{"id":3985,"date":"2023-12-12T17:25:47","date_gmt":"2023-12-12T11:55:47","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=3985"},"modified":"2023-12-13T15:06:28","modified_gmt":"2023-12-13T09:36:28","slug":"envision-math-common-core-grade-1-answer-key-topic-11","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-1-answer-key-topic-11\/","title":{"rendered":"enVision Math Common Core Grade 1 Answer Key Topic 11 Use Models and Strategies to Subtract Tens"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 1 Answer Key<\/a>\u00a0Topic 11 Use Models and Strategies to Subtract Tens<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 1st Grade Answers Key Topic 11 Use Models and Strategies to Subtract Tens<\/h2>\n

\"Envision
\nenVision STEM Project: Tools Solve Problems<\/strong><\/p>\n

Find Out<\/strong> Talk to friends and relatives about different tools we use to solve problems. Ask them about tools they use in their everyday lives.
\nJournal: Make a Book<\/strong> Show what you found out. In your book, also:<\/p>\n

    \n
  • Draw some tools that solve simple problems. Make sure to describe the simple problems they solve.<\/li>\n
  • Make up and solve subtraction problems about tools.<\/li>\n<\/ul>\n

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

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

    Question 1.
    \nHow many tens are in this number?
    \n23
    \n__ tens
    \nAnswer:
    \n2 tens .
    \nExplanation :
    \n23 have 2 is in tens place and 3 is in Ones place .<\/p>\n

    Question 2.
    \nUse the hundred chart to count by 10s.
    \n\"Envision
    \n30, 40, 50, ___, ___
    \nAnswer:
    \n30, 40, 50, 60, 70 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Review-What-You-Know-Vocabulary-Question-2\"<\/p>\n

    Question 3.
    \nUse the open number line to add.
    \n\"Envision
    \n7 + 9 = __
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Review-What-You-Know-Vocabulary-Question-3\"
    \nExplanation :
    \nStart at 7 and to add 9 make 9 jumps from 7 you land at 16 which is the sum .<\/p>\n

    \"Use<\/p>\n

    Count Back to Subtract<\/strong><\/p>\n

    Question 4.
    \nMark takes 8 pictures. Julia takes 3 fewer pictures than Mark. Count back to find how many pictures Julia took.
    \n8, __, ___, __ __ pictures
    \nAnswer:
    \nNumber of Pictures taken by Mark = 8
    \nNumber of pictures taken by Julia = 3 fewer pictures than Mark = 8 – 3 = 5 Pictures .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Review-What-You-Know-Vocabulary-Question-4\"
    \nExplanation :
    \nStart at 8 and to subtract 3 from 8 . jump back 3 times you will land at 5 which is the difference .<\/p>\n

    Question 5.
    \nKatie picks 15 flowers. Max picks 13 flowers. Count back to find how many fewer flowers Max picked than Katie.
    \n15, ___, ___ ___ fewer flowers
    \nAnswer:
    \nNumber of Flowers Katie picks = 15 flowers
    \nNumber of flowers Max picks = 13 flowers
    \nNumber of fewer flowers Max picked than Katie = 15 – 13 = 2 flowers .
    \nTherefore, Number of fewer flowers Max picked than Katie = 2 flowers\u00a0 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Review-What-You-Know-Vocabulary-Question-5\"
    \nExplanation :
    \nCount back
    \nStart at 15 and count back and make 13 jumps as we are subtracting 13 .
    \nyou land at 2 , which is the difference .<\/p>\n

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

    Question 6.
    \nFind each difference.
    \n12 – 4 = ___
    \n14 – 7 = ___
    \n19 – 9 = ___
    \nAnswer:
    \n12 – 4 = 8
    \n14 – 7 = 7
    \n19 – 9 =10<\/p>\n

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

    PROJECT 11A<\/strong>
    \n\"Envision
    \nHave you ever looked closely at money?
    \nProject: Study Penny Collections<\/p>\n

    PROJECT 11B<\/strong>
    \n\"Envision
    \nWhere are baby sea turtles born?
    \nProject: Tell Sea Turtle Subtraction Stories<\/p>\n

    PROJECT 11C<\/strong>
    \n\"Envision
    \nWhat’s your favorite flavor of smoothie?
    \nProject: Set Up a Smoothie Stand<\/p>\n

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

    Math Modeling<\/strong><\/p>\n

    So Many Colors<\/strong><\/p>\n

    Before watching the video, think: When you clean up, how many toys can you clean up at the same time? How can you tell how many toys fit in a container?<\/p>\n

    \"Envision<\/p>\n

    Lesson 11.1 Subtract Tens Using Models<\/h3>\n

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

    How can thinking about 4 \u2013 1 help you to find 40 \u2013 10? Use place-value blocks to help you.
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nWhen you solve 40 \u2013 10, how does the tens digit change? How does the ones digit change?
    \nAnswer :
    \n40 – 10 = 30
    \nIn tens digit only the tens values are subtracted and the ones digit will remain same as 0 .
    \nIn Ones digit only the subtracted values are written .<\/p>\n

    Guided Practice<\/strong>
    \nWrite the numbers to complete each equation.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Guided-Practice-Question-1\"
    \nExplanation :
    \n70 – 10 is like subtracting 1 ten from groups of 10 .
    \n7 tens – 1 tens = 6 tens .<\/p>\n

    Question 2.
    \n\"Envision
    \n___ tens – ___ tens = ___ tens.
    \n__ – __ = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Guided-Practice-Question-2\"
    \nExplanation :
    \n60 – 20 is like subtracting 1 ten from groups of 10 .
    \n6 tens – 2 tens = 4 tens .<\/p>\n

    \"Use<\/p>\n

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

    Write the numbers to complete each equation.<\/p>\n

    Question 3.
    \n\"Envision
    \n___ tens – ___ tens = ___ tens.
    \n__ – __ = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Independent-Practice-Question-3\"<\/p>\n

    Explanation :
    \n80 – 30 is like subtracting 1 ten from groups of 10 .
    \n8 tens – 3 tens = 5 tens .<\/p>\n

    Question 4.
    \n\"Envision
    \n___ tens – ___ tens = ___ tens.
    \n__ – __ = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Independent-Practice-Question-4\"<\/p>\n

    Explanation :
    \n50 – 10 is like subtracting 1 ten from groups of 10 .
    \n5 tens – 1 tens = 4 tens .<\/p>\n

    Question 5.
    \n\"Envision
    \n___ tens – ___ tens = ___ tens.
    \n__ – __ = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Independent-Practice-Question-5\"<\/p>\n

