{"id":4076,"date":"2023-12-03T11:46:11","date_gmt":"2023-12-03T06:16:11","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=4076"},"modified":"2023-12-04T12:12:56","modified_gmt":"2023-12-04T06:42:56","slug":"envision-math-common-core-grade-1-answer-key-topic-12","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-1-answer-key-topic-12\/","title":{"rendered":"enVision Math Common Core Grade 1 Answer Key Topic 12 Measure Lengths"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 1 Answer Key<\/a>\u00a0Topic 12 Measure Lengths<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 1st Grade Answers Key Topic 12 Measure Lengths<\/h2>\n

Essential Question:<\/strong>
\nWhat are ways to measure how long an object is?<\/p>\n

\"Envision
\nProject: Now You See Me, Now You Don’t!
\nFind Out Talk to friends and relatives about animals that can be seen in the dark. Ask how some animals can make themselves glow in the dark.
\nJournal: Make a Book Show what you found out. In your book, also:<\/p>\n

    \n
  • Draw pictures of animals that can glow in the dark.<\/li>\n
  • Think about how you could measure these animals.<\/li>\n<\/ul>\n

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

    Vocabulary
    \nQuestion 1.
    \nCircle the number that is less than the number of cubes.
    \n\"Envision<\/p>\n

    Answer:
    \nThe number that is less than the number of cubes = 3.<\/p>\n

    Explanation:
    \nIn the above-given figure,
    \ngiven that,
    \nthere are 5 cubes.
    \nthe given numbers in the question are 3, 5, and 8.
    \n3 is less than 5.
    \n3 < 5.
    \n8 is greater than 5.
    \n8 > 5.
    \nso the number we have to circle = 3.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    \"Measure<\/p>\n

    Question 2.
    \nCircle the number that is greater than the number of cubes.
    \n\"Envision<\/p>\n

    Answer:
    \nThe number that is greater than the number of cubes = 5.<\/p>\n

    Explanation:
    \nIn the above-given figure,
    \ngiven that,
    \nthere are 3 cubes.
    \nthe given numbers in the question are 1, 3, and 5.
    \n1 is less than 3.
    \n1 < 3.
    \n5 is greater than 3.
    \n5 > 3.
    \nso the number we have to circle = 5.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 3.
    \nCircle the symbol that is used to compare two numbers
    \n+\u00a0 \u00a0 \u00a0 –\u00a0 \u00a0 \u00a0 \u00a0 \u00a0><\/p>\n

    Answer:
    \nThe symbol that is used to compare two numbers = greater than.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe three symbols are +, -, and >.
    \n+ symbol is used to add two numbers.
    \nexample : 2 + 3 = 5.
    \n– symbol is used to subtract two numbers.
    \nexample : 5 – 1 = 4.
    \n> symbol is used to compare two numbers.
    \nexample : 3 > 1.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Comparing Numbers<\/strong>
    \nQuestion 4.
    \nChoose two numbers to make the sentence true.
    \n_________ is less than ________.<\/p>\n

    Answer:
    \nThe two numbers are 2 and 4.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nchoose two numbers that one number is less than the other number.
    \nso, I am choosing the numbers 2 and 4.
    \n2 is less than 4.
    \n2 < 4.
    \nso the two numbers are 2 and 4.<\/p>\n

    Question 5.
    \nCharlie has 9 stickers. Pearl has 5 stickers. Write these numbers and the symbol to compare the numbers.
    \n___9___ \"Envision ___5____<\/p>\n

    Answer:
    \nThe two numbers are 9 and 5.
    \n9 is greater than 5.
    \n5 is less than 9.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncharlie has 9 stickers.
    \npearl has 5 stickers.
    \ncharlie has a greater number of stickers than pearl.
    \npearl has a lesser number of stickers than charlie.
    \n9 > 5.
    \n5 < 9.
    \nthe two numbers are 9 and 5.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Counting<\/strong>
    \nQuestion 6.
    \nWrite the missing numbers.
    \n6, 7, 8, _____, _____, 11, _____<\/p>\n

    Answer:
    \nThe missing numbers are 9, 10, and 12.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe numbers are 6, 7, 8, and 11.
    \nthe numbers are increasing by 1.
    \nadding 1 to the number.
    \n6 + 1 = 7.
    \n7 + 1 = 8.
    \n8 + 1 = 9.
    \n9 + 1 = 10.
    \n10 + 1 = 11.
    \n11 + 1 = 12.
    \nso the missing numbers are 9, 10, and 12.<\/p>\n

    \"Measure<\/p>\n

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

    PROJECT 12A
    \nHave you ever seen a real castle?
    \nProject: Build Castles
    \n\"Envision<\/p>\n

