\n

    \n
  • Draw objects that appear in the day and night skies.<\/li>\n
  • Write subtraction problems about objects that appear in the sky.<\/li>\n<\/ul>\n

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

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

    Question 1.
    \nCircle the number that is 4 fewer than 8.
    \n10
    \n6
    \n4
    \n0
    \nAnswer: 4<\/p>\n

    Explanation:
    \nThe number that is 4 fewer than 8 is
    \n8 – 4 = 4
    \nThus the correct answer is 4.<\/p>\n

    \"Subtraction<\/p>\n

    Question 2.
    \nCircle the doubles fact.
    \n3 + 7 = 10
    \n8 + 0 = 8
    \n3 + 4 = 7
    \n6 + 6 = 12
    \nAnswer: 3 + 4 = 7<\/p>\n

    Question 3.
    \nCircle the doubles-plus fact.
    \n4 +5 = 9
    \n3 + 6 = 9
    \n2 + 5 = 7
    \n4 + 4 = 8
    \nAnswer: 3 + 6 = 9<\/p>\n

    Subtraction Stories<\/strong><\/p>\n

    Question 4.
    \nMolly has 6 goldfish. She gives 3 goldfish to Nick. How many gold fish does Molly have now? Write an equation to show the difference.
    \n__ – ___ = ____
    \nAnswer:
    \nGiven.
    \nMolly has 6 goldfish. She gives 3 goldfish to Nick.
    \nThe subtraction equation would be
    \n6 – 3 = 3
    \nTherefore Molly has 3 goldfish now.<\/p>\n

    Question 5.
    \nKatie has 7 stamps. She gives 2 stamps to Jamie. How many stamps does Katie have now? Write an equation to show the difference.
    \n__ – ___ = ____
    \nAnswer:
    \nGiven that,
    \nKatie has 7 stamps. She gives 2 stamps to Jamie.
    \n7 – 2 = 5
    \nThus Katie has 5 stamps now.<\/p>\n

    Parts and Whole<\/strong><\/p>\n

    Question 6.
    \nWrite the parts and the whole for 9 – 1 = 8.
    \nWhole: ___
    \nPart: ____
    \nAnswer:
    \nWhole: 9
    \nPart: 1
    \nPart: 8<\/p>\n

    Explanation:
    \nAs per the number bond concept, 9 is called the whole part, 8 and 1 are called parts of the whole.<\/p>\n

    \"Subtraction<\/p>\n

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

    PROJECT 4A<\/strong>
    \nWhat pizza topping would make you laugh?
    \nProject: Write a Funny Pizza Poem
    \n\"Envision<\/p>\n

    PROJECT 4B<\/strong>
    \nDo you know your vegetables?
    \nProject: Play Vegetable Subtraction
    \n\"Envision<\/p>\n

    PROJECT 4C<\/strong>
    \nHow can you play baseball without a ball?
    \nProject: Play Baseball!
    \n\"Envision<\/p>\n

    PROJECT 4D<\/strong>
    \nHow much do some classroom items cost?
    \nProject: Buy Classroom Items
    \n\"Envision<\/p>\n

    Lesson 4.1 Count to Subtract<\/h3>\n

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

    Marc has 13 erasers. He gives 5 of them to Troy. How many erasers does Marc have now? Show your thinking in the space below.
    \n\"Envision
    \nMarc has ____ erasers now.<\/p>\n

    Answer:
    \nGiven that,
    \nMarc has 13 erasers. He gives 5 of them to Troy.
    \n13 – 5 = 8
    \nThus Marc has 8 erasers.<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can you use a number line to solve 9 – 5?<\/p>\n

    Answer: 4<\/p>\n

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

    Find the difference. Use the number line.<\/p>\n

    Question 1.
    \n11 – 3 = 8<\/u>
    \n\"Envision<\/p>\n

    Answer: 8<\/p>\n

    \"Subtraction<\/p>\n

    Question 2.
    \n__ = 15 – 6
    \n\"Envision
    \nAnswer: 9<\/p>\n

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

    Find the difference. Use the number line.<\/p>\n

    Question 3.
    \n11 \u2013 6 = ___
    \n\"Envision
    \nAnswer: 5<\/p>\n

    Question 4.
    \n___ = 7 – 7
    \n\"Envision
    \nAnswer: 0<\/p>\n

    Question 5.
    \n15 \u2013 __ = 7
    \n\"Envision
    \nAnswer: 8<\/p>\n

    Problem Solving<\/strong>
    \nSolve the problems.<\/p>\n

    Question 6.
    \nUse Tools<\/strong>
    \nHelp David find 16 \u2013 7 on a number line. Fill in the blanks.
    \n\"Envision
    \nStart at ___. Count back ___. 16 \u2013 7 = ___
    \nAnswer:
    \nStart at 16.
    \nCount back 7.
    \n16 \u2013 7 = 9<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong>
    \nJenny draws 14 frogs. Adam draws 6 frogs. How many more frogs does Jenny draw than Adam? Write an equation.
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nJenny draws 14 frogs.
    \nAdam draws 6 frogs.
    \n6 + 8 = 14
    \n14 – 6 = 8
    \nThus Jenny draw 8 frogs more than Adam.<\/p>\n

