{"id":3244,"date":"2023-12-08T13:41:37","date_gmt":"2023-12-08T08:11:37","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=3244"},"modified":"2023-12-08T10:06:33","modified_gmt":"2023-12-08T04:36:33","slug":"envision-math-common-core-grade-1-answer-key-topic-8","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-1-answer-key-topic-8\/","title":{"rendered":"enVision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 1 Answer Key<\/a>\u00a0Topic 8 Understand Place Value<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 1st Grade Answers Key Topic 8 Understand Place Value<\/h2>\n

\"Envision
\nenVision STEM Project: Daylight Throughout the Year<\/strong>
\nFind Out<\/strong> Talk to friends and relatives about why there is more daylight in summer than in winter.
\nAsk them to help you find information about the changes in daylight each season.<\/p>\n

Journal: Make a Book<\/strong> Draw pictures of the tilting globe and the sun at different times of the year. In your book, also:<\/p>\n

    \n
  • Add labels to show summer and winter.<\/li>\n
  • Write a sentence to describe the pattern of the seasons in your own words.<\/li>\n<\/ul>\n

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

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

    Question 1.
    \nCircle the tens digit.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Vocabulary-Question-1\"
    \nExplanation:
    \nGiven 2 digit number 48.
    \nTwo digit number have tens place and ones place.
    \n4 is in tens place and 8 in ones place
    \n4 is circled as tens digit.<\/p>\n

    \"understand<\/p>\n

    Question 2.
    \nCircle the ones digit.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Vocabulary-Question-2\"
    \nExplanation:
    \nGiven 2 digit number 76.
    \nTwo digit number have tens place and ones place.
    \n7 is in tens place and 6 in ones place
    \n6 is circled as ones digit.<\/p>\n

    Question 3.
    \nUse the ten-frames to find the sum.
    \n7 + 9 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Vocabulary-Question-3\"<\/p>\n

    Counting to 120<\/strong><\/p>\n

    Question 4.
    \nWrite the number that comes next when counting forward by Is. Use a hundred chart to help you.
    \n110, 111, 112, ____
    \nAnswer:
    \n110, 111, 112, 113
    \n<\/strong>Explanation:
    \n<\/strong>Given
    \nA sequence of\u00a0 3 digit numbers
    \n110, 111, 112, ____ and asked to find the 4th digit by counting forward by Is
    \n3 digit number have hundreds place\u00a0 tens place and ones place
    \nSince counting forward by 1s
    \nwe add the 1 to the ones place of 3rd digit to get the 4th digit keeping the tens place and hundreds place constant.
    \n112 + 001 = 113.
    \nMissing number is 113.<\/strong><\/p>\n

    \"understand<\/p>\n

    Question 5.
    \nMaria counts by 10s. She starts at 30. Write the missing numbers.
    \n30, ___, ___
    \n60, ___
    \nAnswer:
    \n30, _40__, _50__<\/strong>
    \n60, _70__
    \n<\/strong>Explanation:
    \nMaria counts by 10s
    \nGiven
    \n30, ___, ___ and 2 number missing to find the missing number we add 1 to the tens place keeping ones place constant.
    \ngiven
    \n30 = 3 is tens digit and 0 ones digit.
    \nAdding tens digit with 1
    \n3 + 1 = 4, 4 + 1 = 5.
    \n30, _40__,_50__
    \n<\/strong>60 = 6 tens digit and 0 ones digit
    \n<\/strong>60 + 10 = 70
    \n60, _70__<\/strong><\/p>\n

    Hundred Chart<\/strong><\/p>\n

    Question 6.
    \nWrite the missing numbers in this part of the hundred chart.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Hundred-Chart-Question-6\"<\/p>\n

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

    PROJECT 8A<\/strong>
    \nWhat do you put on your hot dog?
    \nProject: Act Out Serving Up Hot Dogs
    \n\"Envision
    \nAnswer:
    \nTopping on the Hot dog
    \n1. Hot dog bun.
    \n2. Veg- dog or Non- Veg dog
    \n3. Onion
    \n4. Jalapenos
    \n5. Lattice
    \n6. Herbs
    \n7. Sauces.<\/p>\n

    PROJECT 8B<\/strong>
    \nWhat is your favorite color?
    \nProject: Make a Color Poster
    \n\"Envision<\/p>\n

    PROJECT 8C<\/strong>
    \nCan you eat a tiger?
    \nProject: Play a Cracker Stack Game
    \n\"Envision<\/p>\n

    PROJECT 8D<\/strong>
    \nWhich sea creatures have 10 legs?
    \nProject: Make a Finger Painting
    \n\"Envision
    \nAnswer:<\/p>\n

    Lesson 8.1 Make Numbers 11 to 19<\/h3>\n

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

    Use counters and ten-frames to show 12, then 15, and then 18. Draw your counters in the ten-frames below. Tell what is the same and different about each number you show.
    \n\"Envision<\/p>\n

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

    Answer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-Solve-&-Share\"<\/p>\n

    Convince Me!<\/strong>
    \nHow could you use ten-frames to show 13 counters?
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-Convince-Me!\"
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n13 is made up of one group of 10 ones and 3 ones
    \n13 is 1 ten and\u00a0 3 ones.<\/p>\n

    \"understand<\/p>\n

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

    Use counters to make each number. Then write each number as I ten and some ones.<\/p>\n

    Question 1.
    \ntwelve
    \n\"Envision is 1 ten and \"Envision ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n12 is made up of one group of 10 ones and 2 ones
    \n12 = 10 + 2
    \n12 is 1 ten and\u00a0 2 ones.<\/p>\n

    Question 2.
    \nfourteen
    \n\"Envision is 1 ten and ___ ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n14 is made up of one group of 10 ones and 4 ones
    \n14 = 10 + 4
    \n14 is 1 ten and\u00a0 4 ones.<\/p>\n

    Question 3.
    \nfifteen
    \n\"Envision is 1 ten and __ ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n15 is made up of one group of 10 ones and 5 ones
    \n15 = 10 + 5
    \n15 is 1 ten and\u00a0 5 ones.<\/p>\n