    PROJECT 12B
    \nHave you ever seen a leaf this big?
    \nProject: Make a Poster About Leaves
    \n\"Envision<\/p>\n

    PROJECT 12C
    \nHow can you measure without using a ruler or tape measure?
    \nProject: Collect Measurement Data
    \n\"Envision<\/p>\n

    PROJECT 12D
    \nWhere would you like to go camping?
    \nProject: Draw a Campsite Map
    \n\"Envision<\/p>\n

    Lesson 12.1 Compare and Order by Length<\/h3>\n

    Solve & Share<\/strong>
    \nCan you put these objects in order from longest to shortest? How can you tell if one object is longer than another object?
    \nI can .. order objects by length.
    \n\"Envision<\/p>\n

    Answer:
    \nThe longest object is a pencil.
    \nthe shortest object is a pen.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe pencil is greater than the paintbrush and pen.
    \nthe pen is shorter than the pencil and paintbrush.
    \nso the longest object is a pencil.
    \nthe shortest object is a pen.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

    Convince Me! Use the words “shorter” and “shortest\u201d to describe two different worms above.<\/p>\n

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

    Draw lines to show which object is longest and which is shortest.
    \nQuestion 1.
    \n\"Envision<\/p>\n

    Answer:
    \nThe object in pink color is the longest.
    \nthe object in purple color is the shortest.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are three objects.
    \nthe objects are pink, purple, and sky blue.
    \nso among all those objects,
    \nthe object in pink color is the longest.
    \nthe object in purple color is the shortest.<\/p>\n

    \"Measure<\/p>\n

    Question 2.
    \n\"Envision<\/p>\n

    Answer:
    \nThe paintbrush which has a painted green color is the longest.
    \nthe paintbrush which has a painted purple color is the shortest.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are three paintbrushes.
    \nthe paintbrushes which have painted are sky blue, purple, and pink.
    \nthe purple color brush is shorter than green and sky blue brushes.
    \nthe green color brush is longer than purple and sky blue brushes.
    \nso the paintbrush which has a painted green color is the longest.
    \nthe paintbrush which has a painted purple color is the shortest.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

    Draw lines to show which object is longest and which is shortest.
    \nQuestion 3.
    \n\"Envision<\/p>\n

    Answer:
    \nThe green color object is the shortest.
    \nthe pink color object is the longest.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 3 objects.
    \nthe objects are green, sky blue, and pink color.
    \nthe green color object is shorter than sky blue and pink objects.
    \nthe pink color object is longer than sky blue and green objects.
    \nthe green color object is the shortest.
    \nthe pink color object is the longest.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 4.
    \n\"Envision<\/p>\n

    Answer:
    \nThe last pencil is the longest.
    \nthe middle pencil is the shortest.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are three pencils which are in a different size.
    \nthe pencil which is in middle has shorter than the 1st and 3rd pencils.
    \nthe pencil which is in 3rd has longer than 1st and 2nd pencils.
    \nso the last pencil is the longest.
    \nthe middle pencil is the shortest.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Vocabulary Use the clues about length to color the crayons.
    \nQuestion 5.
    \nThe shortest crayon is orange. The blue crayon is longer than the green crayon.
    \n\"Envision<\/p>\n

    Answer:
    \nThe longest crayon is blue.
    \nthe shortest crayon is orange.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe shortest crayon is orange.
    \nthe blue crayon is longer than the green crayon.
    \nso we have to draw the green color to the first crayon.
    \nwe have to draw the blue color to the second crayon.
    \nwe have to draw the orange color to the third crayon.
    \nthe longest crayon is blue.
    \nthe shortest crayon is orange.
    \nProblem Solving<\/strong><\/p>\n

    Solve the problems.
    \nQuestion 6.
    \nBe Precise Tomaz paints a line that is longer than the blue line. What color line did he paint? Use the picture to solve.
    \n\"Envision<\/p>\n

    Answer:
    \nThe line he painted is a red line.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nTomaz paints a line that is longer than the blue line.
    \nhe painted two lines.
    \nthe two lines are a yellow color and red color.
    \nthe line that is longer than the blue line is a red line.
    \nso the line he painted is a red line.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 7.
    \nCompare the lengths. Write the names of these three objects from shortest to longest.
    \n______ Shortest
    \n_______
    \n________ Longest
    \n\"Envision<\/p>\n

    Answer:
    \nThe shortest object is the feather.
    \nthe longest object is the pencil.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncompare the lengths from shortest to longest.
    \nfeather is longer than the screw and pencil.
    \nthe screw is shorter than the feather and pencil.
    \nso the screw is the shortest object.
    \nthe pencil is the longest object.<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Draw 3 lines with different lengths in order from longest to shortest. Label the longest and shortest lines.<\/p>\n