    Question 8.
    \nAssessment Practice<\/strong>
    \nUse the number line to find 15 \u2013 9. Show your work.
    \n\"Envision
    \n15 – 9 = ___
    \nAnswer: 6<\/p>\n

    Lesson 4.2 Make 10 to Subtract<\/h3>\n

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

    How can thinking about 10 help you find 11 \u2013 7?
    \n\"Envision<\/p>\n

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nHow can finding 14 – 4 help you find 14 \u2013 6?<\/p>\n

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

    Make 10 to subtract. Complete each subtraction fact.<\/p>\n

    Question 1.
    \n16 – 7 = ?
    \n\"Envision<\/p>\n

    Question 2.
    \n13 \u2013 8 = ?
    \n\"Envision
    \n13 – __ = 10
    \n10 – __ = ___
    \nSo, 13 – 8 = ___<\/p>\n

    Answer:
    \n13 – 3 = 10
    \n10 – 2 = 8
    \n13 – 8 = 5<\/p>\n

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

    Make 10 to subtract. Complete each subtraction fact.<\/p>\n

    Question 3.
    \n\"Envision
    \n12 – 4 = ____
    \nAnswer: 8<\/p>\n

    Explanation:
    \n12 – 2 = 10
    \n10 – 2 = 8
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-6.15\"<\/p>\n

    Question 4.
    \n\"Envision
    \n14 – 6 = ___
    \nAnswer: 8<\/p>\n

    Explanation:
    \n14 – 4 = 10
    \n10 – 2 = 8
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-6.16\"<\/p>\n

    Question 5.
    \n\"Envision
    \n16 – 9 = __
    \nAnswer: 7<\/p>\n

    Explanation:
    \n16 – 6 = 10
    \n10 – 3 = 7
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-6.17\"<\/p>\n

    Question 6.
    \n\"Envision
    \n17 \u2013 8 = __
    \nAnswer: 9<\/p>\n

    Explanation:
    \n17 – 7 = 10
    \n10 – 1 = 9
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-6.18\"<\/p>\n

    Question 7.
    \n\"Envision
    \n15 \u2013 7 = __
    \nAnswer: 8<\/p>\n

    Explanation:
    \n15 – 5 = 10
    \n10 – 2 = 8
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-6.19\"<\/p>\n

    \"Subtraction<\/p>\n

    Question 8.
    \n\"Envision
    \n14 \u2013 9 = __
    \nAnswer: 5<\/p>\n

    Explanation:
    \n14 – 4 = 10
    \n10 – 5 = 5
    \n\"Envision-Math-Common-Core-Grade-1-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-6.20\"<\/p>\n

    \"Envision
    \nShow your work. Draw counters in the ten-frames.<\/p>\n

    Question 9.
    \nNumber Sense<\/strong>
    \nShow how you can make 10 to find 13 \u2013 6. 13 \u2013 6=
    \n\"Envision
    \nAnswer:
    \n13 – 3 = 10
    \n10 – 3 = 7
    \nThus 13 – 6 = 7<\/p>\n

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

    Solve each problem.<\/p>\n

    Question 10.
    \nUse Tools<\/strong>
    \nKyle bakes 12 muffins. His friends eat 6 muffins. How many muffins are left? Make 10 to subtract.
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nKyle bakes 12 muffins. His friends eat 6 muffins.
    \n12 – 2 = 10
    \n10 – 4 = 6 muffins
    \nThus 6 muffins are left.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong>
    \nZak makes 10 to solve 12 \u2013 5. He changes the problem to 12 – 2 – 3. How does Zak make 10?
    \nAnswer:
    \n12 – 2 = 10
    \n10 – 3 = 7
    \nThus 12 – 5 = 7<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong> Draw lines. Match each pair of ten-frames with the equations that show how to subtract by making 10.
    \n\"Envision
    \nAnswer:<\/p>\n

    Lesson 4.3 Continue to Make 10 to Subtract<\/h3>\n

    Solve & Share<\/strong>
    \nEmily counts on to find 13 \u2013 6. She makes 10 while counting. Use the ten-frames to explain what Emily could have done.
    \n\"Envision
    \nAnswer: 7<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can counting on to make 10 help you find 15 \u2013 8?<\/p>\n

    Guided Practice<\/strong>
    \nSubtract. Count on to make 10. Complete each fact to find the difference.<\/p>\n

    Question 1.
    \n13 – 9 = ?
    \n\"Envision
    \nAnswer:
    \n9 + 1 = 10
    \n10 + 3 = 13
    \n9 + 4 = 13
    \n13 – 9 = 4<\/p>\n

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

    Subtract. Count on to make 10. Show your work, and complete the facts.<\/p>\n

    Question 2.
    \n12 – 8 = ?
    \n\"Envision
    \nAnswer:
    \n8 + 2 = 10
    \n10 + 2 = 12
    \n8 + 4 = 12, so 12 – 8 = 4<\/p>\n

    Question 3.
    \n15 \u2013 7 = ?
    \n\"Envision
    \nAnswer:
    \n7 + 3 = 10
    \n10 + 5 = 15
    \n7 + 8 = 15, so 15 – 7 = 8<\/p>\n

    Question 4.
    \n14 – 5 = ___
    \n\"Envision
    \nAnswer:
    \n5 + 5 = 10
    \n10 + 4 = 14
    \n5 + 9 = 14, so 14 – 5 = 9<\/p>\n