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

    Use counters to make each number. Then write the word or number.<\/p>\n

    Question 4.
    \nsixteen
    \n\"Envision is ___ ten and 6 ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n16 is made up of one group of 10 ones and 6 ones
    \n16 = 10 + 6
    \n16 is 1 ten and\u00a0 6 ones.<\/p>\n

    Question 5.
    \n____
    \n\"Envision is 1 ten and 8 ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n18 is made up of one group of 10 ones and 8 ones
    \n18 = 10 + 8
    \n18 is 1 ten and\u00a0 8 ones.<\/p>\n

    Question 6.
    \nthirteen
    \n\"Envision is 1 ten and __ ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-Convince-Me!\"
    \n\"Envision is 1 ten and __ ones.
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n13 is made up of one group of 10 ones and 3 ones
    \n13 = 10 + 3
    \n13 is 1 ten and 3 ones.<\/p>\n

    Question 7.
    \neleven
    \n\"Envision is ___ ten and 1 one.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n11 is made up of one group of 10 ones and 1 ones
    \n11 = 10 + 1
    \n11 is 1 ten and\u00a0 1 ones.<\/p>\n

    Question 8.
    \n_____
    \n\"Envision is 1 and 7 ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n17 is made up of one group of 10 ones and\u00a0 7 ones
    \n17 = 10 + 7
    \n17 is 1 ten and\u00a0 7 ones.<\/p>\n

    Question 9.
    \nnineteen
    \n\"Envision is 1 ten and 9 ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n19 is made up of one group of 10 ones and 9 ones
    \n19 = 10 + 9
    \n19 is 1 ten and\u00a0 9 ones.<\/p>\n

    Question 10.
    \nVocabulary<\/strong> Circle the tens and ones that match the words shown.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n12 is made up of one group of 10 ones and 2 ones
    \n12 = 10 + 2
    \n12 is 1 ten and 2\u00a0 ones.
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n15 is made up of one group of 10 ones and 5 ones
    \n15 = 10 + 5
    \n15 is 1 ten and\u00a0 5 ones.<\/p>\n

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

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

    Question 11.
    \nUse Tools<\/strong> Jill has 14 buttons and 2 boxes. She puts 10 buttons in one box. How many buttons does Jill put in the other box? Draw counters to solve. Write the numbers.
    \n___ buttons
    \n__ is ___ ten and __ ones.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-<\/p>\n

    Question 12.
    \nHigher Order Thinking<\/strong> Choose a number between 11 and 14. Draw a picture to show how to make the number with ten-frames. Write the number and the number word.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-<\/p>\n

    Question 13.
    \nAssessment Practice<\/strong> Match the groups or numbers on the left with the number word on the right.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.1-Make-Numbers-11-to-19-<\/p>\n

    Lesson 8.2 Numbers Made with Tens<\/h3>\n

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

    How are 2 tens and 20 ones alike and different?
    \nUse cubes to show your answer. Then draw your cubes.<\/p>\n

    \"Envision<\/p>\n

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

    Answer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Solve-&-Share\"<\/p>\n

    Convince Me!<\/strong>
    \nHow many tens are in 90? How do you know?
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Solve-&-Share-Convince-Me!\"
    \nExplanation:
    \n10 cubes make 1 ten.
    \nTo count the number of tens in 90
    \nwe count by 10’s as\u00a0 10,20,30,40,50,60,70,80,90.
    \nwe count by tens as 1 ten, 2 tens, 3 tens, 4 tens, 5 tens, 6 tens, 7 tens, 8 tens, 9 tens.
    \nThere are 90 cubes
    \n90 is 9 tens and 0 ones.<\/p>\n

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

    Use cubes. Count by 10s. Write the numbers.<\/p>\n

    Question 1
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Question-1\"
    \nExplanation:
    \n10 cubes make 1 ten.
    \nHere are 3 ten.
    \nCount by 10’s to
    \n10, 20, 30.
    \nThere are 30 cubes in all.
    \n3 tens and 0 ones is 30.<\/p>\n

    Question 2.
    \n\"Envision
    \n___ tens and ___ ones is ____.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Question-2\"
    \nExplanation:
    \n10 cubes make 1 ten.
    \nHere are 5 ten.
    \nCount by 10’s to
    \n10, 20, 30, 40, 50.
    \nThere are 50 cubes in all.
    \n5 tens and 0 ones is 50.<\/p>\n

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

    Use cubes. Count by 10s. Draw the cubes. Write the numbers.<\/p>\n

    \"Envision<\/p>\n

    Question 3.
    \n\"Envision
    \n6 tens and 0 ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-3\"
    \nExplanation:
    \n10 cubes make 1 ten.
    \nHere are 6 ten.
    \nCount by 10’s to
    \n10, 20, 30, 40, 50, 60.
    \nThere are 60 cubes in all.
    \n6 \u00d7 10 = 60.
    \n6 tens and 0 ones is Sixty<\/strong>.<\/p>\n

    Question 4.
    \n\"Envision
    \n___ tens and ___ ones is 90.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-4\"
    \nExplanation:
    \n10 cubes make 1 ten.
    \nHere are 9 ten.
    \nCount by 10’s to
    \n10, 20, 30, 40, 50, 60, 70, 80, 90.
    \nThere are 90 cubes in all.
    \n9 \u00d7 10 = 90.
    \n9 tens and 0 ones is Ninety.<\/strong><\/p>\n

    Question 5.
    \n\"Envision
    \n8 tens and 0 ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-5\"
    \nExplanation:
    \n10 cubes make 1 ten.
    \nHere are 8 ten.
    \nCount by 10’s to
    \n10, 20, 30, 40, 50, 60, 70, 80.
    \nThere are 80 cubes in all.
    \n8 \u00d7 10 = 80.
    \n8 tens and 0 ones is Eighty.<\/strong><\/p>\n

    Question 6.
    \n\"Envision
    \n__ tens and ___ ones is 70.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Independent-Practice-Question-6\"<\/p>\n

