{"id":5207,"date":"2023-11-30T11:10:51","date_gmt":"2023-11-30T05:40:51","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=5207"},"modified":"2023-12-01T10:09:40","modified_gmt":"2023-12-01T04:39:40","slug":"envision-math-common-core-grade-2-answer-key-topic-14","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-2-answer-key-topic-14\/","title":{"rendered":"enVision Math Common Core Grade 2 Answer Key Topic 14 More Addition, Subtraction, and Length"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 2 Answer Key<\/a>\u00a0Topic 14 More Addition, Subtraction, and Length<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 2nd Grade Answers Key Topic 14 More Addition, Subtraction, and Length<\/h2>\n

Essential Question:<\/strong>
\nHow can you add and subtract lengths?<\/p>\n

\"Envision<\/p>\n

enVision STEM Project: Modeling Land, Water, and Length<\/strong>
\nFind Out Find and share books and other sources that show the shapes and kinds of land and water in an area. Draw a picture or make a model to show the land or water in an area.
\nJournal: Make a Book Show what you learn in a book. In your book, also:<\/p>\n

    \n
  • Draw a picture to show the shape of some land or water in your area.<\/li>\n
  • Make up a math story about lengths. Draw a picture to show how to solve the problem in your story.<\/li>\n<\/ul>\n

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

    Vocabulary<\/strong>
    \nQuestion 1.
    \nCircle the measuring unit that is better to estimate the length of a room.
    \nmeter
    \ncentimeter
    \nAnswer: centimeter<\/p>\n

    Question 2.
    \nCircle the number of feet in 1 yard.
    \n2 feet
    \n3 feet
    \n4 feet
    \n12 feet
    \nAnswer: 3 feet<\/p>\n

    Question 3.
    \nThe clock shows the time a math class begins. Circle a.m. or p.m.
    \n\"Envision
    \nAnswer: 10 a.m.<\/p>\n

    Estimate<\/strong>
    \nQuestion 4.
    \nEstimate the length of the eraser in centimeters.
    \n\"Envision
    \nAbout _______ centimeter
    \nAnswer: 4 centimeter<\/p>\n

    Compare<\/strong>
    \nQuestion 5.
    \nA sidewalk is 632 yards long. A jogging trail is 640 yards long.
    \nUse <, >, or = to compare the lengths.
    \n632 \"Envision 640
    \nAnswer: 632 < 640<\/p>\n

    Rectangles
    \nQuestion 6.
    \nLabel the 2 missing lengths of the sides of the rectangle.
    \n\"Envision
    \nAnswer: The missing lengths are 3cm and 4 cm.
    \nIn the rectangle opposite sides are equal. So, the 2 missing lengths of the sides of a rectangle are 3cm and 4cm.<\/p>\n

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

    PROJECT 14A
    \nHow tall are Ferris wheels?
    \nProject: Write a Ferris Wheel Story
    \n\"Envision<\/p>\n

    PROJECT 14B
    \nHow big are insects?
    \nProject: Make Insect Drawings
    \n\"Envision<\/p>\n

    PROJECT 14C
    \nHow can you measure if you do not have tools?
    \nProject: Make a Measurement Poster
    \n\"Envision<\/p>\n

    PROJECT 14D
    \nHow is some food grown?
    \nProject: Draw a Garden Plan
    \n\"Envision<\/p>\n

    Lesson 14.1 Add and Subtract with Measurements<\/h3>\n

    Solve & Share<\/strong>
    \nThe ant crawled along the edge of this blue rectangle. Measure the total distance the ant crawled. Show your work and be ready to explain it.
    \nI can … solve problems by adding or subtracting length measurements.
    \n\"Envision<\/p>\n

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

    Convince Me! Explain how to find the distance around a square park that is 2 miles long on each side.<\/p>\n

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

    Decide if you need to add or subtract. Then write an equation to help solve each problem.
    \nQuestion 1.
    \nWhat is the distance around the baseball card?
    \n\"Envision<\/p>\n

    Question 2.
    \nWhat is the distance around the puzzle?
    \n\"Envision
    \nDistance around: _________ in.
    \nAnswer:
    \nThe puzzle has four sides one side is 12in and 15in.
    \nThe opposite side of 12in is also 12in and the opposite side of 15in is also 15in.
    \nThe total distance around the puzzle is 15 + 15 + 12 + 12 = 54
    \nThe distance around the puzzle is 54in.
    \nIndependent Practice<\/strong><\/p>\n

    Decide if you need to add or subtract. Then write an equation to help solve each problem.
    \nQuestion 3.
    \nWhat is the distance around the door?
    \n\"Envision
    \n_________
    \nDistance around: ________ ft
    \nAnswer:
    \nThe door has four sides one side is 3ft and 7ft.
    \nThe opposite side of 3ft is also 3ft and the opposite side of 7ft is also 7ft.
    \nThe total distance around the door is 3 + 3 + 7 + 7 = 20
    \nThe distance around the door is 20ft.<\/p>\n