    Answer:
    \nThe 1st line is the shortest.
    \nthe 2nd line is the longest.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ndraw 3 lines with different lengths in order from longest to shortest.
    \nthe 1st line is shorter than the 2nd and 3rd lines.
    \nthe 2nd line is longest than the 1st and 3rd lines.
    \nso the 1st line is the shortest.
    \nthe 2nd line is the longest.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Which list shows the order from longest to shortest?
    \n\"Envision
    \nA. Blue pen, red pen, green pen
    \nB. Red pen, blue pen, green pen
    \nC. Green pen, blue pen, red pen
    \nD. Red pen, green pen, blue pen<\/p>\n

    Answer:
    \nOption B is the correct answer.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 3 pens.
    \nthey are in blue, green, and red color.
    \nthe red pen is longer than the green and blue pens.
    \nthe green pen is shorter than the red and blue pens.
    \nso the order from longest to shortest is red, blue, and green.<\/p>\n

    Lesson 12.2 Indirect Measurement<\/h3>\n

    Solve & Share<\/strong>
    \nHow can you find out whether the shoe or the pencil is longer without putting them next to each other? What can you use? Circle the longer object and explain how you found out.
    \nI can … indirectly compare objects by length.
    \n\"Envision<\/p>\n

    Answer:
    \nThe pencil is longer than the shoe.
    \nthe shoe is shorter than the pencil.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are two objects in the figure.
    \nthe objects are the pencil and the shoe.
    \nthe pencil is longer than the shoe.
    \nthe shoe is shorter than the pencil.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

    Convince Me! What is the longest object in the pictures above? How do you know?<\/p>\n

    Answer:
    \nI compare the length of the pencils by string.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are two pencils which are in different sizes.
    \nthe pencils are in red and blue color.
    \nthe string is longer than the blue pencil.
    \nthe string is greater than the red pencil.
    \nso the blue pencil is shorter than the string.
    \nthe red pencil is longer than the string.<\/p>\n

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

    Circle the picture of the object that is longer. Use the red crayon to help.
    \nQuestion 1.
    \n\"Envision<\/p>\n

    Answer:
    \nThe object which is green in color is the longest.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncircle the picture of the object that is longer.
    \nthere are two objects.
    \nthe two objects are green and blue in color.
    \nthe green object is longest than the blue object.
    \nthe blue object is shortest than the green object.
    \nthe green color object is the longest object.<\/p>\n

    Question 2.
    \n\"Envision<\/p>\n

    Answer:
    \nThe leaf is longer than the other object.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncircle the picture of the object that is longer.
    \nthere are two objects.
    \nthey are leaf and the object.
    \nthe leaf is greater than the object.
    \nthe object is shorter than the leaf.
    \nthe leaf is the longest object.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

    Circle the picture of the object that is longer. Use the orange string to help.
    \nQuestion 3.
    \n\"Envision<\/p>\n

    Answer:
    \nThe frog is the longest object.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncircle the picture of the object that is longer.
    \nthe frog is longer than the string.
    \nthe leaf is shorter than the string.
    \nso we have to circle the frog.
    \nfrog is the longest object.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 4.
    \n\"Envision<\/p>\n

    Answer:
    \nScissors are the longest object.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncircle the picture of the object that is longer.
    \nscissors is longer than the string.
    \nthe stapler is shorter than the string.
    \nso the longest object is the scissors.
    \nwe have to circle the scissors.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 5.
    \n\"Envision<\/p>\n

    Answer:
    \nMath book is the longest object.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncircle the picture of the object that is longer.
    \nthere are two objects.
    \nthe objects are a math book and toothpaste.
    \nmath book is greater than the string.
    \ntoothpaste is shorter than the string.
    \nso math book is the longest object.
    \nwe have to circle the math book.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 6.
    \n\"Envision<\/p>\n

    Answer:
    \nToothpaste is the longest object.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncircle the picture of the objects that is longer.
    \nthe objects are toothpaste and a stapler.
    \nthe toothpaste is longer than the string.
    \nthe stapler is shorter than the string.
    \nwe have to circle the toothpaste.
    \nso the longer object is the toothpaste.
    \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong> Use the pictures of the objects in Items 5 and 6 to fill in the blanks.
    \nThe book is longer than the _________.
    \nThe toothpaste is longer than the ___________.
    \nSo, the book is ___________ than the stapler.<\/p>\n

    Answer:
    \nThe book is longer than the stapler.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe book is longer than the toothpaste.
    \ntoothpaste is shorter than the math book.
    \ntoothpaste is longer than the stapler.
    \nstapler is shorter than the toothpaste.
    \nso the book is longer than the stapler.<\/p>\n

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

    Solve each problem below.
    \nQuestion 8.
    \nMake Sense Use the clues to figure out the name of each dog.
    \nClues<\/p>\n