    Explanation:
    \n10 cubes make 1 ten.
    \nHere are 7 ten.
    \nCount by 10’s to
    \n10, 20, 30, 40, 50, 60, 70.
    \nThere are 70 cubes in all.
    \n7 \u00d7 10 = 70.
    \n7 tens and 0 ones is Seventy<\/strong><\/p>\n

    Question 7.
    \nNumber Sense<\/strong> Joey has 2 tens. He wants to trade the tens for ones. How many ones should Joey get?
    \n____ ones
    \n\"Envision
    \nAnswer:
    \nNumber of tens Joey has = 2 tens
    \nJoey wants to trade tens for ones.
    \n1 ten = 10 ones
    \nSo, 2 tens\u00a0 = 2 \u00d7 10 = 20 ones.
    \nJoel gets 20 ones<\/strong> foe 2 tens.<\/p>\n

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

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

    Question 8.
    \nReasoning<\/strong> There are 2 buses. 10 people are in each bus. How many people ride in the buses? Count by 10s. Draw a picture to solve.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Problem-Solving-Question-8\"<\/p>\n

    Question 9.
    \nReasoning<\/strong> George has 3 boxes of pens. 10 pens are in each box. How many pens does George have?
    \n___ pens
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Problem-Solving-Question-9\"<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong> Brian has a book. He reads 10 pages every day. Show how many pages Brian reads in 5 days. Use pictures, numbers, or words.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.2-Numbers-Made-with-Tens-Guided-Practice-Problem-Solving-Question-10\"<\/p>\n

    Question 11.
    \nAssessment Practice<\/strong>
    \nBeth has 4 jars. Each jar has 10 bouncy balls in it. How many bouncy balls does Beth have in all?
    \n\"Envision
    \n\"Envision
    \nAnswer:
    \nNumber of Jars Beth has = 4
    \nNumber of bouncy balls in each jar = 10
    \nTotal number of bouncy balls in the 4\u00a0 jars = 10 + 10 + 10 + 10 = 40
    \n4 \u00d7 10 = 40.
    \nC)40 is the answer.
    \nThere are 40 bouncy balls\u00a0<\/strong>in the jars.<\/p>\n

    Lesson 8.3 Count with Groups of Tens and Ones<\/h3>\n

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

    Tara has 34 cubes. How many groups of 10 can she make with the cubes? Show your work in the space below.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nWhy does 37 have 3 groups of 10 and not 4 groups of 10?
    \nAnswer:
    \n37 = 10 + 10 + 10 + 7
    \n= 3 tens and 7 ones
    \n= 3 groups of 10 and 7 ones.
    \n4 groups of 10 = 10 + 10 + 10 + 10\u00a0 = 40
    \nSo, 37 has 3 groups of 10 and 7 ones.<\/p>\n

    Guided Practice<\/strong>
    \nCircle groups of 10. Write the numbers.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Question-1\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 5 sets of 5 cubes and 2 cubes
    \nout of 5 set of 5 cubes 4 sets of 5 cubes make a
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n2 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 5 + 2 = 7 ones.
    \n2 groups of 10’s and 7 ones = 27 .<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Question-2\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 7 sets of 5 cubes and 9 cubes
    \nout of 7 set of 5 cubes 6 sets of 5 cubes make a
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n3 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 5 + 4 = 9 ones.
    \n3 groups of 10’s and 9 ones = 39.<\/p>\n

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

    Circle the groups of 10. Write the numbers.<\/p>\n

    Question 3.
    \n\"Envision
    \n___ groups of 10 and ___ ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-3\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 8 sets of 5 cubes and 3 cubes
    \n8 sets of 5 cubes make a
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n4 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 3 = 3 ones.
    \n4 groups of 10’s and 3 ones = 43.<\/p>\n

    Question 4.
    \n\"Envision
    \n___ groups of 10 and __ ones is ____.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-4\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 7 sets of 5 cubes
    \nout of 7 set of 5 cubes 6 sets of 5 cubes make a
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n3 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 5 = 5 ones.
    \n3 groups of 10’s and 5 ones = 35.<\/p>\n

    Question 5.
    \n\"Envision
    \n___ group of 10 and ___ ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-5\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 3 sets of 5 cubes and 1 cubes
    \nout of 3 set of 5 cubes 2 sets of 5 cubes make a
    \n5 + 5 = 10
    \n1 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 5 + 1 = 6 ones.
    \n1 groups of 10’s and 6 ones = 16.<\/p>\n

    Question 6.
    \n\"Envision
    \n___ groups of 10 and ___ ones is ___.<\/p>\n

    \"Envision
    \nWrite the number of groups of 10 and the number of ones. Then write the total.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-6\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 9 sets of 5 cubes and 3 cubes
    \nout of 9 set of 5 cubes 8 sets of 5 cubes make a
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n4 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 5 +3 = 8 ones.
    \n4 groups of 10’s and 8 ones = 48.<\/p>\n

    Question 7.
    \n\"Envision
    \n___ groups of 10 and ___ ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-7\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 5 sets of 5 cubes
    \nout of 5 set of 5 cubes 4 sets of 5 cubes make a
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n2 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 5\u00a0 = 5 ones.
    \n2 groups of 10’s and 5 ones = 25.<\/p>\n

    Question 8.
    \n\"Envision
    \n__ groups of 10 and ___ ones is __.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-8\"
    \nExplanation:
    \n2 sets of 5 cubes make 10.
    \nHere 4 sets of 5 cubes
    \n4 sets of 5 cubes make a
    \n5 + 5 = 10
    \n5 + 5 = 10
    \n2 group of\u00a0 10’s are formed.
    \nThe left over cubes are ones\u00a0 = 2\u00a0 = 2 ones.
    \n2 groups of 10’s and 2 ones = 22.<\/p>\n