    Explanation :
    \n80 – 20 is like subtracting 1 ten from groups of 10 .
    \n8 tens – 2 tens = 6 tens .<\/p>\n

    Question 6.
    \n\"Envision
    \n___ tens – ___ tens = ___ tens.
    \n__ – __ = ___
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Independent-Practice-Question-6\"<\/p>\n

    Explanation :
    \n60 – 30 is like subtracting 1 ten from groups of 10 .
    \n6 tens – 3 tens = 3 tens .<\/p>\n

    \"Envision<\/p>\n

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

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

    Question 7.
    \nEthan has 30 crayons. He gives 10 crayons away. How many crayons does Ethan have now? Write the equation.
    \n__ – ___ = ____ crayons
    \nAnswer :
    \nNumber of Crayons with Ethan = 30 crayons
    \nNumber of Crayons given away = 10 crayons .
    \nNumber of crayons with Ethan now = 30 – 10 = 20 crayons .<\/p>\n

    Question 8.
    \nAlgebra Jacob solved these problems. Did Jacob subtract 1 or 10?
    \nFinish the equations.
    \n50 – \"Envision = 40
    \n60 – \"Envision = 59
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Problem-Solving-Practice-Question-8\"
    \nso, Jacob used both 10 and 1 to subtract the equations .
    \nExplanation :
    \nTo get 40 as difference we need to subtract 10 from 50 .
    \nTo get 59 as difference we need to subtract 1 from 60 .<\/p>\n

    \"Use<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong> Write and solve a story problem for 90 – 10.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Problem-Solving-Practice-Question-9\"<\/p>\n

    Question 10.
    \nAssessment Practice<\/strong> 20 teddy bears are for sale at the store. Then, 10 teddy bears are sold.
    \n\"Envision
    \nHow many teddy bears are on sale at the store now?
    \n\"Envision
    \nAnswer:
    \nOption c – 10
    \nExplanation :
    \nNumber of teddy bears for sale = 20
    \nNumber of teddy bears are sold = 10
    \nNumber of teddy bears are left = 20 – 10 = 10 bears .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.1-Subtract-Tens-Using-Models-Problem-Solving-Practice-Question-10\"<\/p>\n

    Lesson 11.2 Subtract Tens Using a Hundred Chart<\/h3>\n

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

    Use a hundred chart to find these differences. 50 \u2013 30 = ? 30 \u2013 20 = ? 80 – 10 = ? Explain.
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nFind 80 – 50. Explain how you found the difference.
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Convince-Me\"
    \nExplanation :
    \nStart at 80
    \nFor every ten we subtract, move up 1 row – to subtract 50 that is 5 tens we move up 5 rows .
    \nafter moving 5 rows we land at 30 which is the difference .<\/p>\n

    Guided Practice<\/strong>
    \nUse the chart to subtract. Be ready to explain your work.<\/p>\n

    \"Envision<\/p>\n

    Question 1.
    \n40 – 10 = 30
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Guided-Practice-Question-1\"
    \n<\/u><\/p>\n

    Question 2.
    \n40 – 20 = __
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Guided-Practice-Question-2\"<\/p>\n

    Question 3.
    \n30 – 20 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Guided-Practice-Question-3\"<\/p>\n

    Question 4.
    \n10 \u2013 10 = ___
    \nAnswer:
    \n10 \u2013 10 = 0
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Guided-Practice-Question-3\"
    \nExplanation :
    \nstart at 10
    \nTo subtract 10 from 10
    \ncancel 10 numbers from 10 count back
    \nit will land at 0 , the difference .<\/p>\n

     <\/p>\n

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

    Use the chart to subtract. Be ready to explain your work.<\/p>\n

    \"Envision<\/p>\n

    Question 5.
    \n50 \u2013 30 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-4\"<\/p>\n

    Question 6.
    \n80 \u2013 60 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-6\"<\/p>\n

    Question 7.
    \n30 – 30 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-7\"<\/p>\n

    Question 8.
    \n90 – 30 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-8\"<\/p>\n

    Question 9.
    \n70 \u2013 20 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-9\"<\/p>\n

    Question 10.
    \n20 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-10\"<\/p>\n

    Question 11.
    \n60 \u2013 30 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-11\"<\/p>\n

    Question 12.
    \n90 \u2013 50 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-12\"<\/p>\n

    Question 13.
    \n90 \u2013 40 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-13\"<\/p>\n

    Question 14.
    \n80 \u2013 40 = ___
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-14\"<\/p>\n

    Algebra Find the missing numbers.<\/p>\n

    Question 15.
    \n30 – ___ = 20
    \nAnswer:
    \n30 – ___ = 20
    \n30 – 20 = x
    \nx = 10 .<\/p>\n

    \"Envision<\/p>\n

    Question 16.
    \n___ – 30 = 10
    \nAnswer:
    \n40
    \nExplanation :
    \n___ – 30 = 10
    \nx – 30 = 10
    \nx = 30 + 10
    \nx = 40 .<\/p>\n

    Question 17.
    \n___ – 50 = 20
    \nAnswer:
    \n70
    \nExplanation :
    \n___ – 50 = 20
    \nx – 50 = 20
    \nx = 50 + 20
    \nx = 70 .<\/p>\n

    Question 18.
    \n20 \u2013 ___ = 0
    \nAnswer :
    \n20
    \nExplanation :
    \n20 \u2013 ___ = 0
    \n20 \u2013 x = 0
    \nx = 20 .<\/p>\n

    Question 19.
    \n___ – 20 = 30
    \nAnswer:
    \n50
    \nExplanation :
    \n___ – 20 = 30
    \nx – 20 = 30
    \nx = 30 + 20
    \nx = 50 .<\/p>\n

    Question 20.
    \n70 – __ = 30
    \nAnswer:
    \n40
    \nExplanation :
    \n70 – __ = 30
    \n70 – x = 30
    \nx = 70 -30
    \nx = 40 .<\/p>\n

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

    Use the chart to solve each problem. Show your work.<\/p>\n

    \"Envision<\/p>\n

    Question 21.
    \nUse Tools<\/strong> Colvin throws a dart at a target 70 times. 10 times, he misses the target. How many times did he hit the target?
    \n__ – ___ = ___
    \n___ times
    \nAnswer:
    \nNumber of times he threw the dart = 70 times.
    \nNumber of times he misses the target = 10 times .
    \nNumber of times he targets = 70 – 10 = 60 times .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.2-Subtract-Tens-Using-a-Hundred-Chart-Independent-Practice-Question-21\"<\/p>\n