      \n
    • Tango is taller than Bongo.<\/li>\n
    • Turbo is shorter than Bongo.
      \n\"Envision
      \nAnswer:
      \nThe first figure is Turbo.
      \nthe second figure is Bongo.
      \nthe third figure is Tango.
      \nExplanation:
      \nIn the above-given question,
      \ngiven that,
      \nTango is taller than Bongo.
      \nTurbo is smaller than Bongo.
      \nso Tango is the longest.
      \nTurbo is the smallest.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/li>\n<\/ul>\n

      Question 9.
      \nHigher Order Thinking<\/strong> Josh has two crayons and a piece of string. Explain how he can decide which is the longer crayon without putting the crayons together.
      \n\"Envision<\/p>\n

      Answer:
      \nThe green crayon is the longest crayon.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nJosh has two crayons and a piece of string.
      \nthe green crayon is longer than the string.
      \nthe orange crayon is shorter than the string.
      \nso the green crayon is the longest crayon.
      \nwe have to circle the green crayon.<\/p>\n

      Question 10.
      \nAssessment Practice<\/strong> Circle the key that is longer. Use the blue string to help.
      \n\"Envision<\/p>\n

      Answer:
      \nThe ash color key is the longest key.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the key that is longer.
      \nwe are measuring the keys with the help of blue strings.
      \nyellow key is shorter than the string.
      \nash color key is longer than the string.
      \nso we have to circle the ash color key.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Lesson 12.3 Use Units to Measure Length<\/h3>\n

      Solve & Share<\/strong>
      \nHow can you use small paper clips to tell how long the pencil is? How can you use big paper clips to tell how long the pencil is?
      \nI can … Use small same-sized objects to measure the length of a longer object.
      \n\"Envision<\/p>\n

      Answer:
      \nThe pencil is 4 times the small paper clips.
      \nthe pencil is 3 times the big paper clips.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nI can use small sized-objects to measure the length of a long object.
      \nthe pencil is 4 times about the small paper clips.
      \nthe pencil is 3 times about the big paper clips.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

      Convince Me! Why do you have to line up the edge of the cubes with the edge of the marker?<\/p>\n

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

      Use cubes to measure the length.
      \nQuestion 1.
      \n\"Envision<\/p>\n

      Answer:
      \nThe length of the stapler is 4 times the length of the cube.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse cubes to measure the length.
      \nthe cubes are in small size.
      \n4 cubes is equal to the object.
      \nthe length of the stapler is 4 times the length of the cube.<\/p>\n

      Question 2.
      \n\"Envision<\/p>\n

      Answer:
      \nThe length of the object is 3 times the length of the cube.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse cubes to measure the length.
      \nthe cubes are in small size.
      \n3 cubes is equal to the object.
      \nthe length of the object is 3 times the length of the cube.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

      Use cubes to measure the length.
      \nQuestion 3.
      \n\"Envision<\/p>\n

      Answer:
      \nThe length of the object is 10 times the length of the cube.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse cubes to measure the length.
      \nthe cubes are in small size.
      \n10 cubes is equal to the object.
      \nthe length of the object is 10 times the length of the cube.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 4.
      \n\"Envision<\/p>\n

      Answer:
      \nThe length of the object is 4 times the length of the cube.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse cubes to measure the length.
      \nthe cubes are in small size.
      \n4 cubes is equal to the object.
      \nthe length of the object is 4 times the length of the cube.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 5.
      \nDraw a circle around the correct way to measure. Then tell how long the crayon is.
      \n\"Envision<\/p>\n

      Answer:
      \nThe length of the crayon is 3.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ndraw a circle around the correct way to measure.
      \nthe small paper clips is used to measure the crayon.
      \n3 paper clips are used to measure the crayon.
      \nso the length of the crayon = 3.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

      Solve the problems below.
      \nQuestion 6.
      \nA piece of wood is 3 cubes thick. A screw that goes into the wood needs to be shorter than 3 cubes. Measure the length of the screw. Is the screw shorter than 3 cubes?
      \nCircle Yes or No.
      \nYes
      \nNo
      \n\"Envision<\/p>\n

      Answer:
      \nThe screw is shorter than 3 cubes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nA piece of wood is 3 cubes thick.
      \na screw that goes into the wood needs to be shorter than 3 cubes.
      \nthe screw is shorter than 3 cubes.
      \nthe length of the screw is 2 cubes.<\/p>\n

      Question 7.
      \nDraw a train that is longer than 3 cubes but shorter than 6 cubes. Then use cubes to measure.
      \nMy train is about ________ \"Envision long.<\/p>\n