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

    Draw a picture and write the numbers to solve each Solving problem below.<\/p>\n

    Question 9.
    \nModel<\/strong> A monkey has 32 bananas. 10 bananas are in each bunch.
    \n\"Envision
    \nHow many bunches are there? ____
    \nHow many bananas are left over? ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Problem-Solving-Question-9\"
    \nQuestion 10.
    \nModel<\/strong> The dogs have 21 bones. 10 bones are in each bowl.
    \n\"Envision
    \nHow many bowls are there? ____
    \nHow many bones are left over? ____
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.3-Count-with-Groups-of-Tens-and-Ones-Problem-Solving-Question-10\"<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong>
    \nAmil writes a number. His number has 5 groups of 10. His number has less than 9 ones. What number could Amil have written? ____
    \nAnswer:
    \nNumber of groups of 10’s Amil number has = 5
    \n10 + 10 + 10 + 10 + 10 = 50
    \nNumber of ones Amil number has = less than 9
    \nless than 9 may be = 1,2, 3, 4, 5, 6, 7, 8.
    \nThe number may be
    \n5 groups of 10’s and 1 ones = 51
    \n5 groups of 10’s and 2 ones = 52
    \n5 groups of 10’s and 3 ones = 53
    \n5 groups of 10’s and 4 ones = 54
    \n5 groups of 10’s and 5 ones = 55
    \n5 groups of 10’s and 6 ones = 56
    \n5 groups of 10’s and 7 ones = 57
    \n5 groups of 10’s and 8 ones = 58.
    \nAmil number may be 51, 52, 53, 54, 55, 56, 57, 58.<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong>
    \nA store has 5 bunches of grapes and 3 left over. Each bunch has 10 grapes. How many grapes are there in all? Explain.
    \nAnswer:
    \nNumber of bunches of grapes in the store = 5
    \nNumber of grapes in each bunch = 10 grapes
    \nNumber of left over = 3
    \nNumber of grapes in 5 bunches = 10 + 10 + 10 + 10 + 10 = 50 grapes.
    \nTotal number of grapes = 50 grapes and 3 left over is 53 grapes.<\/p>\n

    Lesson 8.4 Tens and Ones<\/h3>\n

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

    Estimate how many cubes are in your bag. Then empty the bag in the space below. Without counting each cube, estimate how many cubes there are. Write each estimate.<\/p>\n

    Now count the cubes and write the total number of cubes.<\/p>\n

    \"Envision
    \nEstimate 1: ___ cubes
    \nEstimate 2: ___ cubes
    \nActual amount: ___ cubes
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nHow are these numbers alike? How are they different?
    \n\"Envision
    \nAnswer:
    \n46 and 64 are two digit numbers
    \nTwo digit number have tens and ones.
    \nBoth the number have tens and ones digits only.
    \nThey are different as the place values of the number are different.
    \n46 has 4 in tens place and 6 in ones place
    \n64 has 6 in tens place and 4 in ones place .<\/p>\n

    Guided Practice<\/strong>
    \nUse cubes. Count the tens and ones. Then write the numbers.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Question-1\"
    \nExplanation:
    \nGiven
    \n3 sets of 10 cubes in tens place
    \n5 + 3 = 8 cubes in ones place
    \n30 + 8 = 38.
    \n3 tens and 8 ones\u00a0 is 38.
    \n3 in\u00a0 38 is the tens digit
    \n8 in 38 is the ones digit.<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Question-2\"
    \nExplanation:
    \nGiven
    \n4 sets of 10 cubes in tens place
    \n1 cubes in ones place
    \n40 + 1 = 41
    \n4 tens and 1 ones\u00a0 is 41.
    \n4 in\u00a0 41 is the tens digit
    \n1 in 41 is the ones digit.<\/p>\n

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

    Use cubes. Count the tens and ones. Then write the numbers.<\/p>\n

    Question 3.
    \n\"Envision
    \n___ Ten and ___ ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-3\"
    \nExplanation:
    \nGiven
    \n1 sets of 10 cubes in tens place
    \n5 + 4 = 9 cubes in ones place
    \n10 + 9 = 19
    \n1 ten and 9 ones\u00a0 is 19.
    \n1 in\u00a0 19 is the tens digit
    \n9 in 19 is the ones digit.<\/p>\n

    Question 4.
    \n\"Envision
    \n___ tens and ___ ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-4\"
    \nExplanation:
    \nGiven
    \n2 sets of 10 cubes in tens place
    \n3 cubes in ones place
    \n20 + 3 = 23
    \n2 tens and 3 ones\u00a0 is 23.
    \n2 in\u00a0 23 is the tens digit
    \n3 in 23 is the ones digit.<\/p>\n

    Question 5.
    \n\"Envision
    \n___ tens and ___ ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Guided-Practice-Independent-Practice-Question-5\"
    \nExplanation:
    \nGiven
    \n4 sets of 10 cubes in tens place
    \n5 + 3 = 8 cubes in ones place
    \n40 + 8 = 48
    \n4 tens and 8 ones\u00a0 is 48.
    \n4 in\u00a0 48 is the tens digit
    \n8 in 48 is the ones digit.<\/p>\n

    \"Envision
    \nSolve the problem below any way you choose.<\/p>\n

    Question 6.
    \nNumber Sense Bill writes a number. It has the same number of tens and ones. What could Bill’s number be?
    \nAnswer:
    \nThe number Bill wrote has same number of tens and ones.
    \nBills number may be any of these numbers.
    \n1 ten and 1 one is 11
    \n2 tens and 2 ones is 22
    \n3 tens and 3 ones is 33
    \n4 tens and 4 ones is 44
    \n5 tens and 5 ones is 55
    \n6 tens and\u00a0 6 ones is 66
    \n7 tens and\u00a0 7 ones is 77
    \n8 tens and 8 ones is 88
    \n9 tens and 9 ones is 99.
    \nBill number may be 11, 22, 33, 44, 55, 66, 77, 88, 99.<\/p>\n