    Question 22.
    \nUse Tools<\/strong> Mal’s basketball team scores 40 points. They score 10 more points than the other team. How many points did the other team score?
    \n__ – ___ = ___
    \n___ points
    \nAnswer:
    \nScore of Mal’s basketball team = 40 points .
    \nScore of other team = 10 more points than the other team = 40 – 10 = 30 points .<\/p>\n

    Question 23.
    \nHigher Order Thinking<\/strong> Circle any number in the last row of the partial hundred chart above. Subtract 30. Write your equation.
    \nAnswer:
    \nAny number of last row of the partial hundred chart above = 70 .
    \n70 – 30 = 40<\/p>\n

    Question 24.
    \nAssessment Practice<\/strong> Leo makes 50 muffins for his class bake sale. He sells 10 muffins. How many muffins are left?
    \nA. 10
    \nB. 20
    \nC. 30
    \nD. 40
    \nAnswer:
    \nNumber of muffins baked = 50
    \nNumber of muffins for sold = 10
    \nNumber of muffins left = 50 – 10 = 40 . muffins .
    \nTherefore, Number of muffins left = 40 muffins .<\/p>\n

    Lesson 11.3 Subtract Tens Using an Open Number Line<\/h3>\n

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

    Solve 50 \u2013 20 by showing it on this open number line. Be ready to explain your work.<\/p>\n

    \"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can you use an open number line to subtract tens?
    \nAnswer :
    \nWe can use open number line for subtraction by counting back .<\/p>\n

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

    Use the open number line to subtract. Be ready to explain your work.<\/p>\n

    Question 1.
    \n30 – 20 = ___
    \n\"Envision<\/p>\n

    Answer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line--Guided-Practice-Question-1\"
    \n30 – 20 = 10 .
    \nExplanation :
    \nStart at 30 . Use place value take 20 as 2 groups of 10 .
    \ncount back 2 10’s from 30 .
    \nwe land on 10 which is the difference .<\/p>\n

    Question 2.
    \n90 – 50 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line--Guided-Practice-Question-2\"
    \nExplanation :
    \nStart at 90 . Use place value take 50 as 5 groups of 10 .
    \ncount back 5 10’s from 90 .
    \nwe land on 40 which is the difference .<\/p>\n

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

    Use the open number lines to subtract. Be ready to explain your work.<\/p>\n

    Question 3.
    \n70 \u2013 20 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line--Independent-Practice-Question-3\"
    \nExplanation :
    \nStart at 70 . Use place value take 20 as 2 groups of 10 .
    \ncount back 2 10’s from 70 .
    \nwe land on 50 which is the difference .<\/p>\n

    Question 4.
    \n60 \u2013 10 = __
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line--Independent-Practice-Question-4\"
    \nExplanation :
    \nStart at 60 . Use place value take 10 as 1 group of 10 .
    \ncount back 1 10’s from 60 .
    \nwe land on 50 which is the difference .<\/p>\n

    Question 5.
    \n80 \u2013 30 = __
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line--Independent-Practice-Question-5\"
    \nExplanation :
    \nStart at 80 . Use place value take 30 as 3 groups of 10 .
    \ncount back 3 10’s from 80 .
    \nwe land on 50 which is the difference .<\/p>\n

    Question 6.
    \n40 \u2013 40 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line--Independent-Practice-Question-6\"
    \nExplanation :
    \nStart at 40 . Use place value take 40 as 4 groups of 10 .
    \ncount back 4 10’s from 40 .
    \nwe land on 0 which is the difference .<\/p>\n

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

    Use open number lines to solve the problems.<\/p>\n

    Question 7.
    \nModel Dexter has 40 toothpicks. He uses 20 of them. How many toothpicks does he have left to use? Show your work.
    \n\"Envision
    \n___ – ___ = ___ Dexter has ___ toothpicks left.
    \nAnswer:
    \nTotal Number of tooth picks = 40
    \nNumber of tooth picks used = 20 .
    \nNumber of tooth picks left = 40 – 20 = 20\u00a0 tooth picks .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line-Problem-Solving-Question-7\"<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Write an equation for what this number line shows.
    \n\"Envision
    \nAnswer:
    \n50 – 30 = 20 .
    \nExplanation :
    \nstarted at 50 .
    \neach jump represent – 10 .
    \n3 jumps are made from 50 that is -30 .
    \nlands on 20 which is the difference .<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Find 80 \u2013 20. Explain your work.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.3-Subtract-Tens-Using-an-Open-Number-Line-Problem-Solving-Question-9\"
    \nExplanation :
    \nStart at 80 . Use place value take 20 as 2 groups of 10 .
    \ncount back 2 10’s from 80 .
    \nwe land on 60 which is the difference .<\/p>\n

    Lesson 1.4 Use Addition to Subtract Tens<\/h3>\n

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

    Mia has 70 stickers. Jack has 30 stickers. How many more stickers does Mia have than Jack has?<\/p>\n

    \"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-1.4-Use-Addition-to-Subtract-Tens-Solve-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nHow can using addition help you solve subtraction problems?
    \nAnswer :
    \nWith\u00a0addition, the parts are known, but not the total; with\u00a0subtraction, the total and one of the parts are known, but not the other part. Because of this relationship between the two operations,\u00a0using addition\u00a0is the most effective thinking strategy for\u00a0helping\u00a0students learn the basic\u00a0subtraction facts .<\/p>\n

    Guided Practice<\/strong>
    \nUse addition to solve each subtraction problem. Show how to find the missing addend on the open number line.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-1.4-Use-Addition-to-Subtract-Tens-Guided-Practice-Question-1\"
    \nExplanation :
    \nEach jump represent + 10, 4 jumps are made 40 is added .
    \nStart at 40 and make 4 jumps . You land on 80 , which is the sum .
    \nFrom 80 , if we Subtract 40,we get 40 as difference.<\/p>\n

    Question 2.
    \n30 + ___ = 90 so 90 – 30 = __
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-1.4-Use-Addition-to-Subtract-Tens-Guided-Practice-Question-2\"
    \nExplanation :
    \nEach jump represent + 10, 6 jumps are made 60 is added .
    \nStart at 30 and make 6 jumps . You land on 90 , which is the sum .
    \nFrom 90 , if we Subtract 30, we get 60 as difference .<\/p>\n

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

    Use addition to solve each subtraction problem. Show how to find the missing addend on the open number line.<\/p>\n

    Question 3.
    \n20+ ___ = 60, so 60 \u2013 20 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-1.4-Use-Addition-to-Subtract-Tens-Independent-Practice-Question-3\"
    \nExplanation :
    \nEach jump represent + 10, 4 jumps are made 40 is added .
    \nStart at 20 and make 4 jumps . You land on 60 , which is the sum .
    \nFrom 60 , if we Subtract 20, we get 40 as difference .<\/p>\n