    Question 5.
    \n16 \u2013 9 = __
    \n\"Envision
    \nAnswer:
    \n9 + 1 = 10
    \n10 + 6 = 16
    \n9 + 7 = 16, so 16 – 9 = 7<\/p>\n

    Question 6.
    \nenVision<\/strong>\u00ae STEM
    \n\"Envision
    \nAnswer:
    \n5 + 5 = 10
    \n10 + 3 = 13
    \n5 + 8 = 13, so 13 – 5 = 8 sunrises<\/p>\n

    \"Subtraction<\/p>\n

    Solve the problems.<\/p>\n

    Question 7.
    \nMake Sense
    \nSage has 13 stickers. She gives 7 to her brother. How many stickers does Sage have left?
    \n\"Envision
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nSage has 13 stickers. She gives 7 to her brother.
    \n13 – 7 = 6
    \nSage has 6 stickers left.<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong>
    \nColin has 12 toys. He gives 9 toys away. How many toys does Colin have left? Make 10 to solve. Show your work.
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nColin has 12 toys. He gives 9 toys away.
    \n9 + 1 = 10
    \n10 + 2 = 12
    \n9 + 3 = 12, so 12 – 9 = 3
    \nThus Colin has 3 toys left.<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong>
    \nWhich equations show how to make 10 to solve 16 \u2013 7 = ?
    \nA. 16 \u2013 10 = 6
    \nB. 7 + 3 = 10, 10 + 6 = 16, 3 + 6 = 9
    \nC. 7 + 3 = 10, 10 + 7 = 17, 3 + 7 = 10
    \nD. 10 + 7 = 17
    \nAnswer: 7 + 3 = 10, 10 + 6 = 16, 3 + 6 = 9<\/p>\n

    Lesson 4.4 Fact Families<\/h3>\n

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

    Write 2 addition and 2 subtraction facts. Use the numbers 8, 9, and 17. Use cubes to help you.
    \n\"Envision<\/p>\n

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

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nHow are 15 \u2013 6 = 9 and 15 \u2013 9 = 6 related?<\/p>\n

    Guided Practice<\/strong>
    \nWrite the fact family for each model.<\/p>\n

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

    Question 2.
    \n\"Envision
    \nAnswer:
    \n16 = 9 + 7
    \n16 = 7 + 9
    \n9 = 16 – 7
    \n7 = 16 – 9<\/p>\n

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

    Write the fact family for each model.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n17 = 9 + 8
    \n17 = 8 + 9
    \n9 = 17 – 8
    \n8 = 17 – 9<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n13 = 7 + 6
    \n13 = 6 + 7
    \n6 = 13 – 7
    \n7 = 13 – 6<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n12 = 4 + 8
    \n12 = 8 + 4
    \n4 = 12 – 8
    \n8 = 12 – 4<\/p>\n

    Question 6.
    \nNumber Sense<\/strong>
    \nAre the following equations a fact family? Explain your answer.
    \n9 + 5 = 14 ______________
    \n15 – 5 = 10 ______________
    \n4 + 4 = 8 ______________
    \n15 = 6 + 9 _____________
    \n\"Envision<\/p>\n

    Answer:
    \nNo, the equations do not have the same whole and same parts. They use different numbers.<\/p>\n

    Problem Solving<\/strong>
    \nSolve the problems.<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \nThe order of the facts may vary.
    \n13 = 9 + 4
    \n13 = 4 + 9
    \n4 = 13 – 9
    \n9 = 13 – 4<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong>
    \nTanya has 8 stickers. Miguel gives her 5 more. How many stickers does Tanya have in all? Write an equation to solve the problem. Then complete the fact family.
    \n\"Envision
    \nAnswer:
    \n8 + 5 = 13
    \n5 + 8 = 13
    \n13 – 5 = 8
    \n13 – 8 = 5<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong>
    \nWrite a fact family to match the picture of the yellow robots and green robots.
    \n\"Envision
    \nAnswer:
    \n8 + 9 = 17
    \n9 + 8 = 17
    \n17 – 8 = 9
    \n17 – 9 = 8<\/p>\n

    Lesson 4.5 Use Addition to Subtract<\/h3>\n

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

    12 \u2013 9 = ? How can a related fact help you find 12 – 9? Write the related addition and subtraction facts. You can use counters to help.
    \n\"Envision
    \n___ + __ = _____\u00a0 \u00a0 \u00a0 \u00a0 \u00a0____ + ___ = ______
    \nAnswer:
    \n9 + 1 – 10
    \n10 + 2 = 12
    \n12 – 3 = 9
    \n9 + 3 = 12
    \nSo, 12 – 9 = 3<\/p>\n

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

    Convince Me!<\/strong>
    \nHow could you use addition to solve 16 \u2013 9?<\/p>\n

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

    Complete each model. Then complete the equations.<\/p>\n

    Question 1.
    \n14 – 8 = ?
    \n\"Envision<\/p>\n

    Question 2.
    \n17 \u2013 9 = ?
    \n\"Envision
    \n9 + __ = 17
    \n17 – 9 = ___
    \nAnswer:
    \n9 + 8 = 17
    \n17 – 9 = 8
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-6.51\"<\/p>\n