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

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

    \"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving\"<\/p>\n

    Question 7.
    \nReasoning<\/strong> Luz has juice boxes at her party. There are 3 packages of 10 and 7 extra juice boxes.
    \nHow many juice boxes are there in all?
    \nWrite the number of tens and ones. Then write the total number of juice boxes.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving-Question-7\"<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Draw a picture to show a number greater than 25 and less than 75. Then write the number.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving-Question-8\"<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Kai brought 2 packages of 10 juice boxes and 5 extra juice boxes. How many juice boxes did Kai bring? Write the number of tens and ones. Then write the total number of juice boxes.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.4-Tens-and-Ones-Problem-Solving-Question-9\"<\/p>\n

    Lesson 8.5 Continue with Tens and Ones<\/h3>\n

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

    Laylani has 28 buttons. Draw her buttons so that a friend can see that there are 28 buttons without counting them one by one.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nWhen you draw to model a number, which digit tells you how many lines to draw? Which digit tells you how many dots to draw?
    \nAnswer:
    \nWhen we draw a model a number
    \nTens<\/strong> place digit tells us to draw the number of lines.
    \nOnes<\/strong> place digit tells us to draw the number of dots.<\/p>\n

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

    Write the numbers and draw a model to show each number. Count by tens and ones to check.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Guided-Practice-Question-1\"
    \nExplanation:
    \nGiven number 17
    \n17 is 1 ten and 7 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n17 is represented with 1 line and 7 dots.<\/p>\n

    Question 2.
    \n29 is ___ tens and ___ ones.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Guided-Practice-Question-2\"<\/p>\n

    Explanation:
    \nGiven number 29
    \n29 is 2 ten and 9 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n29 is represented with 2 line and 9 dots.<\/p>\n

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

    Write the numbers and draw a model to show each number. Count by tens and ones to check.<\/p>\n

    Question 3.
    \nThere are ___ tens and ___ ones in 43.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-3\"
    \nThere are 4 tens and 3 ones.
    \nExplanation:
    \nGiven number 43
    \n43 is 4 ten and 3 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n43 is represented with 4 line and 3 dots.<\/p>\n

    Question 4.
    \nThere are ___ tens and ___ ones in 86.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-4\"
    \nExplanation:
    \nGiven number 86
    \n86 is 8 ten and 6 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n86 is represented with 8 line and 6 dots.<\/p>\n

    Question 5.
    \nThere are ___ ten and __ ones in 15.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-5\"
    \nExplanation:
    \nGiven number 15
    \n15 is 1 ten and 5 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n15 is represented with 1 line and 5 dots.<\/p>\n

    Question 6.
    \nThere are ___ tens and ___ ones in 37.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-6\"
    \nExplanation:
    \nGiven number 37
    \n37 is 3 ten and 7 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n37 is represented with 3 line and 7 dots.<\/p>\n

    Question 7.
    \nThere are ___ tens and ___ ones in 62.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-7\"
    \nExplanation:
    \nGiven number 62
    \n62 is 6 ten and 2 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n62 is represented with 6 line and 2 dots.<\/p>\n

    Question 8.
    \nThere are ___ tens and __ ones in 24.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Independent-Practice-Question-8\"
    \nExplanation:
    \nGiven number 24
    \n24 is 2 ten and 4 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n24 is represented with 2 line and 4 dots.<\/p>\n

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

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

    Question 9.
    \nModel<\/strong> Kevin draws the model below to show a number. What number is Kevin showing?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Problem-Solving-Question-9\"<\/p>\n

    Question 10.
    \nenVision\u00ae STEM<\/strong> Gina is collecting
    \ndata on the number of hours of daylight in the fall and winter. She records data for 68 days. Draw a model to show 68.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Problem-Solving-Question-10\"<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> Peyton starts drawing a model for the number 48, but she is interrupted. Help her finish her model.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.5-Continue-with-Tens-and-Ones-Problem-Solving-Question-11\"<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong> Which number is represented here?
    \n\"Envision
    \nAnswer:
    \nGiven
    \n2 lines and 3 dots
    \nLine represent Tens
    \nDot represents Ones.
    \n2 lines = 10 + 10 = 20
    \n3 dots\u00a0 = 3
    \nThe number which is represented is 20 + 3 = 23.
    \nAnswer is C)23.<\/p>\n

    Lesson 8.6 Different Names for the Same Number<\/h3>\n

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

    Use cubes. Show two different ways to make 28. Draw each way in the spaces below.<\/p>\n

    \"Envision<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nHow could you break apart 24 using only I ten? Explain.
    \nAnswer:
    \n24 is 2 tens and 4 left over
    \n24 is 2 tens and 4 ones
    \nbreaking 24 using only 1 ten
    \nBreaking other\u00a0 ten to make 10 more ones
    \n24 is 1 ten and 14 ones.<\/p>\n

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

    Count the tens and ones. Write different Practice ways to show the number.<\/p>\n

    Question 1.
    \nWrite two ways to break apart 34.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Guided-Practice-Question-1\"
    \nExplanation:
    \nGiven a model of number 34 in two different ways
    \n34 is represented as
    \n34 is 3 tens and 4 ones in 1st case.
    \nIn 2nd case
    \nout of 3 tens. 1 ten is broken down to make 10 more ones.
    \n34 is 2 tens and 14 ones.<\/p>\n

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

    Count the tens and ones. Write different ways to show each number.<\/p>\n

    Question 2.
    \nWrite two ways to break apart 21.
    \n\"Envision
    \n21 is ___ ten and __ one.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-2\"
    \nExplanation:
    \nGiven to break apart 21 in two way
    \nCase 1.
    \n21 is represented as
    \n21 is 2 tens and 1 ones
    \n21 = 20 + 1
    \nIn 2nd case
    \nout of 2 tens. 1 ten is broken down to make 10 more ones.
    \n21 is 1 tens and 11 ones.
    \n21 = 10 + 11.<\/p>\n

    Question 3.
    \nDraw models and write two ways to break apart 59.
    \n\"Envision
    \n59 is ___ tens and ___ ones.
    \n\"Envision
    \n59 is __ tens and ___ ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-3\"
    \nExplanation:
    \nGiven to break apart 59 in two way
    \nCase 1.
    \n59 is represented as
    \n59 is 5 tens and 9 ones
    \n59 = 50 + 9
    \nIn 2nd case
    \nout of 5 tens. 1 ten is broken down to make 10 more ones.
    \n59 is 4 tens and 19 ones.
    \n59 = 40 + 19 .<\/p>\n