    Question 4.
    \nWhat is the distance around the cell phone?
    \n\"Envision
    \n___________
    \nDistance around: _________ in.
    \nAnswer:
    \nThe cell has four sides one side is 4in and 2in.
    \nThe opposite side of 2in is also 2in and the opposite side of 4in is also 4in.
    \nThe total distance around the cell is 2 + 2 + 4 + 4 = 12
    \nThe distance around the cell is 12in.<\/p>\n

    Question 5.
    \nHow much longer is the red scarf than the blue scarf?
    \n\"Envision
    \n________ in. longer
    \nAnswer:
    \nGiven that,
    \nThe length of the red scarf is 60in.
    \nThe length of the blue scarf is 45in.
    \nRed scarf – blue scarf = 60 – 45 = 15
    \nThe red scarf is 15in longer than a blue scarf.<\/p>\n

    Question 6.
    \nAlgebra What is the length of the shorter side of the rectangle?
    \n\"Envision
    \nComplete the equation to solve.
    \n20+ _______ + 20 + _______ = 60
    \nThe shorter side is ________ centimetres.
    \nAnswer:
    \nThe Given that,
    \nThe length of the longer side of the\u00a0 rectangle is 20cm
    \nThe other side of the longer side is also 20cm
    \nBut the given equation is
    \n20 + 20 = 60
    \n40 = 60
    \n60 – 40 = 20
    \n20 can be divided into 2 shorter sides so, one shorter side is 10 and another shorter side is 10.
    \nThe shorter side is 20 centimetres.<\/p>\n

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

    Decide if you need to add or subtract. Then write an equation to help solve each problem.
    \nQuestion 7.
    \nModel Ashley’s sunflower is 70 inches tall. Kwame’s sunflower is 60 inches tall. How much taller is Ashley’s sunflower than Kwame’s sunflower?
    \n\"Envision
    \n_________ inches taller
    \nAnswer:
    \nGiven that,
    \nThe length of Ashley’s sunflower is 70 inches.
    \nThe length of Kwame’s sunflower is 60 inches.
    \n70 – 60 = 10
    \nAshley’s sunflower is 10inches longer than Kwame’s sunflower.<\/p>\n

    Question 8.
    \nModel Ben compares the length of a leaf and a plant. The leaf is 15 centimetres. The plant is 37 centimetres. How much shorter is the leaf than the plant?
    \n\"Envision
    \n__________ centimeters shorter
    \nAnswer:
    \nGiven that,
    \nThe total length of the leaf is 15 centimeters.
    \nThe total length of the plant is 37 centimeters.
    \n37 – 15 = 22
    \nThe length of the leaf is 22 centimeters shorter than the length of the plant.<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong> Tyler threw a ball 42 feet and then 44 feet. Sanjay threw a ball 38 feet and then 49 feet. Who threw the longer distance in all? Show you work.
    \nAnswer:
    \nGiven that,
    \nTyler threw a ball is 42 feet and then 44 feet.
    \nTyler threw a ball in total = 42 + 44 = 86
    \nSanjay threw a ball is 38 feet and then 49 feet.
    \nSanjay threw a ball in total = 38 + 49 = 87
    \nSanjay threw a ball longer distance than Tyler.<\/p>\n

    Question 10.
    \nAssessment Practice<\/strong> What is the distance around the placemat?
    \n\"Envision
    \nA. 28 in.
    \nB. 39 in.
    \nC. 56 in.
    \nD. 66 in.
    \nAnswer:
    \nThe placemat has four sides one side is 121in and 17in.
    \nThe opposite side of 11in is also 11in and the opposite side of 17in is also 17in.
    \nThe total distance around the placemat is 11 + 11 + 17 + 17 = 56
    \nThe distance around the placemat is 56in.
    \nC is the correct option.<\/p>\n

    Lesson 14.2 Find Unknown Measurements<\/h3>\n

    Solve & Share<\/strong>
    \nJulie and Steve each cut a piece of yarn. The total length of both pieces is 12 cm. Measure each piece of yarn. Circle Julie and Steve’s pieces. Then explain your thinking.
    \nI can … add or subtract to solve problems about measurements.
    \n\"Envision<\/p>\n

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

    Convince Me! How does drawing a yardstick help you solve the problem above?<\/p>\n

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

    Write an equation using a ? for the unknown number. Solve with a picture or another way.
    \nQuestion 1.
    \nA square stamp measures 2 centimeters in length. How many centimeters long are two stamps?
    \n\"Envision<\/p>\n