      Answer:
      \nThe train is about 5 cubes long.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ndraw a train that is longer than 3 cubes but shorter than 6 cubes.
      \nthe train is longer than 3 cubes.
      \nthe train is shorter than 6 cubes.
      \nthe train is about 5 cubes long.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 8.
      \nHigher Order Thinking<\/strong> Kate and Tim are both using paper clips to measure the same feather. Kate says the feather is 4 paper clips long. Tim says the feather is 6 paper clips long. Explain how they could both be correct.<\/p>\n

      Answer:
      \nYes, they both are correct.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nKate and Tim are both using paper clips to measure the same feather.
      \nKate says the feather is 4 paper clips long.
      \nTim says the feather is 6 paper clips long.
      \nsmall paper clips are equal to 6.
      \nlong paper clips are equal to 4.<\/p>\n

      Question 9.
      \nAssessment Practice<\/strong> which is NOT the correct length of the marker shown? Choose three that apply.
      \n\"Envision<\/p>\n

      Answer:
      \nThe length of the marker is not equal to the length of 1 cube.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nThe length of the marker is equal to the length of the 5 cubes.
      \nthe length of the marker is equal to the length of the 10 cubes.
      \nthe length of the marker is equal to the length of the 20 cubes.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Lesson 12.4 Problem Solving<\/p>\n

      Use Appropriate Tools
      \nSolve & Share<\/strong>
      \nPick one or more of these tools to measure the length of the track. About how long is it? Circle the tools you used.
      \nI can … choose an appropriate tool and use it to measure a given object.
      \n\"Envision
      \nThe track is about ________ long.<\/p>\n

      Answer:
      \nI can use straws to measure the length of the track.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \npick one or more of these tools to measure the length of the track.
      \nthe length of the 5 straws is equal to the length of the track.
      \nso the track is about 5 straws long.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Thinking Habits
      \nWhich tools can I use?
      \nIs there a different tool I could use?
      \n\"Envision<\/p>\n

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

      Convince Me! How does using a string help you measure the length of the snake?<\/p>\n

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

      Circle whether you need just straws or the straws and a string to measure the length of each object. Then measure.
      \nQuestion 1.
      \n\"Envision<\/p>\n

      Answer:
      \nThe length of the object is about 3 straws.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle whether you need just straws or the straws and a string to measure the length of each object.
      \ni here used is straws and strings.
      \nso the length of the object is about 3 straws.<\/p>\n

      Question 2.
      \n\"Envision
      \nabout _________ straws<\/p>\n

      Answer:
      \nThe length of the object is about 6 straws.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nI use only straws to measure the length of the object.
      \nso the length of the object is about 6 straws.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

      Circle whether you need just straws or the straws and a string to measure the length of each object. Then measure.
      \nQuestion 3.
      \n\"Envision
      \nabout _________ straws<\/p>\n

      Answer:
      \nThe length of the object is about 4 straws.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nI used both strings and straws to measure the length of the object.
      \nI used 2 strings and 2 straws to measure the length of the object.
      \n2 + 2 = 4.
      \nso the length of the object is about 4 straws.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 4.
      \n\"Envision
      \nabout _________ straws<\/p>\n

      Answer:
      \nThe length of the object is about 2 straws.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe length of the object is about 2 straws.
      \n2 straws length is equal to the length of the object.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 5.
      \n\"Envision
      \nabout _________ straws<\/p>\n

      Answer:
      \nThe length of the object is about 3 straws.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse straws or straws and strings to measure the length of the object.
      \nso i used one string and 2 straws to measure.
      \n2 + 1 = 3.
      \nso the length of the object is about 3 straws.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 6.
      \n\"Envision
      \nabout _________ straws<\/p>\n

      Answer:
      \nThe length of the object is about 6 straws.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse straws or straws and strings to measure the length of the object.
      \ni used straws and strings to measure the length of the object.
      \n3 + 3 = 6.
      \nso the length of the object is about 6 straws.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

      Performance Task
      \nAnt Paths Kate wants to know which path to the anthill is longer.
      \n\"Envision<\/p>\n

      Answer:
      \nPath A is longer to the anthill.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nAnt paths Kate wants to know which path to the anthill is longer.
      \nso the path from A is longer.
      \nthe path from B is shorter than path A.
      \nso path A is longer to the anthill.<\/p>\n

      Question 7.
      \nUse Tools Circle the tool or tools that Kate should use to measure.
      \nstraws
      \nstring and straws<\/p>\n

      Answer:
      \nKate used both string and straws to measure the paths.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse tools to measure and circle the tools that kate should use to measure.
      \nso kate used both string and straws to measure.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 8.
      \nExplain why you made that choice.<\/p>\n

      Answer:
      \nWe cannot measure only with the help of straws.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nkate used both straws and string to measure the length of the paths.
      \nonly with the help of straws, we cannot measure.<\/p>\n