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

    Complete each model. Then complete the equations.<\/p>\n

    Question 3.
    \n13 \u2013 9 = ?
    \n\"Envision
    \n9 + ___ = 13
    \n13 – 9 = ____<\/p>\n

    Answer:
    \n9 + 4 = 13
    \n13 – 9 = 4
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.1\"<\/p>\n

    Question 4.
    \n20 \u2013 10 = ?
    \n\"Envision
    \n10 + __ = 20
    \n20 – 10 = ___<\/p>\n

    Answer:
    \n10 + 10 = 20
    \n20 – 10 = 10
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.2\"<\/p>\n

    Question 5.
    \n15 – 7 = ?
    \n\"Envision
    \n7 + __ = 15
    \n15 – 7 = __<\/p>\n

    Answer:
    \n7 + 8 = 15
    \n15 – 7 = 8
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.3\"<\/p>\n

    \"Envision<\/p>\n

    Question 6.
    \nAlgebra<\/strong>
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.5\"<\/p>\n

    Question 7.
    \nAlgebra<\/strong>
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.6\"<\/p>\n

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

    Solve each problem. Write a related addition fact and subtraction fact to help you.<\/p>\n

    Question 8.
    \nGeneralize<\/strong>
    \nThere are 17 robot parts. Fred uses some of the parts. Now there are 8 left. How many parts did Fred use?
    \n___ + ___ = ___
    \n___ – ___ = ___ ___ parts
    \nAnswer:
    \nGiven,
    \nThere are 17 robot parts. Fred uses some of the parts. Now there are 8 left.
    \n8 + 9 = 17
    \n17 – 9 = 8<\/p>\n

    Question 9.
    \nGeneralize<\/strong>
    \nMaria invites 10 friends to her party. 3 cannot come. How many friends will be at Maria’s party?
    \n\"Envision
    \nAnswer:
    \nMaria invites 10 friends to her party. 3 cannot come.
    \n7 + 3 = 10
    \n10 – 3 = 7<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong>
    \nWrite a subtraction equation with 11. Then write a related addition fact you could use to solve it.
    \n\"Envision
    \nAnswer:
    \n7 + 4 = 11
    \n11 – 7 = 4<\/p>\n

    Question 11.
    \nAssessment Practice<\/strong>
    \nWrite an addition fact that will help you solve 13 – 7 = ?.
    \n___ + ___ = ___
    \nAnswer:
    \n6 + 7 = 13<\/p>\n

    Lesson 4.6 Continue to Use Addition to Subtract<\/h3>\n

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

    Complete the subtraction facts. Draw lines from the subtraction facts to the addition facts that can help you. How are the subtraction facts and the addition facts alike?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.9\"<\/p>\n

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

    Convince Me!<\/strong>
    \nHow does the fact 6 + 9 = 15 help you solve 15 \u2013 6?<\/p>\n

    Guided Practice<\/strong>
    \nComplete the addition fact. Then solve the related subtraction fact.<\/p>\n

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

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.12\"<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.13\"<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.14\"<\/p>\n

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

    Think addition to solve each subtraction fact.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.15\"<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.16\"<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.17\"<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.18\"<\/p>\n

    Question 9.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.19\"<\/p>\n

    Question 10.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.20\"<\/p>\n

    Question 11.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.21\"<\/p>\n

    Question 12.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-7.22\"<\/p>\n

    \"Envision
    \nVocabulary Circle Yes or No to show whether or not the related facts are correct.<\/p>\n

    Question 13.
    \nIf 8 + 8 = 16, then 16 – 8 = 8.
    \n\"Envision
    \nAnswer: Yes<\/p>\n

    Question 14.
    \nIf 7 + 6 = 13, then 16 \u2013 7 = 3.
    \n\"Envision
    \nAnswer: No<\/p>\n

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

    Solve each problem. Write a related subtraction fact and addition fact to help.<\/p>\n

    Question 15.
    \nReasoning<\/strong>
    \nSam has some crayons. He finds 6 more. Now Sam has 13 crayons. How many crayons did Sam have before he found more?
    \n___ + ___ = _____
    \n___ – ___ = _____
    \n____ crayons
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nSam has some crayons. He finds 6 more. Now Sam has 13 crayons.
    \n6 + 7 = 13
    \n13 – 6 = 7
    \nThus Sam have 7 crayons before he found more.<\/p>\n

    Question 16.
    \nHigher Order Thinking<\/strong>
    \nSolve 13 \u2013 4. Use pictures, numbers, or words to show how you solved it.
    \nAnswer:<\/p>\n

    Question 17.
    \nAssessment Practice<\/strong>
    \nWhich related addition fact helps you solve 14 – 6 = ?
    \nA. 8 + 8 = 16
    \nB. 6+ 8 = 14
    \nC. 7 + 7 = 14
    \nD. 6 + 9 = 15
    \nAnswer: B. 6+ 8 = 14<\/p>\n

    Lesson 4.7 Explain Subtraction Strategies<\/h3>\n

    Choose a strategy to solve the problem. Jeff has 12 apples. He gives away 6 apples. How many apples are left? Use words, objects, or pictures to explain your work.
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nJeff has 12 apples. He gives away 6 apples.
    \n12 – 6 = 6
    \nThus 6 apples are left.<\/p>\n