    Anawer: 2+2 = 4<\/p>\n

    Question 2.
    \nStuart’s desk is 64 centimeters long. His dresser is 7 centimeters longer than his desk. How long is Stuart’s dresser?
    \n________ cm
    \nAnswer:
    \nGiven that,
    \nStuart’s desk is 64 centimeters long. His dresser is 7 centimeters longer than his desk.
    \n64 + 7 = 71 centimeters
    \nThus his dresser is 71 centimeter long.<\/p>\n

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

    Write an equation using a ? for the unknown number. Solve with a picture or another way.
    \nQuestion 3.
    \nFilipe’s pencil box is 24 centimeters long. Joe’s pencil box is 3 centimeters shorter than Filipe’s. How long is Joe’s pencil box?
    \n_________ cm
    \nAnswer:
    \nGiven that
    \nFilipe’s pencil box is 24 centimeters long. Joe’s pencil box is 3 centimeters shorter than Filipe’s.
    \n24 – 3 = 21 centimeters
    \nThus Joe’s pencil box is 21 centimeters.<\/p>\n

    Question 4.
    \nClark threw a red ball and a blue ball. He threw the red ball 17 feet. He threw the blue ball 7 feet farther. How far did Clark throw the blue ball?
    \n__________ ft
    \nAnswer:
    \nGiven that,
    \nClark threw a red ball and a blue ball. He threw the red ball 17 feet.
    \nHe threw the blue ball 7 feet farther.
    \n17 + 7 = 24 feet.Question 5.
    \nen Vision\u00ae STEM Ashlie’s map shows where animals, land, and water are at a zoo. The distance around her map is 38 inches. What is the length of the missing side?
    \n\"Envision
    \n____________ inches
    \nAnswer: The length of the missing side in the given map is 11 in.<\/p>\n

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

    Solve each problem.
    \nQuestion 6.
    \nMake Sense<\/strong> A brown puppy is 43 centimeters tall. A spotted puppy is 7 centimeters shorter than the brown puppy. A white puppy is 14 centimeters taller than the brown puppy. How tall is the spotted puppy? Think about what you need to find.
    \n_______ cm<\/p>\n

    Answer:
    \nGiven that,
    \nthe brown puppy is 43 centimeters tall.
    \nA spotted puppy is 7 centimeters shorter than a brown puppy.
    \nA white puppy is 14 centimeters taller than the brown puppy.
    \n43 – 7 = 36 centimeters
    \nThus spotted puppy is 36 centimeters tall.<\/p>\n

    Question 7.
    \nVocabulary<\/strong> Complete the sentences using the terms below.
    \nfoot
    \nyard
    \ninch
    \nA paper clip is about 1 _______ long.
    \nMy math book is about 1 ________ long.
    \nA baseball bat is about 1 ________ long.
    \nAnswer:
    \nA paper clip is about 1 inch long.
    \nMy math book is about 1 foot long.
    \nA baseball bat is about 1 yard long<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Jack jumped 15 inches. Tyler jumped I inch less than Jack and 2 inches more than Randy. Who jumped the farthest? How far did each person jump?
    \nAnswer:
    \nGiven that,
    \nJack jumped = 15 inches
    \nTyler jumped 1 inch less than jack
    \nTyler jumped = 14 inches
    \nRandy jumped = 14 + 2 = 16
    \nRandy jumped farthest.<\/p>\n

    \"More<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Kim was 48 inches tall in January. She grew 9 inches during the year. How tall is Kim at the end of the year? Write an equation with an unknown and then draw a picture to solve.
    \nAnswer:
    \nGiven that,
    \nKim was tall in January = 48 inches
    \nKim grew during the year = 9 inches
    \nTotal Kim tall at the end of the year = 48 + 9 = 57 inches<\/p>\n

    Lesson 14.3 Continue to Find Unknown Measurements<\/h3>\n

    Solve & Share<\/strong>
    \nAlex has a piece of ribbon that is 45 feet long. He cuts the ribbon. Now he has 39 feet of ribbon. How many feet of ribbon did Alex cut off? Draw a picture and write an equation to solve. Show your work.
    \nI can … add and subtract to solve measurement problems by using drawings and equations.
    \n\"Envision<\/p>\n

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

    Convince Me! How does writing an equation help you solve the problem above?<\/p>\n

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

    Write an equation using a ? for the unknown number. Solve with a picture or another way.
    \nQuestion 1.
    \nA plant was 15 inches tall. It grew and is now 22 inches tall. How many inches did the plant grow?
    \n\"Envision
    \nAnswer: 15 + 7 = 22<\/p>\n