      Question 9.
      \nUse Tools Measure each path. Which path is longer?
      \nPath A is about _________ straws long.
      \nPath B is about __________ straws long.
      \nPath _______ is longer.<\/p>\n

      Answer:
      \nPath A is about 10 straws long.
      \npath B is about 9 straws long.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nkate used both straws and strings to measure the paths.
      \nso path A is about 10 straws long.
      \npath B is about 9 straws long.
      \nso path A is the longest path.<\/p>\n

      Topic 12 Fluency Practice Activity<\/h3>\n

      Find a Match
      \nFind a partner. Point to a clue. Read the clue. Look below the clues to find a match. Write the clue letter in the box next to the match. Find a match for every clue.
      \nI can … add and subtract within 10.
      \nClues
      \nA. 8 + 1
      \nB. 4 + 4
      \nC. 8 – 3
      \nD. 8 – 7
      \nE. 8 – 1
      \nF. 1 + 1
      \nG. 4 + 2
      \nH. 1 + 3
      \n\"Envision<\/p>\n

      Answer:
      \n8 + 1 = 9, 4 + 4 = 8, 8 – 3 = 5, 8 – 7 = 1, 8 – 1 = 7, 1 + 1 = 2, 4 + 2 = 6, and 1 + 3 = 4.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n8 + 1 = 9 and 10 – 1 = 9.
      \n4 + 4 = 8 and 8 – 0 = 8.
      \n8 – 3 = 5 and 3 + 2 = 5.
      \n8 – 7 = 1 and 5 – 4 = 1.
      \n8 – 1 = 7 and 4 + 3 = 7.
      \n1 + 1 = 2 and 7 – 5 = 2.
      \n4 + 2 = 6 and 9 – 3 = 6.
      \n1 + 3 = 4 and 6 – 2 = 4.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Topic 12 Vocabulary Review<\/h3>\n

      Word List
      \n\u2022 length
      \n\u2022 longer
      \n\u2022 longest
      \n\u2022 measure
      \n\u2022 shorter
      \n\u2022 shortest<\/p>\n

      Understand Vocabulary<\/strong>
      \nQuestion 1.
      \nFill in the blank.
      \nI can use objects that are the same size to __________ to find out how long something is.<\/p>\n

      Answer:
      \nThe missing answer is the measure.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe can use objects to measure the lengths.
      \nI can use objects that are the same size to measure to find out how long something is.
      \nso I used the word measure.<\/p>\n

      Question 2.
      \nFill in the blank.
      \nThe _________ of an object must be measured with units that are all the same size.<\/p>\n

      Answer:
      \nThe missing answer is length.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe will use the word while measuring its length.
      \nso I used the word length.
      \nthe missing word in length.
      \nso the length of an object must be measured with units that are all the same size.<\/p>\n

      Question 3.
      \nCircle the lines that are longer than this one.
      \n\"Envision<\/p>\n

      Answer:
      \nThe longer lines are the first and third lines.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the lines that are longer than the given line.
      \nthe first line is longer than the given line.
      \nthe second line is shorter than the given line.
      \nthe third line is longer than the given line.
      \nso the lines first and third are longer.<\/p>\n

      Question 4.
      \nCircle the shortest line.
      \n\"Envision<\/p>\n

      Answer:
      \nThe third line is the shortest line.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the shortest line.
      \nthere are three lines in the figure.
      \nthe first line is shorter than the second line.
      \nthe second line is longer than the first and third lines.
      \nthe third line is shorter than the first and second lines.
      \nso the shortest line is the third line.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 5.
      \nCross out the tool that can NOT be used to measure length.
      \ncubes
      \nnumber chart
      \nstring and straws<\/p>\n

      Answer:
      \nThe tool that cannot be used to measure length is a number chart.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthey are given the three tools.
      \nthey are cubes, number charts, and string, and straws.
      \ncubes are used to measure the length.
      \nstring and straws are used to measure the length.
      \nso a number chart cannot be used to measure length.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Use Vocabulary in Writing<\/strong>
      \nQuestion 6.
      \nWrite something you notice about objects in your classroom. Use at least one term from the Word List.<\/p>\n

      Answer:
      \nThe object is a chalk piece.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwrite something you notice about objects in your classroom.
      \nI used the word is cubes.
      \n2 cubes are equal to the length of the chalkpiece.
      \nthe object I noticed in the classroom is chalk piece.<\/p>\n

      Topic 12 Reteaching<\/h3>\n

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

      You can find the object that is the longest.
      \n\"Envision<\/p>\n

      Circle the longest line in each group. Draw a box around the shortest line in each group.
      \nQuestion 1.
      \n\"Envision<\/p>\n