    Question 4.
    \n30 + ___ = 80, so 80 – 30 = ___
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-1.4-Use-Addition-to-Subtract-Tens-Independent-Practice-Question-4\"
    \nExplanation :
    \nEach jump represent + 10, 5 jumps are made 50 is added .
    \nStart at 30 and make 5 jumps . You land on 80 , which is the sum .
    \nFrom 80 , if we subtract 30, we get 50 as difference .<\/p>\n

    Use addition to solve each subtraction problem. Draw a picture to show your thinking.<\/p>\n

    Question 5.
    \n30 + ___ = 50, so 50 – 30 = ___<\/p>\n

    \"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-1.4-Use-Addition-to-Subtract-Tens-Independent-Practice-Question-5\"
    \nExplanation :
    \nEach jump represent + 10, 2 jumps are made 20 is added .
    \nStart at 30 and make 2 jumps . You land on 50 , which is the sum .
    \nFrom 50 , if we subtract 30, we get 20 as difference .<\/p>\n

    Question 6.
    \n60 + __ = 80, so 80 \u2013 60 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-1.4-Use-Addition-to-Subtract-Tens-Independent-Practice-Question-6\"
    \nExplanation :
    \nEach jump represent + 10, 2 jumps are made 20 is added .
    \nStart at 60 and make 2 jumps . You land on 80 , which is the sum .
    \nFrom 80 , if we subtract 60, we get 20 as difference .<\/p>\n

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

    Write an equation and solve the problems below.<\/p>\n

    Question 7.
    \nReasoning<\/strong> Mr. Andrews collects 90 papers from his students. He has already graded 40 papers. How many papers does Mr. Andrews have left to grade?
    \n\"Envision
    \n__ papers
    \nAnswer:
    \nNumber of papers collected by Mr. Andrew = 90 papers
    \nNumber of papers graded = 40 papers .
    \nNumber of papers left to grade = 90 – 40 = 50 papers .
    \nTherefore, Number of papers left to grade = 50 papers\u00a0 .<\/p>\n

    Question 8.
    \nReasoning<\/strong> Stacy drives 40 miles to work. She has already driven some miles. Stacy has 20 miles left to drive. How many miles has Stacy already driven?
    \n\"Envision
    \n___ miles
    \nAnswer:
    \nNumber of miles Stacy drives = 40 miles .
    \nNumber of miles left to drive = 20 miles.
    \nNumber of miles driven by Stacy = 40 – 20 = 20 miles .
    \nTherefore, Number of miles driven by Stacy = 20 miles .<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong> Sam has 4 cases of juice boxes. There are 10 juice boxes in each case. He brings 3 cases to share with his class.
    \nWrite and solve an equation to show how many juice boxes Sam has left.
    \n__ – __ = ___
    \n___ juice boxes
    \nAnswer:
    \nNumber of cases of juice boxes = 4
    \nNumber of juice boxes in each case = 10 .
    \nNumber of cases of juice boxes Sam took to share = 3
    \nNumber of cases of juice boxes left = 4 – 3 = 1 case .
    \nNumber of juice boxes in 1 case = 10 .juice boxes .
    \nTherefore, Number of juice boxes left = 10 juice boxes .<\/p>\n

    Question 10.
    \nAssessment Practice<\/strong> Dr. Tess had 20 patients to see today. She has already seen 10 of them. How many patients does Dr. Tess have left to see?
    \nA 40
    \nB 30
    \nC 20
    \nD 10
    \nAnswer:
    \nOption D – 10 .
    \nExplanation :
    \nNumber of patients = 20 .
    \nNumber of patients already seen by Dr . = 10 .
    \nNumber of patients left to see = 20 – 10 = 10 patients .<\/p>\n

    Lesson 11.5 Mental Math: Ten Less Than a Number<\/h3>\n

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

    Suppose you have 89 trading cards. How many cards would 10 more cards be? How many cards would 10 less cards be?<\/p>\n

    \"Envision
    \nAnswer :
    \n89 + 10 = 99
    \ntens digit value is increased by 1, 8tens + 1 tens = 9 tens
    \nones digit value remains same . 9 ones .
    \n89 – 10 = 79
    \ntens digit value is decreased by 1, 8tens – 1 tens = 7 tens
    \nones digit value remains same . 9 ones .
    \nExplanation :
    \nAdding 10 increases\u00a0the the\u00a0digit in the tens place\u00a0by 1 (as long as it is not 9).
    \nSubtracting 1 decreases the the\u00a0digit in the tens place\u00a0by 1 (as long as it is not 0).<\/p>\n

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

    Convince Me!<\/strong>
    \nExplain why only the tens digit changes when you subtract 10 from 76.
    \nAnswer :
    \nSubtracting 10 from the 76 decreases one from the tens digit value
    \nthat is 7 – 1 = 6
    \nand ones digit 6 remains the same as any number subtracted from 0 gives number itself .
    \nso, no change takes place to the one’s digit value .
    \nso, 76 – 10 = 66 .<\/p>\n

    Guided Practice<\/strong>
    \nUse mental math to subtract. Use ten-frames if needed.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Guided-Practice-Question-1\"
    \nExplanation :
    \n26 is represented in ten frame .
    \nto subtract 10 from 26 complete 1 ten frame is removed
    \nthen difference = 16 .<\/p>\n

    Question 2.
    \n\"Envision
    \n32 – 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Guided-Practice-Question-2\"
    \nExplanation :
    \n32 is represented in ten frame .
    \nto subtract 10 from 32 complete 1 ten frame is removed
    \nthen difference = 22 .<\/p>\n

    Question 3.
    \n98 – 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Guided-Practice-Question-3\"
    \nExplanation :
    \n98 is represented in ten frame .
    \nto subtract 10 from 98 complete 1 ten frame is removed
    \nthen difference = 88 .<\/p>\n

    Question 4.
    \n44 – 10 = __
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Guided-Practice-Question-4\"
    \nExplanation :
    \n44 is represented in ten frame .
    \nto subtract 10 from 44 complete 1 ten frame is removed
    \nthen difference = 34 .<\/p>\n

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

    Use mental math to solve.<\/p>\n

    Question 5.
    \n53 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-5\"
    \nExplanation :
    \n53 is represented in ten frame .
    \nto subtract 10 from 53 complete 1 ten frame is removed
    \nthen difference = 43 .<\/p>\n

    Question 6.
    \n20 \u2013 10 = __
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-6\"
    \nExplanation :
    \n20 is represented in ten frame .
    \nto subtract 10 from 20 complete 1 ten frame is removed
    \nthen difference = 10 .<\/p>\n