    Question 2.
    \nEach bus is 10 meters long. Each boat is 7 meters long. What is the total length of two buses and two boats?
    \nAnswer:
    \nGiven that,
    \nTotal number of buses = 2
    \nLength of each bus = 10
    \nTotal length of two buses = 2 \u00d7 10 = 20
    \nTotal number of boats = 2
    \nLength of each boats = 7
    \nTotal length of two boats = 7 \u00d7 2 = 14
    \nTherefore, total length of two buses and two boats = 20 + 14 = 34<\/p>\n

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

    Write an equation using a ? for the unknown number. Solve with a picture or another way.
    \nQuestion 3.
    \nBrent’s rope is 49 inches long. He cuts off some of the rope and now it is 37 inches long. How much rope did Brent cut off?
    \nAnswer:
    \nGiven that,
    \nThe total length of Brent’s rope = 49 inches
    \nHe cut off some of the rope and now it is = 37 inches
    \nBrent cut off rope = 49 – 37 = 12inches
    \nQuestion 4.
    \nSue ran for some meters and stopped. Then she ran another 22 meters for a total of 61 meters in all. How many meters did she run at first?
    \nAnswer:
    \nGiven that,
    \nSue ran total meters in all = 61 meters
    \nSue ran some meters from 61 meters = 22 meters
    \nSue rum at first time\u00a0 = 61 – 22 = 39<\/p>\n

    Question 5.
    \nAlgebra Solve each equation. Use the chart.
    \n\"Envision
    \nAnswer:
    \nProblem Solving<\/strong><\/p>\n

    Solve each problem.
    \nQuestion 6.
    \nMake Sense<\/strong> The yellow boat is 15 feet shorter than the green boat. The green boat is 53 feet long. How long is the yellow boat? Think about what you are trying to find. Write an equation to solve. Show your work.
    \n________ ft
    \nAnswer:
    \nGiven that,
    \nThe total length of Green boat = 53 feets
    \nLength of the yellow boat is 15 feet shorter than green boat = 53 – 15 = 38 feets
    \nLength of the yellow boat is 38 feets<\/p>\n

    \"More
    \nQuestion 7.<\/p>\n

    Vocabulary<\/strong> Steve measured the length of his desk. It measured 2 units.
    \nCircle the unit Steve used.
    \nmeter
    \nfoot
    \ncentimeter
    \ninch
    \nLori measured the length of her cat. It measured 45 units.
    \nCircle the unit Lori used.
    \ncentimeter
    \nyard
    \ninch
    \nfoot
    \nAnswer:
    \nSteve used:
    \nMeter
    \nLori used
    \nCentimeter<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Lucy’s ribbon is I foot long. Kathleen’s ribbon is 15 inches long. Whose ribbon is longer and by how many inches? Explain your thinking.
    \nAnswer:
    \nGiven that,
    \nLucy’s ribbon = 1 foot long
    \n1 foot = 12 inches
    \nKathleen’s ribbon = 15 inches
    \nKathleen’s ribbon is longer than Lucy’s ribbon.<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Mary’s water bottle is 25 cm long. Joey’s water bottle is 22 cm long. Ella’s water bottle is 17 cm long.
    \nWhich statements are correct? Choose all that apply.
    \n\u2610 Mary’s bottle is 8 cm longer than Ella’s.
    \n\u2610 Joey’s bottle is 6 cm longer than Ella’s.
    \n\u2610 Joey’s bottle is 3 cm shorter than Mary’s.
    \n\u2610 Ella’s bottle is 8 cm longer than Mary’s.
    \nAnswer: Mary’s bottle is 8 cm longer than Ella’s and Joey’s bottle is 3 cm shorter than Mary’s are correct.<\/p>\n

    Lesson 14.4 Add and Subtract on a Number Line<\/h3>\n

    Solve & Share<\/strong>
    \nAmelia walks 18 blocks on Monday and 5 blocks on Tuesday. How many blocks does she walk in all?
    \nUse the number line to show how many blocks Amelia walks. Then write an equation to show your work.
    \nI can … add and subtract on a number line.
    \n\"Envision<\/p>\n

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

    Convince Me! Explain how to add 14 inches and 11 inches using a number line.<\/p>\n

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

    Use the number lines to add or subtract.
    \nQuestion 1.
    \n\"Envision<\/p>\n

    Question 2.
    \n28 \u2013 14 = _______
    \n\"Envision
    \nAnswer:
    \nSubtraction of 28 and 14 is
    \n28 – 14 = 14<\/p>\n

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

    Use the number lines to add or subtract.
    \nQuestion 3.
    \n80 \u2013 35 = ________
    \n\"Envision
    \nAnswer:
    \nSubtraction of 80 and 35 is
    \n80 – 35 = 45<\/p>\n

    Question 4.
    \n19+ 63 = ________
    \n\"Envision
    \nAnswer:
    \nAddition of 19 and 63
    \n19 + 63 = 82<\/p>\n