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

    Convince Me!<\/strong>
    \nUse the number line above. How can you count on to find 10 – 3?<\/p>\n

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

    Find each difference. Be ready to tell how you solved.<\/p>\n

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

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.5\"<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.6\"<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.7\"<\/p>\n

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

    Choose a strategy to find each difference.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.8\"<\/p>\n

    Question 6.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.9\"<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.10\"<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.11\"<\/p>\n

    Question 9.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.12\"<\/p>\n

    Question 10.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-Grade-1-Answers-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.13\"<\/p>\n

    \"Envision
    \nWrite a subtraction equation to solve the problem. Explain which strategy you used.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong>
    \nMaya has a box of 16 crayons. 7 crayons are broken. How many crayons are NOT broken?
    \n___ – ___ = ___
    \n___ crayons<\/p>\n

    Answer:
    \nGiven,
    \nMaya has a box of 16 crayons. 7 crayons are broken.
    \n16 – 7 = 9
    \n9 crayons are not broken.<\/p>\n

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

    Question 12.
    \nMake Sense<\/strong>
    \nHolly has 11 books. She has 4 more books than Jack. How many books does Jack have?
    \nJack has ____ books.
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nHolly has 11 books. She has 4 more books than Jack.
    \n11 – 4 = 7
    \nThus Jack has 7 books.<\/p>\n

    Question 13.
    \nHigher Order Thinking<\/strong>
    \nWhat strategy would you use to solve 10 \u2013 6?
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 14.
    \nAssessment Practice<\/strong>
    \nWhich addition facts will help you solve 16 – 9 = ? Choose two.
    \n\"Envision
    \nAnswer: 9 + 7 = 16, 7 + 9 = 16<\/p>\n

    Lesson 4.8 Solve Word Problems with Facts to 20<\/h3>\n

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

    Some books are on a shelf. Aiden puts 4 more books on the shelf. Now there are 12 books. How many books were on the shelf to start?
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nSome books are on a shelf. Aiden puts 4 more books on the shelf. Now there are 12 books.
    \n12 – 4 = 8
    \nThus there were 8 books on the shelf to start.<\/p>\n

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

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nSue has 8 crayons. She gets 8 more. How many crayons does she have now? Would you add or subtract to solve the problem? Explain.<\/p>\n

    Answer:
    \nGiven,
    \nSue has 8 crayons. She gets 8 more.
    \nWe have to add to solve the problem.
    \n8 + 8 = 16
    \nTherefore she has 16 crayons now.<\/p>\n

    Guided Practice<\/strong>
    \nWrite an equation to match the story and solve. Draw a picture to help.<\/p>\n

    Question 1.
    \nCal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all. How many miles did Cal ride on Monday?
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nCal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all.
    \nx + 8 = 14
    \nx = 14 – 8
    \nx = 6
    \nThus Cal rides 6 miles on monday.<\/p>\n

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

    Convince Me!<\/strong>
    \nSue has 8 crayons. She gets 8 more. How many crayons does she have now? Would you add or subtract to solve the problem? Explain.<\/p>\n

    Answer:
    \nGiven,
    \nSue has 8 crayons. She gets 8 more.
    \nWe have to add to solve the problem.
    \n8 + 8 = 16
    \nTherefore she has 16 crayons now.<\/p>\n

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

    Write an equation to match the story and solve. Draw a picture to help.<\/p>\n

    Question 1.
    \nCal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all. How many miles did Cal ride on Monday?
    \n\"Envision<\/p>\n

    Answer:
    \nGiven,
    \nCal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all.
    \nx + 8 = 14
    \nx = 14 – 8
    \nx = 6
    \nThus Cal rides 6 miles on monday<\/p>\n

    Independent Practice<\/strong>
    \nWrite an equation to match the story. Then solve. Draw a picture to help.<\/p>\n

    Question 2.
    \nMaggie wrote 9 pages of a story yesterday. She writes some more pages today. She writes 15 pages in all. How many pages did Maggie write today?
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nMaggie wrote 9 pages of a story yesterday.
    \nShe writes some more pages today.
    \nShe writes 15 pages in all.
    \n9 + 6 = 15 pages
    \n15 – 9 = 6 pages
    \nThus Maggie write 6 pages.<\/p>\n

    Question 3.
    \nGemma has 6 games. Chris has 13 games. How many fewer games does Gemma have than Chris?
    \n\"Envision
    \n___ fewer games
    \nAnswer:
    \nGiven,
    \nGemma has 6 games. Chris has 13 games.
    \n13 – 6 = 7
    \n6 + 7 = 13
    \nGemma have 7 fewer pages than Chris..<\/p>\n

    Question 4.
    \nLily has 7 fewer ribbons than Dora. Lily has 13 ribbons. How many ribbons does Dora have?
    \n\"Envision
    \n___ ribbons
    \nAnswer:
    \nGiven,
    \nLily has 7 fewer ribbons than Dora. Lily has 13 ribbons.
    \n13 – 7 = 4
    \nThus Dora have 4 ribbons.<\/p>\n

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

    Solve the problems below.<\/p>\n

    Question 5.
    \nReasoning<\/strong>
    \nWill has 11 toy cars. How many can he put in his red case? How many can he put in his blue case? Draw a picture and write an equation to solve.
    \n\"Envision
    \nAnswer:
    \nGiven,
    \n11 = 6 + 5<\/p>\n