    Question 7.
    \n32 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-7\"
    \nExplanation :
    \n32 is represented in ten frame .
    \nto subtract 10 from 32 complete 1 ten frame is removed
    \nthen difference = 22 .<\/p>\n

    Question 8.
    \n80 \u2013 10 = __
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-8\"
    \nExplanation :
    \n80 is represented in ten frame .
    \nto subtract 10 from 80 complete 1 ten frame is removed
    \nthen difference = 70 .<\/p>\n

    Question 9.
    \n17 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-9\"
    \nExplanation :
    \n17 is represented in ten frame .
    \nto subtract 10 from 17 complete 1 ten frame is removed
    \nthen difference = 7 .<\/p>\n

    Question 10.
    \n60 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-10\"
    \nExplanation :
    \n60 is represented in ten frame .
    \nto subtract 10 from 60 complete 1 ten frame is removed
    \nthen difference = 50 .<\/p>\n

    Question 11.
    \n47 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-11\"
    \nExplanation :
    \n47 is represented in ten frame .
    \nto subtract 10 from 47 complete 1 ten frame is removed
    \nthen difference = 37 .<\/p>\n

    Question 12.
    \n85 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-12\"
    \nExplanation :
    \n85 is represented in ten frame .
    \nto subtract 10 from 85 complete 1 ten frame is removed
    \nthen difference = 75 .<\/p>\n

    Question 13.
    \n11 – 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-13\"
    \nExplanation :
    \n11 is represented in ten frame .
    \nto subtract 10 from 11 complete 1 ten frame is removed
    \nthen difference = 34 .<\/p>\n

    Question 14.
    \nNumber Sense<\/strong> Subtract using ten-frames and mental math. Complete the related addition equation.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Independent-Practice-Question-14\"
    \nExplanation :
    \n39 is represented in ten frame .
    \nto subtract 10 from 39 complete 1 ten frame is removed
    \nthen difference = 29.<\/p>\n

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

    Use mental math to solve the problems below.<\/p>\n

    Question 15.
    \nReasoning<\/strong> Jamal has 43 stamps on his desk. He puts 10 stamps in a notebook. How many stamps are left?
    \n\"Envision
    \n__ stamps
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.5-Mental-Math-Ten-Less-Than-a-Number-Problem-Solving-Question-15\"
    \nExplanation :
    \nNumber of stamps on desk = 43 stamps.
    \nNumber of stamps kept in book = 10 stamps.
    \nNumber of stamps left over = 43 – 10 stamps = 33 stamps.<\/p>\n

    Question 16.
    \nVocabulary<\/strong> Ed brings 27 oranges home. His family eats 10 of them. How many oranges does Ed have left? Find the difference.
    \n27 – 10 = ___
    \n___ oranges
    \nAnswer:
    \nNumber of Oranges brought = 27
    \nNumber of Oranges family ate = 10
    \nNumber of oranges left = 27 – 10 = 17
    \nTherefore, Number of oranges left = 17 oranges .<\/p>\n

    Question 17.
    \nHigher Order Thinking<\/strong> Write a subtraction story about 56 \u2013 10. Then solve your story.
    \n\"Envision
    \nAnswer:
    \nAddy have 56 mangos to sell . he sold 10 mangos, How many mangos did Addy left with ?
    \nAnswer :
    \nTotal Number of Mangoes = 56
    \nNumber of Mangoes sold = 10 .
    \nNumber of mangoes left = 56 – 10 = 46 mangoes .<\/p>\n

    Question 18.
    \nAssessment Practice<\/strong> Use mental math to find 44 – 10.
    \nA 54
    \nB 45
    \nC 43
    \nD 34
    \nAnswer:
    \nOption D – 34.
    \nExplanation :
    \nSubtracting 10 from the 44 decreases one from the tens digit value
    \nthat is 4 – 1 = 3
    \nand ones digit 4 remains the same as any number subtracted from 0 gives number itself .
    \nso, no change takes place to the one’s digit value .
    \nso, 44 – 10 = 34 .<\/p>\n

    Lesson 11.6 Use Strategies to Practice Subtraction<\/h3>\n

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

    Make up a story about 60 \u2013 40. Then solve the subtraction problem. Use the strategy you think works best.
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Solve-&-Share\"<\/p>\n

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

    Convince Me!<\/strong>
    \nWhich strategy would you use to solve 50 \u2013 40? Explain why.
    \nAnswer :
    \nNumber line.
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Convince-me\"
    \nExplanation :
    \nEach jump represent -10 .
    \nStart at 50 and make 4 jumps that is – 40 .
    \nit lands on 10 which is the difference .<\/p>\n

    Guided Practice<\/strong>
    \nUse the partial hundred chart or another strategy to solve each subtraction problem.
    \n\"Envision<\/p>\n

    Question 1.
    \n70 \u2013 10 = 60<\/u>
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Guided-Practice-Question-1\"<\/p>\n

    Question 2.
    \n60 \u2013 20 = __
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Guided-Practice-Question-2\"<\/p>\n

    Question 3.
    \n43 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Guided-Practice-Question-3\"<\/p>\n

    Question 4.
    \n70 \u2013 30 = __
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Guided-Practice-Question-4\"<\/p>\n

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

    Use the strategy you think works best to solve each subtraction problem. Explain your reasoning.<\/p>\n

    Question 5.
    \n90 \u2013 40 = ___
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Independent-Practice-Question-5\"
    \nExplanation :
    \nHundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .<\/p>\n

    Question 6.
    \n40 – 20 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Independent-Practice-Question-6\"
    \nExplanation :
    \nHundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .<\/p>\n

    Question 7.
    \n80 \u2013 60 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Independent-Practice-Question-7\"
    \nExplanation :
    \nHundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .<\/p>\n

    Question 8.
    \n50 – 20 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Independent-Practice-Question-8\"
    \nExplanation :
    \nHundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .<\/p>\n

    Question 9.
    \n74 – 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Independent-Practice-Question-9\"
    \nExplanation :
    \nHundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .<\/p>\n

    Question 10.
    \n80 \u2013 40 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Independent-Practice-Question-10\"
    \nExplanation :
    \nHundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .<\/p>\n

    Question 11.
    \nenVision\u00ae STEM<\/strong> Students at a school plant flowers in a garden. They plant 50 flowers in a part that gets a lot of sunshine. They plant 30 flowers in a part that is shaded from the sun. How many fewer flowers did they plant in a shaded spot than in a sunny spot? Write an equation to show your work.
    \n___ – ___ = ___ ___ fewer flowers
    \nAnswer :
    \nNumber of flower plants planted in sunshine = 50 flowers .
    \nNumber of flower plants planted in sunny spot = 30 flowers .
    \nNumber of fewer flower plants planted in shaded spot than in a sunny spot = 50 – 30 = 20 fewer flowers .
    \nTherefore, 20 fewer flower plants are planted in shaded spot than in a sunny spot .<\/p>\n