      Answer:
      \nThe longest line is yellow.
      \nthe shortest line is blue.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the longest line in each group.
      \ndraw a box around the shortest line in each group.
      \nthere are three lines in the figure.
      \nthey are blue, red, and yellow in color.
      \nthe blue line is shorter than red and yellow.
      \nred is longer than blue and shorter than yellow.
      \nthe yellow line is longer than the red and blue lines.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 2.
      \n\"Envision<\/p>\n

      Answer:
      \nThe longest line is blue.
      \nthe shortest line is red.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the longest line in each group.
      \ndraw a box around the shortest line in each group.
      \nthere are three lines in the figure.
      \nthey are blue, red, and yellow in color.
      \nthe blue line is longer than red and yellow.
      \nred is shorter than blue and yellow.
      \nthe yellow line is longer than the red and shorter than the blue line.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

      You can compare the lengths of two objects that are not lined up next to each other by using a third object.
      \nThe paper clip is shorter than the eraser. The pencil is longer than the eraser. So, the pencil is longer than the paper clip.
      \n\"Envision<\/p>\n

      Circle the picture of the object that is longer. Use the red object to help.
      \nQuestion 3.
      \n\"Envision<\/p>\n

      Answer:
      \nThe math book is longer than the crayon.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the picture of the object that is longer.
      \nthe crayon is shorter than the red object.
      \nthe math book is longer than the red object.
      \nso the math book is longer than the crayon.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 4.
      \n\"Envision<\/p>\n

      Answer:
      \nThe crayon is longer than the toothpaste.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the picture of the object that is longer.
      \nthe crayon is longer than the red object.
      \ntoothpaste is shorter than the red object.
      \nso the crayon is longer than the toothpaste.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

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

      You can use same-size objects to measure the length of an object.
      \n\"Envision<\/p>\n

      Use cubes to measure.
      \nQuestion 5.
      \n\"Envision
      \nabout ________ cubes<\/p>\n

      Answer:
      \nThe length of the object is about 5 cubes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse cubes to measure the length of the object.
      \nso I used 5 cubes to measure.
      \nso the length of the object is about 5 cubes.<\/p>\n

      Question 6.
      \n\"Envision
      \nabout ________ cubes<\/p>\n

      Answer:
      \nThe length of the object is about 3 cubes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nuse cubes to measure the length of the object.
      \nso I used 3 cubes to measure.
      \nso the length of the object is about 3 cubes.<\/p>\n

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

      Thinking Habits
      \nUse Tools What tool can I use to help solve the problem?
      \nCan I use a different tool? Why or why not?
      \n\"Envision<\/p>\n

      Choose the tool or tools you can use to measure the object. Then measure the length.
      \nQuestion 7.
      \n\"Envision
      \nabout _________ straws<\/p>\n

      Answer:
      \nThe length of the snake is 5.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nchoose the tool or tools you can use to measure the object.
      \nso I used string and straws to measure the length of the object.
      \nthe length of the object is 5.<\/p>\n

      Topic 12 Assessment Practice<\/h3>\n

      Question 1.
      \nWhat tool would you use to measure the length of the picture?
      \n\"Envision
      \n______________<\/p>\n

      Answer:
      \nThe tool that would use to measure the length of the picture cubes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe tools are straws, strings, and cubes.
      \nso I used to measure with cubes.
      \nthe tool I used cubes.<\/p>\n

      Question 2.
      \nWhat is the length of the shoe in paper clips?
      \n\"Envision
      \n_________ paper clips<\/p>\n

      Answer:
      \nThe length of the shoe in paper clips = 7.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe length of the shoe in paper clips.
      \nthey used 7 paper clips to measure the length of the shoe.
      \nso the length of the shoe in paper clips = 7.<\/p>\n

      Question 3.
      \nWhich word describes the red line?
      \n\"Envision<\/p>\n

      Answer:
      \nThe word describes the red line as longest.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are three lines in the figure.
      \nthey are blue, black, and red.
      \nthe red line is longer than the blue and black lines.
      \nso the word describes the red line as longest.<\/p>\n

      Question 4.
      \nWhat is the length of the notebook in cubes?
      \n\"Envision
      \n________ cubes<\/p>\n

      Answer:
      \nThe length of the notebook is 8 cubes.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe length of the notebook is measured with the help of the cubes.
      \n8 cubes are equal to the length of the notebook.
      \nso the length of the notebook is 8 cubes.<\/p>\n

      Question 5.
      \nChoose three statements that are true about the image below.
      \n\"Envision
      \n\u2610 The feather is 7 cubes long.
      \n\u2610 The feather is being measured correctly.
      \n\u2610 The feather is 8 cubes long.
      \n\u2610 The right end of the feather is at 7 cubes.
      \n\u2610 The right end of the feather is at 8 cubes.<\/p>\n