    Question 5.
    \nHigher Order Thinking<\/strong> Use the number line to show 15 inches plus O inches. Explain your thinking.
    \n\"Envision
    \nAnswer:
    \n15 inches + 0 inches = 15 inches<\/p>\n

    Question 6.
    \nNumber Sense<\/strong> Show each number below as a length from 0 on the number line. Draw four separate arrows.
    \n\"Envision
    \nAnswer:<\/p>\n

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

    Use the number line to solve each problem.
    \nQuestion 7.
    \nUse Tools A football team gains 15 yards 1 on its first play. The team gains 12 yards on its second play. How many yards does the team gain in two plays?
    \n\"Envision
    \n__________ yards
    \nAnswer:<\/p>\n

    Given that,
    \nA football team gains on its first play = 15 yards.
    \nA football team gains on its second play =12 yards.
    \nFood ball team gains in two plays = 15 + 12 = 27 yards.<\/p>\n

    Question 8.
    \nUse Tools Mia buys 25 feet of board. She uses 16 feet of board for a sandbox. How many feet of board does she have left?
    \n\"Envision
    \n_________ feet
    \nAnswer:
    \nGiven that,
    \nTotal length of board Mia buy = 25 feets
    \nShe uses a board for sand box = 16 feets
    \nHow many feets of board she left = 25 – 16 = 9<\/p>\n

    Question 9.
    \nHigher Order Thinking<\/strong> The runners on the track team ran 12 miles on Monday. On Tuesday, they ran 6 more miles than they ran on Monday. How many miles did they run in all on both days?
    \n\"Envision
    \n_________ miles
    \nAnswer:
    \nGiven that,
    \nThe runners on the track team ran on Monday = 12 miles
    \nThe runners on the track team ran on Tuesday = 6 more miles than Monday = 6miles + 12miles = 18miles
    \nThey ran in all on both days = 12 miles+ 18 miles = 30 miles<\/p>\n

    Question 10.
    \nAssessment Practice<\/strong> Deb has two pencils. One pencil is 9 cm long and the other pencil is 13 cm long. What is the total length of both pencils?
    \nUse the number line to show your work.
    \n\"Envision
    \n___________ centimeters
    \nAnswer:
    \nGiven that,
    \nDeb has two pencils
    \nThe total length of one pencil = 9 centimeters
    \nThe total length of other pencils = 13 centimeters
    \nTotal length of both the pencils = 9 centimetres + 13 centimetres = 22 centimetres<\/p>\n

    Lesson 14.5 Problem Solving<\/h3>\n

    Use Appropriate Tools<\/strong>
    \nSolve & Share<\/strong><\/p>\n

    Choose a tool to solve each part of the problem. Be ready to explain which tools you used and why.
    \nWhich line is longer? How much longer? Draw a line that is that length.
    \nI can … choose the best tool to use to solve problems.
    \n\"Envision<\/p>\n

    Thinking Habits Which of these tools can I use?
    \ncounters
    \npaper and pencil cubes
    \nplace-value blocks
    \nmeasuring tools
    \nstring
    \nnumber line
    \ntechnology
    \nAm I using the tool correctly?
    \n\"Envision<\/p>\n

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

    Convince Me! Explain why counters are NOT the best tool to use to solve the problem above.<\/p>\n

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

    Choose a tool to use to solve the problem. \\ Show your work. Explain why you chose that tool and how you got your answer.
    \nQuestion 1.
    \nSara cut 19 centimeters of ribbon into two pieces. One piece is 11 centimeters long. How long is the other piece?
    \nAnswer:
    \nGiven that,
    \nSara cut 19 centimeters of ribbon into two pieces.
    \nThe length of one piece = 11 centimetres
    \nThe length of other piece = 19 centimetres – 11 centimetres = 8 centimetres.
    \nThe length of other pieces = 8 centimeters.<\/p>\n

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

    Solve each problem. Show your work.
    \nQuestion 2.
    \nWork with a partner. Measure each other’s arm from the shoulder to the tip of the index finger. Measure to the nearest inch. Whose arm is longer and by how much?
    \nChoose a tool to use to solve the problem. Explain why you chose that tool and how you got your answer.
    \nAnswer:<\/p>\n

    Question 3.
    \nMarcel jumped 39 centimeters high. Jamal jumped 48 centimeters high. How much higher did Jamal jump than Marcel?
    \nWhich tool would you NOT use to solve this problem? Explain.
    \nAnswer:
    \nGiven that,
    \nMarcel jumped = 39 centimetres
    \nJamal jumped = 48 centimetres
    \nJamal jumped more than Marcel.<\/p>\n