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

    Choose one of the strategies you learned to solve each subtraction problem.<\/p>\n

    Question 12.
    \nUse Tools<\/strong> Charlie puts baseball cards into an album. He already put 10 cards in the album. He has 83 cards in all.
    \nHow many baseball cards does Charlie have left to put in the album?
    \n__ cards
    \nAnswer:
    \nTotal Number of cards = 83 cards .
    \nNumber of cards kept in album = 10 cards .
    \nTotal number of cards left to put in album = 83 – 10 = 73 cards .
    \nExplanation :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Problem-Solving-Question-12\"<\/p>\n

    Question 13.
    \nUse Tools<\/strong> Pearl’s basketball team scores 50 points in one game. They score some points in the first half. They score 20 points in the second half.
    \nHow many points did Pearl’s team score in the first half?
    \n___ points
    \nAnswer:
    \nNumber of points scored by pearl’s team = 50 points .
    \nNumber of points in second half = 20
    \nNumber of points scored in first half = 50 – 20 = 30 points .
    \nExplanation :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Problem-Solving-Question-13\"<\/p>\n

    Question 14.
    \nHigher Order Thinking<\/strong> Write a subtraction problem for which you would think addition to subtract. Explain why this would be a good strategy to use to solve this problem.
    \nAnswer:
    \nAndy walks 80 miles from his house to school to park . he\u00a0 walks 60 miles from school to park . How many miles did he walk from house to school?
    \nSolution :
    \nNumber of miles andy walk = 80 miles.
    \nNumber of miles he walked from School to park = 60 miles.
    \nNumber of miles he walked from house to school = 80 – 60 = 20 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Problem-Solving-Question-14\"
    \nExplanation :
    \nEach jump represent + 10, 2 jumps are made 20 is added .
    \nStart at 60 and make 2 jumps . You land on 80 , which is the sum .
    \nFrom 80 , if we subtract 60, we get 20 as difference .<\/p>\n

    Question 15.
    \nAssessment Practice<\/strong> Explain how you would use a hundred chart to solve 60 \u2013 20.
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.6-Use-Strategies-to-Practice-Subtraction-Problem-Solving-Question-15\"<\/p>\n

    Lesson 11.7 Model with Math<\/h3>\n

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

    Val picks 40 strawberries. She shares 20 of them with her brother. How many strawberries did Val keep for herself?
    \nHow can modeling your thinking help you solve this problem?
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.7-Model-with-Math-Solve-&-Share\"<\/p>\n

    Thinking Habits<\/strong>
    \nCan I use a drawing, diagram, graph, or table to model this problem? How can I make my model better if it doesn’t work?
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nIn the example above, how do the boxes of 10 help model the problem?
    \nAnswer :
    \nThe sum is given in the multiples of ten so, each box represent 10 and 70 is represented as 7 boxes to subtract 40 we need to cancel 4 boxes .
    \nit made calculation part easier and simple .<\/p>\n

    Guided Practice<\/strong>
    \nUse drawings, models, or equations to solve.<\/p>\n

    Question 1.
    \nA store has 60 muffins. It sells 30 of the muffins. How many muffins does the store have now?
    \n30<\/u> muffins
    \n\"Envision
    \nAnswer:
    \nNumber of muffins at store = 60 muffins .
    \nNumber of muffins sold = 30 muffins .
    \nNumber of muffins left out = 60 – 30 = 30 muffins .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.7-Model-with-Math-Guided-Practice-Question-1\"
    \nTherefore, Number of muffins left out = 30 muffins .<\/p>\n

    Question 2.
    \nAndy has 84 baseball cards. He has 10 more cards than Tia has. How many cards does Tia have?
    \n___ cards
    \nAnswer:
    \nNumber of base ball cards with Andy = 84 .
    \nAndy has 10 more cards than Tia that means Tia have 10 less cards than Andy
    \nNumber of base ball cards with Tia = 84 – 10 = 74 cards .<\/p>\n

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

    Use drawings, models, or equations to solve. Explain your work.<\/p>\n

    Question 3.
    \nViola has 80 stickers. Dean has 60 stickers. How many more stickers does Viola have than Dean?
    \n___ more stickers
    \nAnswer:
    \nNumber of Stickers with Viola = 80 stickers.
    \nNumber of stickers with Dean = 60 stickers .
    \nNumber of More stickers Viola have than Dean – 80 – 60 = 20 stickers .
    \nExplanation :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.7-Model-with-Math-Independent-Practice-Question-3\"<\/p>\n

    Question 4.
    \nCarla reads some pages in a book. She reads 20 pages less than Mary reads. Mary reads 50 pages. How many pages did Carla read?
    \n__ pages
    \nAnswer:
    \nNumber of pages Read by Mary = 50 pages .
    \nCarla reads 20 pages less than Mary reads
    \nNumber of pages read by Carla = 50 – 20 = 30 pages .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.7-Model-with-Math-Independent-Practice-Question-4\"<\/p>\n

    Question 5.
    \nA store has 72 toy cars. It sells 10 cars. How many cars does the store have left?
    \n___ cars
    \nAnswer:
    \nNumber of car toys = 72 .
    \nNumber of car toys sold = 10 .
    \nNumber of car toys left = 72 – 10 = 62 toys .
    \nTherefore, Number of car toys left = 62 toys .<\/p>\n

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

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

    Dog Walking<\/strong> James, Emily, and Simon walk dogs after school.
    \nOn Monday, they have 40 dogs to walk. James and Emily take 20 of the dogs for a walk. How many dogs are left for Simon to walk?
    \n\"Envision
    \nAnswer:
    \nTotal Number of dogs = 40 dogs
    \nNumber of dogs James and Emily took for walking = 20 dogs .
    \nNumber of dogs left to take for walking by Simon = 40 – 20 = 20 dogs .
    \nTherefore, Simon takes 20 dogs for walk .<\/p>\n

    Question 6.
    \nMake Sense<\/strong> What problem do you need to solve?
    \nAnswer:
    \nNumber of dogs left to take for walking by Simon .<\/p>\n

    Question 7.<\/p>\n

    Use Tools<\/strong> What tool or tools can you use to solve this problem?
    \nAnswer:
    \nSubtraction
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Lesson-11.7-Model-with-Math-Problem-Solving-Performance-Task-Question-7\"<\/p>\n