    Question 6.
    \nHigher Order Thinking<\/strong>
    \n\"Envision
    \nAnswer:
    \n9 + 8 = 17
    \nor 8 + 9 = 17
    \n17 – 9 = 8
    \nor 17 – 8 = 9
    \nTiana has 9 more oranges than Jan.<\/p>\n

    Question 7.
    \nAssessment Practice
    \nMackenzie picks some apples. She eats 3 apples. Now she has 9 apples. How many apples did Mackenzie pick to start?
    \nA. 3 apples
    \nB. 6 apples
    \nC. 9 apples
    \nD. 12 apples
    \nAnswer:
    \nGiven,
    \nMackenzie picks some apples. She eats 3 apples. Now she has 9 apples.
    \n9 + 3 = 12
    \nThus the correct answer is option D.<\/p>\n

    Lesson 4.9 Reasoning<\/h3>\n

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

    Write a number story for 14 – 8. Then write an equation to match your story.
    \n\"Envision
    \nAnswer: 14 – 8 = 6<\/p>\n

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

    Convince Me!<\/strong>
    \nHow would a story about 12 – 7 be alike and different from a story about 5 + 7?<\/p>\n

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

    Complete the number story. Then complete the equation to match the story. Draw a picture to help.<\/p>\n

    Question 1.
    \n17 – 9 =
    \nCarlos has 17<\/u> dog treats. Tom has 9 <\/u>dog treats. How many more treats does Carlos have?
    \n___ more dog treats
    \nAnswer:
    \nGiven,
    \nCarlos has 17<\/u> dog treats. Tom has 9 dog treats.
    \n17 – 9 = 8
    \nCarlos has 8 more dog treats.<\/p>\n

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

    Write a number story to show the problem. Complete the equation to match your story.<\/p>\n

    Question 2.
    \n9 + 4 = ___
    \nAnswer: 13<\/p>\n

    Question 3.
    \n12 – 4 = ___
    \nAnswer: 8<\/p>\n

    Question 4.
    \n19 \u2013 10 = ___
    \nAnswer: 9<\/p>\n

    \"Envision<\/p>\n

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

    Performance Task<\/p>\n

    School Books Jon takes 2 books home. He leaves 4 books at school. How can Jon write an addition story about his school books?
    \n\"Envision<\/p>\n

    Question 5.
    \nReasoning<\/strong> Write an addition question about Jon’s books.
    \nAnswer: How many books did Jon have in all?<\/p>\n

    Question 6.
    \nModel<\/strong> Draw a picture and write an addition equation to solve your addition question.
    \n\"Envision
    \nAnswer:
    \n2 + 4 = 6<\/p>\n

    Question 7.
    \nExplain Is 6 – 4 = 2 in the same fact family as your addition equation? Circle Yes or No. Yes No Use words, pictures, or equations to explain.<\/p>\n

    Answer: Yes<\/p>\n

    The fact family for 2 + 4 = 6 would also have the facts 4 + 2 = 6, 6 – 2 = 4 and 6 – 4 = 2<\/p>\n

    Topic 4 Fluency Practice Activity<\/h3>\n

    Color these sums and differences. Leave the rest white.<\/p>\n

    \"Envision<\/p>\n

    Answer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.33\"<\/p>\n

    Topic 4 Vocabulary Review<\/strong><\/p>\n

    Understand Vocabulary<\/p>\n

    Question 1.
    \nCross out the numbers below that do NOT show the difference for 18 -8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.34\"<\/p>\n

    Question 2.
    \nCross out the problems below that do NOT show a doubles fact.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-8.35\"<\/p>\n

    Question 3.
    \nWrite the related fact.
    \n12 – 7 = 5
    \n\"Envision
    \nAnswer:
    \n12 = 5 + 7<\/p>\n

    Question 4.
    \nWrite the related fact.
    \n10 + 9 = 19
    \n\"Envision
    \nAnswer:
    \n19 – 9 = 10<\/p>\n

    Question 5.
    \nWrite the related fact.
    \n6 = 14 – 8
    \n\"Envision
    \nAnswer:
    \n8 + 6 = 14<\/p>\n

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

    Question 6.
    \nWrite equations using the numbers shown in the model. Then explain what the equations are called using a word from the Word List.
    \n\"Envision
    \nAnswer:
    \nThese equations are called a fact family.
    \n6 + 9 = 15
    \n9 + 6 = 15
    \n15 – 6 = 9
    \n15 – 9 = 6<\/p>\n

    Topic 4 Reteaching<\/h3>\n

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

    You can count back on a number line to subtract.
    \nFind 10 -6.
    \n\"Envision<\/p>\n

    Start at 10 and count back 6 to get to 4. 10 – 6 = 4<\/u>
    \nYou can also count on to subtract.
    \n\"Envision
    \nStart at 6 and count on 4 to get to 10.
    \n6 + 4 = 10, so 10 – 6 = 4.
    \n10 – 6 = 4<\/u><\/p>\n