    Place value box tool is not used for solving the problem.<\/p>\n

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

    Performance Task
    \nSailboats Zak is measuring sailboats at the dock. Mr. Lee’s sailboat is 64 feet long. Ms. Flint’s sailboat is 25 feet shorter than Mr. Lee’s boat. Help Zak find the length of Ms. Flint’s boat.
    \n\"Envision<\/p>\n

    Question 4.
    \nUse Tools Which tool would you NOT use to solve this problem? Explain.
    \nAnswer:<\/p>\n

    Question 5.
    \nBe Precise<\/strong> Will you add or subtract to solve the problem?
    \n______________
    \nWrite an equation. Use ? for the unknown.
    \n______________
    \nWhat unit of measure will you use?
    \n______________
    \nAnswer:<\/p>\n

    Question 6.
    \nExplain What is the length of Ms. Flint’s boat? Did you use a tool to solve the problem? Explain.
    \nAnswer:
    \nGiven that,
    \nThe length of Ms. Flint’s boat = 25 feet shorter than Mr. Lee’s boat.
    \nMr. Lee’s boat = 65 feets.
    \nLength of the Ms. Flint’s boat = 65<\/p>\n

    Topic 14 Fluency Practice<\/h3>\n

    Follow the path
    \nColor a path from Start to Finish. Follow the sums and differences that are odd numbers. You can only move up, down, right, or left.
    \nI can … add and subtract within 100.
    \n\"Envision<\/p>\n

    Topic 14 Vocabulary Review<\/h3>\n

    Understand Vocabulary
    \nChoose a term from the Word List to complete each sentence.
    \nWord List
    \n\u2022 centimeter (cm)
    \n\u2022 foot (ft)
    \n\u2022 height
    \n\u2022 inch (in.)
    \n\u2022 length
    \n\u2022 mental math
    \n\u2022 meter (m)
    \n\u2022 yard (yd)<\/p>\n

    Question 1.
    \nThe length of your finger can best be measured in centimeters or ___________.
    \nAnswer:
    \nThe length of your finger can best be measured in centimetres or inches.<\/p>\n

    Question 2.
    \n100 ________ equals 1 meter.
    \nAnswer:
    \n100 centimetres equals to 1 meter.<\/p>\n

    Question 3.
    \n__________ is how tall an object is from bottom to top.
    \nAnswer:
    \nHeight is how tall an object is from bottom to top.<\/p>\n

    Write T for true or F for false.
    \nQuestion 4.
    \n_______ 1 yard is 5 feet long.
    \nAnswer:
    \nFalse<\/p>\n

    Question 5.
    \n________ 12 inches is I foot long.
    \nAnswer:
    \nTrue<\/p>\n

    Question 6.
    \n________ A centimeter is longer than a meter.
    \nAnswer:
    \nFalse<\/p>\n

    Question 7.
    \n_________ You can do mental math in your head.
    \nAnswer:
    \nFalse<\/p>\n

    Use Vocabulary in Writing
    \nQuestion 8.
    \nTell how to find the total length of two pieces of string. One piece of string is 12 inches long. The other piece is 9 inches long. Use terms from the Word List.
    \nAnswer:
    \nGiven that,
    \nThe total length of one piece of string = 12 inches
    \nThe total length of other pieces of string = 9 inches
    \nThe total length of two pieces = 12 inches + 9 inches = 21 inches<\/p>\n

    Topic 14 Reteaching<\/h3>\n

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

    What is the distance around the front of the bookcase?
    \n\"Envision
    \nAdd the lengths. Write an equation.
    \n4+ 3+ 4+ 3 = 14<\/span>
    \nDistance around: 14<\/span> feet<\/p>\n

    Write an equation to help solve.
    \nQuestion 1.
    \nWhat is the distance around the front of the crayon box?
    \n\"Envision
    \nDistance around: _________ cm
    \nAnswer:
    \nGiven that,
    \nThe crayon box has four sides
    \nThe length of the two sides is 12cm and 9cm.
    \nThe opposite side of 12 cm is also 12 cm.
    \nThe opposite side of 9cm is also 9 cm
    \nTotal distance around crayon box = 12 + 12 + 9 + 9 = 42 centimetres.<\/p>\n

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

    A kite string is 27 feet long. Some of the string is cut off. Now the kite string is 18 feet long. How many feet of kite string were cut off?
    \nWrite an equation and draw a picture.
    \n27 – ? = 18 or 18+? = 27
    \n\"Envision<\/p>\n

    Write an equation using a ? for the unknown number. Then draw a picture to solve.
    \nQuestion 2.
    \nA piece of yarn is 42 inches long. Mia cuts some of it off. It is now 26 inches long. How much yarn did Mia cut off?
    \nAnswer:
    \nGiven that,
    \nA piece of yarn = 42 inches long
    \nMia cuts some of it and now it is = 26 inches
    \nMia cut off yarn = 42 – 26 = 16 inches<\/p>\n