    Question 8.
    \nModel<\/strong> Write an equation to show the problem. Then use pictures, words, or symbols to solve.
    \n\"Envision
    \n___ dogs
    \nAnswer:
    \nNumber of dogs left to take for walking by Simon = 40 – 20 = 20 dogs .<\/p>\n

    Topic 11 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.
    \nPartner I and Partner 2 each point to a black number at the same time. Subtract Partner 2’s number from Partner 1’s number.
    \nIf the answer is on your color, you get a tally mark. Work until one partner gets twelve tally marks.
    \n\"Envision<\/p>\n

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

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

    Question 1.
    \nSubtract the tens shown by the model.
    \n\"Envision
    \n__ tens – __ tens = ___ tens
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Fluency-Practice-Activity-Understand-Vocabulary-Question-1\"
    \nExplanation :
    \n60 – 30 is like subtracting 1 ten from groups of 10 .
    \n6 tens – 3 tens = 3 tens .<\/p>\n

    Question 2.
    \nSubtract the tens shown by the model.
    \n\"Envision
    \n__ tens – __ tens = ___ tens
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Fluency-Practice-Activity-Understand-Vocabulary-Question-2\"
    \nExplanation :
    \n80 – 60 is like subtracting 1 ten from groups of 10 .
    \n8 tens – 6 tens = 2 tens .<\/p>\n

    Question 3.
    \nCircle the addition problem that could help you solve 50 \u2013 30.
    \n10 + 40 = 50
    \n25 + 25 = 50
    \n30 + 20 = 50
    \n40 + 10 = 50
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Fluency-Practice-Activity-Understand-Vocabulary-Question-3\"
    \nExplanation :
    \n50 – 30 = 20
    \n20 + 30 = 50 .<\/p>\n

    Question 4.
    \nSolve 40 \u2013 20 using a partial hundred chart. Circle the difference.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Fluency-Practice-Activity-Understand-Vocabulary-Question-4\"<\/p>\n

    Question 5.
    \nUse mental math to solve 70 \u2013 10. Circle the difference.
    \n\"Envision
    \nAnswer:
    \n70 – 10 = 60
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Fluency-Practice-Activity-Understand-Vocabulary-Question-5\"
    \nExplanation :
    \n70 is represented in ten frame .
    \nto subtract 10 from 70 complete 1 ten frame is removed
    \nthen difference = 60 .<\/p>\n

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

    Question 6.
    \nSolve 80 – 50 using an open number line. Explain how you solved it using terms from the Word List.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Fluency-Practice-Activity-Use-Vocabulary-in-Writing-Question-6\"
    \nExplanation :
    \nEach jump represent – 10, 5 jumps are made that is -50 . .
    \nStart at 80 and make 5 jumps . You land on 30 , which is the difference count back .<\/p>\n

    Topic 11 Reteaching<\/h3>\n

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

    You can subtract tens.
    \n40 \u2013 30 = ?<\/u>
    \nYou need to subtract 30, which is 3 tens.
    \nCross out that many tens.
    \n\"Envision
    \nCount the tens and ones that are left.
    \n40 – 30 = 10<\/p>\n

    Cross out the tens. Write the difference.<\/p>\n

    Question 1.
    \n\"Envision
    \n60 \u2013 40 = ___
    \nAnswer:<\/p>\n

    \"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-A-Question-1\"
    \nExplanation :
    \nYou need to subtract 40, which is 4 tens.
    \nCross out 4 tens.
    \nCount the tens and ones that are left are 20 which is the difference .
    \n60 – 40 = 20<\/p>\n

    Question 2.
    \n\"Envision
    \n50 – 20 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-A-Question-2\"
    \nExplanation :
    \nYou need to subtract 20, which is 2 tens.
    \nCross out 2 tens.
    \nCount the tens and ones that are left are 30 which is the difference .
    \n50 – 20 = 30<\/p>\n

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

    You can use a hundred chart to subtract tens.
    \n80 – 20 = ?<\/u>
    \n\"Envision<\/p>\n

    Use this partial hundred chart to subtract tens.<\/p>\n

    \"Envision<\/p>\n

    Question 3.
    \n70 \u2013 20 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-B-Question-3\"
    \nExplanation :
    \nStart at 70 .
    \nFor every 10 you subtract , move up 1 row .
    \n20 , is 2 tens . so, move up 2 rows .
    \nlands on 50 which is the difference .<\/p>\n

    Question 4.
    \n60 \u2013 10 = ___
    \nAnswer:
    \n60 \u2013 10 = 50 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-B-Question-4\"
    \nExplanation :
    \nStart at 60 .
    \nFor every 10 you subtract , move up 1 row .
    \n10 , is 1 tens . so, move up 1 rows .
    \nlands on 50 which is the difference .<\/p>\n

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

    You can use mental math to subtract tens. Find 46 \u2013 10.
    \n\"Envision<\/p>\n

    Subtract. Use mental math.<\/p>\n

    Question 5.
    \n62 – 10 = ___
    \nAnswer:
    \n62 – 10 = 52 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-C-Question-5\"
    \nExplanation :
    \nYou need to subtract 10, which is 1 tens.
    \nCross out 1 tens.
    \n6 tens – 1 tens = 5 tens .
    \nso, 62 – 10 = 52 .<\/p>\n

    Question 6.
    \n89 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-C-Question-6\"
    \nExplanation :
    \nYou need to subtract 10, which is 1 tens.
    \nCross out 1 tens.
    \n8 tens – 1 tens = 7 tens .
    \nso, 89 – 10 = 79 .<\/p>\n

    Question 7.
    \n27 – 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-C-Question-7\"
    \nExplanation :
    \nYou need to subtract 10, which is 1 tens.
    \nCross out 1 tens.
    \n2 tens – 1 tens = 1 tens .
    \nso, 27 – 10 = 17 .<\/p>\n

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

    Thinking Habits<\/strong>
    \nModel with Math<\/strong><\/p>\n

    Can I use a drawing, diagram, table, or graph to model the problem? How can I make my model better if it doesn’t work?
    \n\"Envision<\/p>\n

    Write an equation to solve. Use drawings or models to show your work.<\/p>\n

    Question 8.
    \nA store has 50 toy boats. They sell 10 boats. How many toy boats does the store have now?
    \n___ toy boats
    \nAnswer:
    \nNumber of toy boats = 50 .
    \nNumber of toy boats sold = 10 .
    \nNumber of toy boats left = 50 – 10 = 40 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Reteaching-Set-D-Question-8\"<\/p>\n