    \"Envision
    \nWrite each number in two different ways. Use cubes to help if needed.<\/p>\n

    Question 4.
    \nShow two ways to break apart 44.
    \n44 is __ tens and ___ ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-4\"
    \nExplanation:
    \nGiven to break apart 44 in two way
    \nCase 1.
    \n44 is represented as
    \n44 is 4 tens and 4 ones
    \n44 = 40 + 4
    \nIn 2nd case
    \nout of 4 tens. 1 ten is broken down to make 10 more ones.
    \n44 is 3 tens and 14 ones.
    \n44 = 30 + 14.<\/p>\n

    Question 5.
    \nShow two ways to break apart 25.
    \n25 is __ tens and __ones.
    \n25 is __ tens and ___ ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Independent-Practice-Question-5\"
    \nExplanation:
    \nGiven to break apart 25 in two way
    \nCase 1.
    \n25 is represented as
    \n25 is 2 tens and 5 ones
    \n25 = 20 + 5
    \nIn 2nd case
    \nout of 2 tens. 1 ten is broken down to make 10 more ones.
    \n25 is 1 tens and 15 ones.
    \n25 = 10 + 15.<\/p>\n

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

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

    Question 6.
    \nExplain Nate says 5 tens and 3 ones shows the same number as 3 tens and 13 ones. Do you agree? Explain.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-6\"
    \n5 tens and 3 ones shows
    \n50 + 3 = 53
    \n3 tens and 13 ones shows
    \n30 + 13 = 43
    \nNo, they both don’t show the same number.
    \nTo show the same number as
    \n5 tens and 3 ones = 50 + 3 = 53
    \nIt should be 4 tens and 13 ones = 40 + 13 = 53 or
    \nas given 3 tens and 13 ones add 10 more ones
    \n3 tens and 23 ones = 30 + 23 = 53.<\/p>\n

    Question 7.
    \nNumber Sense<\/strong> Nancy shows a number as 4 tens and 16 ones. What number does she show?
    \nAnswer:
    \nNancy’s number shows 4 tens and 16 ones
    \n4 tens and 16 ones = 40 + 16 = 56.
    \nNancy’s number is 56
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-7\"<\/p>\n

    Question 8.
    \nWhat number is shown on the mat?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-8\"<\/p>\n

    Question 9.
    \nJeff picks 36 apples. He puts some of the apples in bags. Each bag holds 10 apples. Show two ways Jeff can put the apples in bags.
    \n\"Envision
    \n___ bags and __ apples left over
    \n__ bags and __ apples left over
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.6-Different-Names-for-the-Same-Number-Problem-Solving-Question-9\"<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong> Meg breaks apart the number 80 three ways. What could be those ways?
    \n___ tens and ___ ones
    \n___ tens and ___ ones
    \n___ tens and ___ ones
    \nAnswer:
    \nThree ways Meg breaks apart the number 80 are
    \n_80__<\/strong> tens and _0__<\/strong> ones
    \n80 + 0 = 80
    \n_70__<\/strong> tens and _10__<\/strong> ones
    \n70 + 10 = 80
    \n_60__<\/strong> tens and _20__<\/strong> ones
    \n60 + 20 = 80.<\/p>\n

    Question 11.
    \nAssessment Practice<\/strong> which is a way to break apart 38? Choose two that apply.
    \n\"Envision 2 tens and 18 ones
    \n\"Envision 2 tens and 8 ones
    \n\"Envision 1 ten and 28 ones
    \n\"Envision 8 tens and 3 ones
    \nAnswer:
    \nThe ways to break 38 are
    \n3 tens and 8 ones
    \n2 tens and 18 ones
    \n1 ten and 28 ones
    \n0 tens and 38 ones
    \nIn the above option given
    \n2 tens and 18 ones is 38
    \n1 ten and 28 ones is 38 make 38 other 2 options make
    \n2 tens and 8 ones is 28
    \n8 tens and 3 ones is 83.<\/p>\n

    Lesson 8.7 Look For and Use Structure<\/h3>\n

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

    Barry showed the number 42 with cubes. What are some of the ways he could have shown 42? Write the tens and ones to show the ways. Describe any patterns you see in the table.
    \n\"Envision<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Solve-&-Share\"<\/p>\n

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

    Is there a pattern to the answers? How does the pattern help me? What do the answers have in common?<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can you help you. Talk to a partner about patterns use patterns to show all the ways to break apart a number into tens and ones?<\/p>\n

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

    Make a list to solve. You can use cubes to help you. Talk to partner about patterns you see in your list.<\/p>\n

    Question 1.
    \nCarly lists all the ways to 25 as tens and ones. What ways does she list?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Guided-Practice-Question-1\"
    \nExplanation:
    \nHere different way of 25 are represented
    \nas you look at the ways you can notice a pattern
    \nTen decrease by 1 and Ones increase by 10.<\/p>\n

    Question 2.
    \nAndy wants to show 31 as tens and ones. What are all the ways?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Guided-Practice-Question-2\"
    \nExplanation:
    \nHere different way of 31 are represented
    \nas you look at the ways you can notice a pattern
    \nTen decrease by 1 and Ones increase by 10.<\/p>\n

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

    Question 3.
    \nAlma lists all the ways to show 46 as tens and ones. What ways does she list?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Independent-Practice-Question-3\"<\/p>\n

    Question 4.
    \nSeth wants to show 33 as tens and ones. What are all the ways?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Independent-Practice-Question-4\"<\/p>\n

    Question 5.
    \nHigher Order Thinking<\/strong> Dana says there are 4 ways to show 25 using tens and ones. Is she right? How do you know?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Independent-Practice-Question-5\"<\/p>\n

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

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

    Bake Sale<\/strong> Rose brings 48 muffins to a bake sale. She only uses trays for groups of 10 muffins. Each plate holds only I muffin. How many trays and plates could Rose use to display the muffins?
    \n\"Envision<\/p>\n