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

    A book measures 10 inches long. Another book measures 13 inches long. What is the total length of both books?
    \nYou can show 10 + 13 on a number line.
    \n\"Envision<\/p>\n

    Solve the problem using the number line.
    \nQuestion 3.
    \nOne room in Jackie’s house is 15 feet long. Another room is 9 feet long. What is the total length of both rooms?
    \n\"Envision
    \nAnswer:
    \nGiven that,
    \nThe length of one room in Jackie’s house = 15 feets
    \nThe length of other room in Jackie’s house = 9 feets
    \nTotal length of two rooms in Jackie’s house = 15 + 9 = 24 feets<\/p>\n

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

    Thinking Habits
    \nUse Tools
    \nWhich of these tools can I use?
    \ncounters
    \npaper and pencil cubes
    \nplace-value blocks
    \nmeasuring tools
    \nstring
    \nnumber line
    \ntechnology
    \nAm I using the tool correctly?
    \n\"Envision<\/p>\n

    Choose a tool to solve the problem.
    \nQuestion 4.
    \nDamon’s shoelace is 45 inches long. His shoelace breaks. One piece is 28 inches long. How long is the other piece?
    \nExplain your solution and why you chose the tool you used.
    \nAnswer:
    \nGiven that,
    \nThe total length of Damon’s shoelace = 45 inches long.
    \nHis shoelace breaks into two pieces and one-piece length = 28 inches
    \nThe length of other piece = 45 inches – 28 inches = 17 inches<\/p>\n

    Topic 14 Assessment Practice<\/h3>\n

    Question 1.
    \nA notebook has a length of 7 in. and a width of 5 in. What is the total distance around the notebook? Use the image below for help.
    \n\"Envision
    \nDistance around: _______ in.
    \nAnswer:
    \nGiven that,
    \nThe note book has a length of 7 inches and 5 inches
    \nTotal distance around the note book = 7 + + 7 + 5 + 5 = 24
    \nTotal distance around the note book = 24 inches.<\/p>\n

    Question 2.
    \nKate is 48 inches tall. Tom is 2 inches taller than Kate. James is 3 inches shorter than Tom.
    \nHow tall is James?
    \nA. 45 inches
    \nB. 47 inches
    \nC. 50 inches
    \nD. 53 inches
    \nAnswer:
    \nGiven that,
    \nKate is 48 inches tall.
    \nTom is 2 inches tall than Kate = 48 + 2 = 50 inches
    \nJames is 3 inches shorter than Tom = 50 – 3 = 47 inches
    \nJames has 47 inches tall.
    \nOption B is correct.<\/p>\n

    Question 3.
    \nAlexis has a rope that is 7 feet long. Mariah’s rope is 9 feet long. Sam’s rope is 3 feet longer than Mariah’s rope.
    \nUse the measurements on the cards to complete each sentence.
    \n\"Envision
    \nSam’s rope is ________ long.
    \nAlexis’s rope is ________ shorter than Mariah’s rope.
    \nSam’s rope is _________ longer than Alexis’s rope.
    \nAnswer:
    \nSam’s rope is 12 feet long.
    \nAlexis’s rope is 2 feets shorter than Mariah’s rope.
    \nSam’s rope is 5 feet longer than Alexis’s rope.<\/p>\n

    Question 4.<\/p>\n

    Joe rides his bike 18 miles. Then he rides 7 more miles.
    \nUse the number line to find how far Joe rides. Then explain your work.
    \n\"Envision
    \nAnswer:
    \nGiven that,
    \nJoe rides his bike = 18 miles.
    \nHe rides 7 more miles = 18 + 7 = 25 miles
    \nJoe rides in total = 25 inches.<\/p>\n

    Question 5.
    \nPat says that each unknown equals 25 cm. Do you agree? Choose Yes or No.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 6.
    \nGrace got a plant that was 34 cm tall. The plant grew and now it is 42 cm tall. How many centimeters did the plant grow?
    \nA. 8 cm
    \nB. 12 cm
    \nC. 42 cm
    \nD. 76 cm
    \nAnswer:
    \nGiven that,
    \nGrace got a plant that was 34 centimeters long.
    \nThe plant grows up to 42 centimeters tall.
    \nHow much the plant grow = 42 – 34 = 8 centimetres.
    \nOption A is correct<\/p>\n

    Question 7.
    \nClaire rides her bike 26 miles on Saturday and Sunday. She rides 8 miles on Sunday. How many miles does she ride on Saturday?
    \nWrite an equation to show the unknown. Then use the number line to solve the problem.
    \n\"Envision
    \nAnswer:
    \nGiven that,
    \nClaire rides her bike on Saturday and Sunday = 26 miles
    \nShe rides on Sunday = 8 miles
    \nShe rides on Saturday = 26 – 8 = 18 miles<\/p>\n