    Find the difference. Use the number line to count back or count on.<\/p>\n

    Question 1.
    \nFind 9 – 6.
    \n\"Envision
    \n9 – 6 = ___<\/p>\n

    Answer: 3
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-9.1\"<\/p>\n

    Question 2.
    \nFind 10 – 5.
    \n\"Envision
    \n10 – 5 = ___<\/p>\n

    Answer: 5
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-9.2\"<\/p>\n

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

    You can make 10 to subtract.
    \n15 – 6 = ?
    \n\"Envision
    \nFirst subtract 5 from 15 to get to 10.
    \n15 – 5 = 10
    \nThen take away I more to get to 6.
    \n15 – 6 = 9<\/u><\/p>\n

    Make 10 to subtract. Then complete the subtraction fact.<\/p>\n

    Question 3.
    \n16 – 7 = ___
    \n16 – ___ = 10
    \n10 – __ = ___
    \n\"Envision
    \nAnswer:
    \n16 – 7 = 9
    \n16 – 6 = 10
    \n10 – 1 = 9<\/p>\n

    Question 4.
    \n13 \u2013 6=___
    \n13 – __= 10
    \n10 – __ = __
    \n\"Envision
    \nAnswer:
    \n13 – 6 = 7
    \n13 – 3 = 10
    \n10 – 3 = 7<\/p>\n

    Set C<\/strong>
    \nYou can write a fact family to match the model.
    \n\"Envision<\/p>\n

    Write a fact family to match the model.<\/p>\n

    Question 5.
    \n\"Envision
    \nAnswer:
    \n8 + 7 = 15
    \n7 + 8 = 15
    \n15 – 7 = 8
    \n15 – 8 = 7<\/p>\n

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

    You can use addition to help you subtract.
    \n\"Envision
    \nThink:
    \n7 + 8<\/u> = 15
    \nThe missing part is 8. So, 15 – 7 = 8.<\/p>\n

    Use addition to subtract. Complete the equations.<\/p>\n

    Question 6.
    \n\"Envision
    \n13 – 8 = ?
    \nThink
    \n8 + __ = 13
    \nSo, 13 – 8 = ___<\/p>\n

    Answer:
    \n8 + 5 = 13
    \nSo, 13 – 8 = 5<\/p>\n

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

    You can use different strategies to subtract 14 – 6.
    \n\"Envision<\/p>\n

    Find each difference. Choose a strategy to use.<\/p>\n

    Question 7.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-9.11\"<\/p>\n

    Question 8.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-9.12\"<\/p>\n

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

    You can write an equation to show a word problem. Jaime mows some lawns on Saturday and Sunday. He mows 8 lawns on Sunday. He mows 13 lawns in all. How many lawns did Jaime mow on Saturday?
    \n\"Envision<\/p>\n

    Question 9.
    \nDavis has some pens. He gives 4 to Glenn. Now he has 7 pens. How many pens did Davis start with? Write an equation to solve. Draw a picture to help.
    \n\"Envision
    \n___ pens<\/p>\n

    Answer:
    \nGiven,
    \nDavis has some pens. He gives 4 to Glenn. Now he has 7 pens.
    \n11 – 4 = 7<\/p>\n

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

    Thinking Habits<\/strong><\/p>\n

    Reasoning<\/p>\n

    What do the numbers stand for?
    \nHow can I use a word problem to show what an equation means?
    \n\"Envision<\/p>\n

    Write a number story for the problem. Then complete the equation.<\/p>\n

    Question 10.
    \n9 + 4 = ___<\/p>\n

    Answer: 9 + 4 = 13
    \nSage drew 9 blue flowers. Then she drew 4 red flowers. How many flowers did sage draw in all?<\/p>\n

    Topic 4 Assessment Practice<\/h3>\n

    Question 1.
    \nFrank has 15 books to read. He reads 9 of them. How many books does Frank have left to read?
    \n__ books
    \nAnswer:
    \nGiven that,
    \nFrank has 15 books to read. He reads 9 of them.
    \n15 – 9 = 6
    \nTherefore Frank have 6 books left to read.<\/p>\n

    Question 2.
    \nMark has some red marbles. He has 8 blue marbles. Mark has 13 marbles in all. How many red marbles does he have?
    \nA. 4
    \nB. 5
    \nC. 6
    \nD. 7
    \nAnswer:
    \nGiven,
    \nMark has some red marbles. He has 8 blue marbles.
    \nMark has 13 marbles in all.
    \n13 – 8 = 5
    \nThus he has 5 red marbles.
    \nThus the correct answer is option B.<\/p>\n

    Question 3.
    \nWhich fact family matches the picture of the big ducks and small ducks?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-10.5\"<\/p>\n

    Question 4.
    \nWhich related subtraction fact can be solved using 7 + 8 = 15?
    \n\"Envision
    \nA. 15 – 8 = 7
    \nB. 14 – 7 = 7
    \nC. 8 – 7 = 1
    \nD. 8 – 8 = 0
    \nAnswer: 15 – 8 = 7<\/p>\n

    Question 5.
    \nThere are 13 birds in a tree. Then 6 birds fly away. How many birds are still in the tree? Make 10 to solve. Complete the missing numbers.
    \n\"Envision
    \n13 – ___ = 10
    \n10 – __ = __
    \n13 – 6 = ___<\/p>\n