    Question 6.
    \nLook For Patterns<\/strong> Fill in the table to show how many trays and plates Rose could use to display the muffins. Describe a pattern you see in the table.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-Lesson-8.7-Look-For-and-Use-Structure-Problem-Solving-Performance-Task-Question-6\"<\/p>\n

    Question 7.
    \nReasoning<\/strong> Is there any way Rose can display her muffins using only trays? Explain how you know.
    \nAnswer:
    \nNo, Rose can not display her muffins using only trays.
    \nNumber of muffins Rose brought = 48
    \nAs she used trays for group of 10 muffins.
    \n48 is 4 tens and 8 ones.
    \nIf she only uses trays then their will be 8 muffins left over. As she can only display 40 muffins in trays.<\/p>\n

    Topic 8 Fluency Practice Activity<\/h3>\n

    Point&Tally<\/strong><\/p>\n

    Find a partner. Get paper and a pencil. Each partner chooses a different color: light blue or dark blue. Partner I and Partner 2 each point to a black number at the same time. Both partners add those numbers.<\/p>\n

    If the answer is on your color, you get a tally mark. Work until one partner gets twelve tally marks.
    \n\"Envision<\/p>\n

    TOPIC 8 Vocabulary Review<\/strong><\/p>\n

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

    Question 1.
    \nWrite the number word that is one more than fourteen.
    \nAnswer:
    \none more than fourteen is fifteen
    \n1 + 14 = 15.<\/p>\n

    Question 2.
    \nWrite the number word that is one fewer than eighteen.
    \nAnswer:
    \nSeventeen is one fewer than eighteen.
    \n18 – 1 = 17.<\/p>\n

    Question 3.
    \nCircle the cubes that make 2 tens.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nExplanation:
    \nGiven a set of 5 cubes.
    \nThere are 7 sets of 5 cubes.
    \nTo make 2 tens
    \n2 sets of 5 cubes make 1 ten
    \nSo, to make 2 tens we need 4 sets of 5 cubes.
    \n4 sets of 5 cubes make 2 tens.<\/p>\n

    Question 4.
    \nCircle the cubes that make 1 ten and 5 ones.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nExplanation:
    \nGiven a set of 5 cubes.
    \nThere are 7 sets of 5 cubes.
    \nTo make 1 tens\u00a0 and 5 ones
    \n2 sets of 5 cubes make 1 ten
    \nSo, to make 1 tens we need 2 sets of 5 cubes.
    \n2 sets of 5 cubes make 1 tens.
    \n1 set of 5 cubes make 5 ones.<\/p>\n

    Question 5.
    \nCircle the cubes that make 3 tens and 3 ones.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nExplanation:
    \nGiven a set of 5 cubes.
    \nThere are 7 sets of 5 cubes.
    \nTo make 3 tens\u00a0 and 3 ones
    \n2 sets of 5 cubes make 1 ten
    \nSo, to make 3 tens we need 6 sets of 5 cubes.
    \n6 sets of 5 cubes make 3 tens.
    \n3 cubes make 3 ones.<\/p>\n

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

    Question 6.
    \nBen shows 33 as 3 tens and 3 ones. Show 33 a different way. Use tens and ones. Explain using a word from the Word List.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \n33 is 2 tens and 13 ones
    \n33 is 2 groups of 10 and 13 ones left overs.<\/p>\n

    TOPIC 8 Reteaching<\/h3>\n

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

    You can group objects by 10 to count.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-<\/p>\n

    Circle groups of 10. Write the numbers.<\/p>\n

    Question 1.
    \n\"Envision
    \n___ is ___ groups of 10 and __ ones left over.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nExplanation:
    \nGiven a set of 5 cubes.
    \nThere are 5 sets of 5 cubes.
    \nTo make groups of 10
    \n2 sets of 5 cubes make 10
    \nSo, to make 10 we join 2 sets 5 cubes.
    \nWe get 2 groups of 10 and 5 more cubes left over.
    \n2 tens and 5 ones is 25.<\/p>\n

    Question 2.
    \n\"Envision
    \n___ is ___ groups of 10 and __ ones left over.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-<\/p>\n

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

    You can show a two-digit number as tens and ones.
    \n\"Envision<\/p>\n

    Count the tens and ones. Then write the number.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nExplanation:
    \nGiven a two digit number.
    \nTwo digit number has Tens and Ones.
    \nHere given 4 tens cubes in tens place and 3 one cubes is the table.
    \n4 tens = 40
    \n3 ones = 3
    \n4 tens and 3 one is 43.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nExplanation:
    \nGiven a two digit number.
    \nTwo digit number has Tens and Ones.
    \nHere given 5 tens cubes in tens place and 4 one cubes is the table.
    \n5 tens = 50
    \n4 ones = 4
    \n5 tens and 4 one is 54.<\/p>\n

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

    You can draw a model to show tens and ones.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-<\/p>\n

    Draw a model to show tens and ones.<\/p>\n

    Question 4.
    \nThere are __ tens and __ ones in 78.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nExplanation:
    \nGiven number 78
    \n78 is 7 ten and 8 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \n78 is represented with 7 line and 8 dots.<\/p>\n

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

    Thinking Habits<\/strong>
    \nLook For and Use Structure<\/strong><\/p>\n

    Is there a pattern to the answers? How does the pattern help me? What do the answers have in common?<\/p>\n

    Use patterns and make a list to solve.<\/p>\n

    Question 5.
    \nLupita wants to show all the ways to break apart 54 as tens and ones. What are all the ways?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-<\/p>\n

    Topic 8 Assessment Practice<\/h3>\n

    Question 1.
    \nA. Which of these is a way to show 16?
    \nA. 1 ten and 11 ones
    \nB. 1 ten and 6 ones
    \nC. 16 tens and 0 ones
    \nD. 9 tens and 5 ones
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nA. 1 ten and 11 ones is 10 + 11 = 21
    \nB. 1 ten and 6 ones is 10 + 6 = 16
    \nC. 16 tens and 0 ones is 160 + 0 = 160
    \nD. 9 tens and 5 ones is 90 + 5 = 95
    \nway to show 16 is B.<\/p>\n