    Question 8.
    \nChris had a string that is 18 cm long. He cut off 7 cm. How much string is left?
    \nA. Which of these tools could you use to solve the problem? Choose all that apply.
    \n\u2610 centimeter ruler
    \n\u2610 paper and pencil
    \n\u2610 measuring cup
    \n\u2610 number line
    \n\u2610 inch ruler
    \nAnswer:<\/p>\n

    B. Write an equation to show the unknown.
    \nThen draw a number line to solve.
    \n________ \"Envision _______ = _________
    \n________ cm
    \nAnswer:<\/p>\n

    Topic 14 Performance Task<\/h3>\n

    Fishing Fun Jim and his family go on a fishing trip. They use a boat and fishing gear to help them catch fish.
    \n\"Envision<\/p>\n

    Question 1.
    \nJim takes this fishing box with him. What is the distance around the front of the fishing box? Write an equation to help solve the problem.
    \n\"Envision
    \nDistance around: _________ centimeters
    \nAnswer:
    \nJim takes this fishing box with him.
    \nThe length of the fishing box = 31
    \nThe breath of the fishing box = 16
    \nDistance around the front of the fishing box = 31 + 16 = 47 centimetres<\/p>\n

    Question 2.
    \nJim’s fishing pole is 38 inches long. Performance His dad’s fishing pole is 96 inches Task long. How much shorter is Jim’s pole than his dad’s pole? Part A
    \nWrite a subtraction equation that shows the problem.<\/p>\n

    Part B
    \nSolve the problem.
    \n__________ inches shorter
    \nAnswer:
    \nJim’s fishing pole = 38 inches
    \nHis dad’s fishing pole = 96 inches
    \n96 – 38 = 58
    \nJim’s fishing pole is 58 inches shorter than his dad’s fishing pole.<\/p>\n

    Question 3.
    \nJim catches a fish 49 yards away from the shore. Later, he helps row the boat closer to the shore. Now he is 27 yards away from the shore. How many yards closer to shore is Jim now than when he caught the fish?
    \nPart A
    \nWrite an addition equation that shows the problem.
    \nAnswer:<\/p>\n

    Part B
    \nSolve the problem.
    \n______ yards
    \nAnswer:<\/p>\n

    Question 4.
    \nJim catches a silver fish that is 12 inches long. His sister catches a green fish that is 27 inches long. What is the total length of both fish?
    \nUse the number line to solve.
    \n\"Envision
    \n__________ inches
    \nAnswer:
    \nGiven that,
    \nJim catches a silver fish that is 12 inches long.
    \nHis sister catches a green fish that is 27 inches long.
    \nThe total length of two fishes = 12 + 27 = 39 inches.<\/p>\n

    Question 5.
    \nJim has 27 yards of fishing line. He gives 12 yards of line to a friend. How many yards of line does Jim have left?
    \n\"Envision
    \nAnswer:
    \nGiven that,
    \nJim has 27 yards of fishing line.
    \nHe gives 12 yards of line to a friend.
    \nJim left the fishing line = 27 – 12 = 15 yards<\/p>\n

    Question 6.
    \nJim’s family meets a man with a big boat. A parking spot at the dock is 32 feet long. Will the man’s car and boat fit in the parking spot?
    \n\"Envision<\/p>\n

    Part A
    \nWhat do you need to find?
    \nAnswer:
    \nA parking spot at the dock is 32 feets
    \nLength of the big boat = 27 feets.
    \nLength of the car = 7 feets.
    \nThere is a space between car and boat = 2 feets.
    \nTotal length of car and boat = 34 feets
    \nYes the car and boat fit in the parking spot.<\/p>\n

    Part B
    \nWhat is the total length? Write an equation to solve.
    \nWill the car and boat fit in the parking spot? Explain.
    \n_____________
    \nWhat tool did you use? _______________
    \nAnswer:<\/p>\n","protected":false},"excerpt":{"rendered":"

    Go through the\u00a0enVision Math Common Core Grade 2 Answer Key\u00a0Topic 14 More Addition, Subtraction, and Length\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 2nd Grade Answers Key Topic 14 More Addition, Subtraction, and Length Essential Question: How can you add and subtract lengths? enVision STEM Project: Modeling Land, Water, and Length …<\/p>\n","protected":false},"author":1,"featured_media":25619,"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-2-Answer-Key-Topic-14-More-Addition-Subtraction-and-Length.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/5207"}],"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=5207"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/5207\/revisions"}],"predecessor-version":[{"id":27610,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/5207\/revisions\/27610"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25619"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=5207"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=5207"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=5207"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}