      Answer:
      \nThe feather is being measured correctly.
      \nthe right end of the feather is at 8 cubes.
      \nthe feather is 8 cubes long.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe three correct statements about the feather are:
      \nThe feather is being measured correctly.
      \nthe right end of the feather is at 8 cubes.
      \nthe feather is 8 cubes long.<\/p>\n

      Question 6.
      \nWhich sentences are true about the lines?
      \nChoose 2 that apply.
      \n\"Envision
      \n\u2610 The blue line is shortest.
      \n\u2610 The blue line is longer than the yellow line.
      \n\u2610 The red line is shortest.
      \n\u2610 The yellow line is longer than the blue line.
      \n\u2610 The yellow line is the longest.<\/p>\n

      Answer:
      \nThe blue line is longer than the yellow line.
      \nthe red line is the shortest.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are three lines in red, yellow, and blue.
      \nthe blue line is longer than the red and yellow lines.
      \nthe red line is shorter than the blue and yellow lines.
      \nthe yellow line is longer than the red line and shorter than the blue line.
      \nso the blue line is longer than the yellow line.
      \nthe red line is the shortest line.<\/p>\n

      Circle the object that is shorter. Use the red object to help. Explain.
      \nQuestion 7.
      \n\"Envision<\/p>\n

      Answer:
      \nThe cube is shorter than the red object.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the object that is shorter.
      \ncube is shorter than the red object.
      \ncrayon is longer than the red object.
      \nso the cube is shorter than the crayon.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 8.
      \n\"Envision<\/p>\n

      Answer:
      \nThe eraser is shorter than the pen.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ncircle the object that is shorter.
      \nthe pen is longer than the pencil.
      \neraser is shorter than the pencil.
      \nso the eraser is shorter than the pen.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Topic 12 Performance Task<\/h3>\n

      School Supplies
      \nSally uses many different supplies at school.
      \nQuestion 1.
      \nWhich pencil is the longest?
      \nCircle that color.
      \nWhich pencil is the shortest? Cross out that color.
      \nyellow
      \nred
      \nblue
      \n\"Envision<\/p>\n

      Answer:
      \nThe red pencil is the longest.
      \nthe blue pencil is the shortest.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are three pencils in blue, red, and yellow color.
      \nthe red pencil is longer than the blue and yellow pencils.
      \nthe blue pencil is the shortest than the red and yellow pencils.
      \nso the red pencil is the longest.
      \nthe blue pencil is the shortest.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 2.
      \nWhich object is longer, the glue stick or the eraser? Circle that object. Use the orange crayon to help.
      \n\"Envision<\/p>\n

      Answer:
      \nThe glue stick is longer.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are 2 objects.
      \nthey are a glue stick and an eraser.
      \nthe glue stick is longer than the crayon.
      \nthe eraser is shorter than the crayon.
      \nso the glue stick is longer than the eraser.
      \n\"Envision-Math-Common-Core-1st-Grade-Answer-Key-Topic-12-Measure<\/p>\n

      Question 3.
      \nSally is making a bookmark. She needs a strip of paper longer than 8 cubes.
      \n\"Envision
      \nUse cubes. Could Sally use this strip of paper?
      \nCircle Yes or No.
      \nYes
      \nNo
      \nExplain your answer.<\/p>\n

      Answer:
      \nYes, Sally uses the strip of paper.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nsally is making a bookmark.
      \nshe needs a strip of paper longer than the 8 cubes.
      \nso sally uses the strip of paper.<\/p>\n

      Question 4.
      \nSally uses the two ribbons below for her art project.
      \nPart A
      \nWhich tools would you use to measure Explain.<\/p>\n

      Part B
      \nUse tools to measure the length of each ribbon.
      \n\"Envision
      \nabout _______ straws<\/p>\n

      \"Envision
      \nabout ________ straws<\/p>\n

      Answer:
      \nSally used about 4 straws to measure the length of 1st ribbon.
      \nsally used about 8 straws to measure the length of 2nd ribbon.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthere are two ribbons.
      \nthe ribbons are pink and purple in color.
      \nsally used 4 straws to measure the length of 1st ribbon.
      \nsally used 8 straws to measure the length of 2nd ribbon.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Go through the\u00a0enVision Math Common Core Grade 1 Answer Key\u00a0Topic 12 Measure Lengths\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 1st Grade Answers Key Topic 12 Measure Lengths Essential Question: What are ways to measure how long an object is? Project: Now You See Me, Now You Don’t! Find Out Talk …<\/p>\n","protected":false},"author":1,"featured_media":25529,"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-12-Measure-Lengths.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/4076"}],"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=4076"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/4076\/revisions"}],"predecessor-version":[{"id":27642,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/4076\/revisions\/27642"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25529"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=4076"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=4076"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=4076"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}