    B. Which equation shows why your answer for A is correct?
    \nA. 10+ 11 = 21
    \nB 10+ 6 = 16
    \nC 16 + 2 = 18
    \nD 9 +5 = 14
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nway to show 16
    \n16 is 1 ten and 6 ones
    \n16 is 0 tens and 16 ones.
    \n16 = 10 + 6
    \nSo, B 10 + 6 = 16 is correct.<\/p>\n

    Question 2.
    \nA. Write a way to show 42.
    \n__ groups of ten and __ ones.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \n42 is 4 groups of 10 and 2 ones.<\/p>\n

    B. Write another way to show 42.
    \n___ groups of ten and ___ ones
    \nAnswer:
    \n42 is 3 groups of ten and 12 ones.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-<\/p>\n

    Question 3.
    \n\"Envision
    \n___ Tens and ___ Ones is ___.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-<\/p>\n

    Question 4.
    \nWrite two ways to show 1 1.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nWays to show 11
    \n11 is 1 ten and 1 one
    \n11 is 0 tens and 11 ones.
    \nThese are the ways to show 11.<\/p>\n

    Question 5.
    \nA. What number does 5 groups of ten represent?
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \n5 groups of ten represents
    \n10 + 10+ 10+10+10 = 50.
    \n5 groups of 10 represents 50.
    \nB. What is another way to write 5 groups of ten?
    \n___ groups of ten and ___ ones
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-
    \nAnother way to represent 5 group of ten
    \n5 group of ten\u00a0 is 50
    \n50 is 4 tens and 10 ones
    \n4 groups of 10 and 10 ones is 50.<\/p>\n

    Question 6.
    \nA. Which of these is another way to show 4 groups of ten and 9 ones?
    \nA 3 tens and 19 ones
    \nB 5 tens and 0 ones
    \nC 3 tens and 9 ones
    \nD 5 tens and 8 ones
    \nAnswer:
    \nA 3 tens and 19 ones is 30 + 19 = 49
    \nB 5 tens and 0 ones is 50 + 0 = 50
    \nC 3 tens and 9 ones is 30 + 9 = 39
    \nD 5 tens and 8 ones is\u00a0 50 + 8 = 58
    \nWay to show 4 groups of tens and 9 ones is
    \n4 groups of tens and 9 ones = 40 + 9 = 49.
    \nA. 3 tens and 19 ones. is another way to represent 4 groups of tens and 9 ones.<\/p>\n

    Question 7.
    \nNicole found 2 ways to make 41. Complete the list to show all of the ways. Then draw a model to show one of the ways.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-<\/p>\n

    TOPIC 8 Performance Task<\/h3>\n

    Snack Time<\/strong><\/p>\n

    Manuel’s class has a snack every day.
    \n\"Envision<\/p>\n

    Question 1.
    \nOn Monday, Manuel and Ryan share 19 crackers. 10 crackers are in one bag. How many crackers are in the other bag?
    \nExplain your answer. Use pictures, numbers, or words. Draw counters to solve. Write the word and numbers.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-1\"
    \nExplanation:
    \none group of 10 ones = 1 ten
    \n19 is made up of one group of 10 ones and\u00a0 9 ones
    \n19 = 10 + 9
    \n19 is 1 ten and\u00a0 9 ones.<\/p>\n

    Question 2.
    \nOn Tuesday, Manuel’s class has 3 packages of juice boxes. There are 10 juice boxes in each package.
    \nHow many juice boxes does his class have?
    \n___ juice boxes
    \nExplain your answer. Use pictures, numbers, and words.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-2\"<\/p>\n

    Explanation:
    \nGiven
    \n3 packages of juice boxes
    \n1 package has 10 juice boxes
    \n3 packages of 10 juice boxes each
    \n10 + 10 + 10 = 30
    \n3 tens and 0 ones\u00a0 is 30.
    \n3 in\u00a0 30 is the tens digit
    \n0 in 30 is the ones digit.<\/p>\n

    Question 3.
    \nOn Wednesday, Manuel’s class has 28 bottles of water.
    \nManuel starts drawing a model for the bottles. Use lines and dots to finish his drawing.
    \n\"Envision
    \nExplain what the drawing shows.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-3\"
    \nExplanation:
    \nGiven number 28
    \n28 is 2 ten and 8 ones.
    \nTens are represented with a LINE.
    \nOnes are represented with DOTS.
    \nManuel drew 1 line and 3 dots
    \nTo complete the 28 number model
    \nwe need to draw more 1 line and 5 dots.
    \n2 line – 1 line = 1 line
    \n8 dots – 3 dots = 5 dots.
    \n28 is represented with 2 line and 8 dots.<\/p>\n

    Question 4.
    \nOn Thursday, Manuel’s class had 34 packages of raisins. How many ways could the packages of raisins be grouped as tens and ones? Make a list to show all of the ways.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-4\"<\/p>\n

    Question 5.
    \nOn Friday, Manuel’s class had 26 bags of grapes. Manuel said that there are 2 ways to group the 26 bags as tens and ones. Do you agree? Circle Yes or No. Explain your answer. Use numbers, pictures, or words.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-8-Understand-Place-Value-TOPIC-8-Performance-Task-Question-5\"<\/p>\n","protected":false},"excerpt":{"rendered":"

    Go through the\u00a0enVision Math Common Core Grade 1 Answer Key\u00a0Topic 8 Understand Place Value\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 1st Grade Answers Key Topic 8 Understand Place Value enVision STEM Project: Daylight Throughout the Year Find Out Talk to friends and relatives about why there is more daylight in …<\/p>\n","protected":false},"author":1,"featured_media":25524,"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-8-Understand-Place-Value.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/3244"}],"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=3244"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/3244\/revisions"}],"predecessor-version":[{"id":27688,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/3244\/revisions\/27688"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25524"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=3244"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=3244"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=3244"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}