    Topic 11 Assessment Practice<\/h3>\n

    Question 1.
    \nUse the partial hundred chart to subtract tens.
    \n\"Envision
    \nA 70
    \nB 60
    \nC 50
    \nD 40
    \nAnswer:
    \nOption C .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-1\"
    \nExplanation :
    \nStart at 70 .
    \nFor every 20 you subtract , move up 2 rows .
    \n20 , is 2 tens . so, move up 2 rows .
    \nlands on 50 which is the difference .<\/p>\n

    Question 2.
    \nUse the place-value blocks. Find the difference.
    \nA 10\"Envision
    \nB 20
    \nC 30
    \nD 40
    \nAnswer:
    \nOption A
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-2\"
    \nExplanation :
    \nYou need to subtract 30, which is 3 tens.
    \nCross out 3 tens.
    \n4 tens – 3 tens = 1 tens .
    \nso, 40 – 30 = 10 .<\/p>\n

    Question 3.
    \nUse the open number line to solve. Show your work. Explain how you used the number line to find the answer. 60 – 20 = ____
    \n\"Envision
    \nAnswer :
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-3\"
    \nExplanation :
    \nStart at 60 . Use place value take 20 as 2 groups of 10 .
    \ncount back 2 10’s from 60 .
    \nwe land on 40 which is the difference .<\/p>\n

    Question 4.
    \nSolve the problem. Use any strategy. Explain why you picked the strategy. Write an addition equation to check your answer.
    \n70 – 60 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-4\"
    \nExplanation :
    \nStart at 70 . Use place value take 60 as 6 groups of 10 .
    \ncount back 6 10’s from 70 .
    \nwe land on 10 which is the difference .<\/p>\n

    Use mental math to solve. Then write an addition equation to check your answer.<\/p>\n

    Question 5.
    \n23 \u2013 10 =
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-5\"
    \nExplanation :
    \n23 is represented in ten frame .
    \nto subtract 10 from 23 complete 1 ten frame is removed
    \nthen difference = 13 .<\/p>\n

    Question 6.
    \n94 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-6\"
    \nExplanation :
    \n94 is represented in ten frame .
    \nto subtract 10 from 94 complete 1 ten frame is removed
    \nthen difference = 84 .<\/p>\n

    Question 7.
    \n51 \u2013 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-7\"
    \nExplanation :
    \n23 is represented in ten frame .
    \nto subtract 10 from 23 complete 1 ten frame is removed
    \nthen difference = 13 .<\/p>\n

    Use addition to solve each subtraction problem.<\/p>\n

    Question 8.
    \n50 + ___ = 80, so 80 – 50 = ___.
    \nAnswer:
    \n50 + 30 = 80,
    \nso 80 – 50 = 30 .<\/p>\n

    Question 9.
    \n20 + __ = 60, so 60 \u2013 20 = ___.
    \nAnswer:
    \n20 + 40\u00a0 = 60,
    \nso 60 \u2013 20 = 40.<\/p>\n

    Question 10.
    \nA store has 90 sleds. It sells 30 sleds. How many sleds does the store have left?
    \nWrite an equation and solve. Use drawings or models to show your work.
    \n___ sleds
    \nAnswer:
    \nNumber of sleds = 90 .
    \nNumber of sleds sold = 30
    \nRemaining Number of sleds = 90 – 30 = 60 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Assessment-Practice-Question-10\"<\/p>\n

    Topic 11 Performance Task<\/h3>\n

    Fred’s Farm<\/strong>
    \nFred sells different vegetables at his farm. He puts them in packages of 10.
    \n\"Envision<\/p>\n

    Question 1.
    \nFred sells 3 packages of green peppers. How many green peppers does he have left to sell? Use the open number line to solve.
    \n\"Envision
    \n____ green Peppers
    \nAnswer:
    \nNumber of peppers in each bag contains = 10 peppers
    \nTotal number of green peppers = 7 bags .
    \nNumber of peppers bags sold = 3 bags .
    \nNumber of peppers bags left = 7 – 3 = 4 bags .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Performance-Task-Fred-farm-Question-1\"<\/p>\n

    Question 2.
    \nFred feeds 10 carrots to his horse. How many carrots does he have left?
    \n___ carrots
    \nAnswer:
    \nNumber of carrots = 6 bags
    \neach bag contains 10 carrots .
    \nNumber of carrots = 6 \u00d7 10 = 60 carrots
    \nNumber of carrots feeds to Horse = 10
    \nNumber of carrots left = 60 – 10 = 50 carrots .<\/span><\/p>\n

    Question 3.
    \nFred sells 30 potatoes on Monday. He sells the rest on Tuesday. How many potatoes were sold on Tuesday?
    \nUse the partial hundred chart to solve the problem. Write the missing numbers in the equation.
    \n\"Envision
    \n___ potatoes
    \nAnswer:
    \nTotal Number of potatoes = 60
    \nNumber of potatoes sold on Monday = 30 .
    \nNumber of potatoes sold on Tuesday = ? = 60 – 30 = 30 potatoes .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Performance-Task-Fred-farm-Question-1\"
    \nExplanation :
    \nHundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .
    \n30 is 3 tens move up 3 rows .
    \nwe get 30 as the difference .<\/p>\n

    Question 4.
    \nDebbie buys 4 packages of carrots at the farm. She uses 10 carrots to make soup. How many carrots does she have left? Solve the problem. Use one of the strategies you learned. Show how you solved the problem.
    \n\"Envision
    \n___ carrots
    \nAnswer:
    \nNumber of carrots in each package = 10
    \nNumber of packages = 4
    \nNumber of carrots in 4 packages = 10 + 10 + 10 +10 = 40 carrots .
    \nNumber of carrots used for soup = 10
    \nNumber of carrots left = 40 -10 = 30 carrots .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Performance-Task-Fred-farm-Question-4\"
    \nHundred chart is used to solve the above problem .<\/p>\n

    Question 5.
    \nTy buys 36 vegetables. Lee buys 10 fewer vegetables than Ty. How many vegetables does Lee buy?
    \n\"Envision
    \nPart A<\/strong>
    \nWhat strategy could you use to solve the problem?
    \nAnswer :
    \nHundred chart strategy .
    \nPart B<\/strong>
    \nWrite an equation and solve the problem. Show how you solved it.
    \n\"Envision
    \n___ vegetables
    \nAnswer :
    \nNumber of vegetables ty bought = 36
    \nNumber of vegetables lee buys = 10 fewer vegetables than Ty. = 36 – 10 = 26 .
    \n\"Envision-Math-Common-Core-1st-Grade-Answers-Key-Topic-11-Use-Models-and-Strategies-to-Subtract-Tens-Topic-11-Performance-Task-Fred-farm-Question-5\"
    \n26 vegetables .<\/p>\n","protected":false},"excerpt":{"rendered":"

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