    Answer:
    \nGiven,
    \nThere are 13 birds in a tree. Then 6 birds fly away.
    \nBy using the Make a 10 method we can find the missing numbers.
    \n13 – 3 = 10
    \n10 – 3 = 7
    \n13 – 6 = 7<\/p>\n

    Question 6.
    \nGloria has 7 yellow pencils. She has 9 red pencils. Which strategy would NOT help you find 9 \u2013 7?
    \nA. Make 10
    \nB. Think Addition
    \nC. Count to Subtract
    \nD. My Way
    \nAnswer: A. Make 10<\/p>\n

    Question 7.
    \nNina bakes 14 corn muffins. She gives away 8 corn muffins. How many are left? Write an equation to explain.
    \n___ corn muffins<\/p>\n

    Answer:
    \nGiven,
    \nNina bakes 14 corn muffins. She gives away 8 corn muffins.
    \nThe equation would be 14 – 8 = 6<\/p>\n

    Question 8.
    \nFind 16 – 7.
    \nWrite a related addition fact to help.
    \n16 – 7 = __
    \nAnswer:
    \nThe related addition fact would be
    \n9 + 7 = 16
    \n7 + 6 = 16<\/p>\n

    Question 9.
    \nUse the number line to count on or count back to find the difference. Show your work.
    \n12 – 4 = ___
    \n\"Envision
    \nAnswer:
    \n12 – 4 = 8
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-4-Subtraction-Facts-to-20-Use-Strategies-11.1\"<\/p>\n

    Question 10.
    \nMing has 14 books. She sells 8 books.
    \nHow many books does she have left?
    \nMake 10 to solve. Use counters and the ten-frame.
    \n____ books
    \n\"Envision
    \nAnswer:
    \nGiven,
    \nMing has 14 books. She sells 8 books.
    \n14 – 8 = 6
    \nBy using make 10 method we can find the number of books she have left.
    \n14 – 4 = 10
    \n10 – 4 = 6
    \nThus she have left 6 books.<\/p>\n

    Question 11.
    \nA box has 16 skateboard parts. Maria used some of the parts. Now there are 7 parts left.
    \nWrite a subtraction equation to show how many parts Maria used.
    \n___ – ___ = ____
    \nMaria used ___ parts.
    \nAnswer:
    \nGiven,
    \nA box has 16 skateboard parts. Maria used some of the parts.
    \nNow there are 7 parts left.
    \n16 – 9 = 7
    \nMaria used 9 parts.<\/p>\n

    Question 12.
    \nWrite a number story for 19 \u2013 10.
    \nThen write an equation to match your story and solve the problem.
    \nAnswer:
    \nDavid has 19 pens. He gives 10 of them to Lee. How many pens does David have now? 19 – 10 = 9<\/p>\n

    Topic 4 Performance Task<\/h3>\n

    Maria’s Stickers Maria collects stickers. The chart shows the different stickers she has.<\/p>\n

    \"Envision<\/p>\n

    Question 1.
    \nHow many more moon stickers than sun stickers does Maria have? Count, make 10, or think addition to solve.
    \n___ more moon stickers
    \nAnswer: 6 more moon stickers<\/p>\n

    Question 2.
    \nMaria gives some cloud stickers to Tom. Now she has 5 cloud stickers. How many cloud stickers did Maria give away?
    \nWrite an equation to solve the problem.
    \n\"Envision
    \n___ cloud stickers<\/p>\n

    Answer:
    \nGiven,
    \nMaria gives some cloud stickers to Tom. Now she has 5 cloud stickers.
    \n7 – 5 = 2
    \nThus Maria give away 2 cloud stickers.<\/p>\n

    Question 3.
    \nComplete the fact family using the number of cloud and rainbow stickers.
    \n\"Envision
    \nAnswer:
    \nThe related facts for the given equation is
    \n7 + 8 = 15
    \n8 + 7 = 15
    \n15 – 8 = 7
    \n15 – 7 = 8<\/p>\n

    Question 4.
    \nWendy gives Maria 3 more rainbow stickers. How many rainbow stickers does Maria have now? Complete the equation to solve.
    \n\"Envision
    \n___ rainbow stickers<\/p>\n

    Answer:
    \nGiven,
    \nWendy gives Maria 3 more rainbow stickers.
    \n8 + 3 = 11
    \nTherefore Maria has 11 rainbow stickers.<\/p>\n

    Question 5.
    \nWrite a story to show and solve 12 – 8. Make your problem about star stickers. Draw a picture and write an equation to match your story.
    \n\"Envision
    \nAnswer:
    \nMaria has 12 star stickers. She gives 8 star stickers to Pat. How many star stickers does she have now?
    \n12 – 8 = 4<\/p>\n","protected":false},"excerpt":{"rendered":"

    Go through the\u00a0enVision Math Common Core Grade 1 Answer Key\u00a0Topic 4 Subtraction Facts to 20: Use Strategies\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 1st Grade Answers Key Topic 4 Subtraction Facts to 20: Use Strategies enVision STEM Project: Pattern of Day and Night Find Out Talk to friends or relatives …<\/p>\n","protected":false},"author":1,"featured_media":25520,"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-4-Subtraction-Facts-to-20-Use-Strategies.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2639"}],"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=2639"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2639\/revisions"}],"predecessor-version":[{"id":28158,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/2639\/revisions\/28158"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25520"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=2639"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=2639"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=2639"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}