{"id":5711,"date":"2022-03-08T15:49:00","date_gmt":"2022-03-08T10:19:00","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=5711"},"modified":"2022-03-15T11:05:37","modified_gmt":"2022-03-15T05:35:37","slug":"envision-math-common-core-grade-2-answer-key-topic-10","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-2-answer-key-topic-10\/","title":{"rendered":"enVision Math Common Core Grade 2 Answer Key Topic 10 Add Within 1,000 Using Models and Strategies"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 2 Answer Key<\/a>\u00a0Topic 10 Add Within 1,000 Using Models and Strategies<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 2nd Grade Answers Key Topic 10 Add Within 1,000 Using Models and Strategies<\/h2>\n

\"Envision
\nenVision STEM Project: Building Up to 1,000<\/strong><\/p>\n

Find Out Use drinking straws and pieces of tape. The total number of straws and pieces of tape cannot be more than 1,000. First, decide how many of each to use. Then share. Build the tallest buildings you can.
\nJournal: Make a Book Describe your building in a book. In your book, also:<\/p>\n

    \n
  • Tell how many drinking straws and pieces of tape you used.<\/li>\n
  • Tell how you would make a better building if you did it again.<\/li>\n<\/ul>\n

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

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

    Question 1.
    \nCircle all of the hundreds digits in the numbers below.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Vocabulary-Question-1\"
    \nExplanation:
    \nThe digit place
    \nThousands\u00a0 \u00a0Hundreds\u00a0 \u00a0Tens\u00a0 Ones
    \n5\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 0\u00a0 \u00a0 \u00a0 \u00a02
    \n5\u00a0 \u00a0 \u00a0 \u00a08
    \n1\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 0\u00a0 \u00a0 \u00a0 \u00a00
    \n5 and 0 are in the hundreds place and these values are circled.<\/p>\n

    Question 2.
    \nWrite the expanded form of the number.
    \n846
    \n____
    \nAnswer:
    \n800 + 40 + 6 is the expanded form of 846.
    \nExplanation:
    \nGiven number is a three digit number
    \n8 in Hundreds place
    \n4 in Tens place
    \n6 in Ones place<\/p>\n

    Question 3.
    \nWrite the word form of the number.
    \n265
    \n_____
    \nAnswer:
    \n265 = Two hundred and sixty five.
    \nExplanation:
    \nGiven number is a three digit number
    \n2 in Hundreds place
    \n6 in Tens place
    \n5 in Ones place<\/p>\n

    Open Number Lines<\/strong><\/p>\n

    Question 4.
    \nUse the open number line to find the sum.
    \n\"Envision
    \n54 + 13 = ___
    \nAnswer:
    \n54 + 13 = 67
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Open-Number-Lines-Question-4\"<\/p>\n

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

    Question 5.
    \nUse mental math to find each sum.
    \n40 + 37 = ____
    \n6 + 77 + 4 = ___
    \nAnswer:
    \n40 + 37 = 40 + (30 + 7) = (40 + 30) + 7 = 70 + 7 = 77.
    \n6 + 77 + 4 = (6 + 4) + 77 = 10 + 77 = 87.
    \nExplanation:
    \nMental math we break the number of one addend and then giving park of one addend to the other addend.
    \nHere in 40 + 37
    \nwe break 37 as 30 + 7
    \nnow we add 40 + 30 =70 + 7 = 77.
    \nThis simplify the adding of numbers.
    \nIn 2nd Sum
    \n6 + 77 + 4
    \nwe add 6 + 4 =10 and then 10 + 77 = 87.<\/p>\n

    Partial Sums<\/strong><\/p>\n

    Question 6.
    \nUse partial sums to add.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Partial-Sums-Question-6\"
    \nExplanation:
    \nUsing partial sum
    \nwe add the place values of the numbers separately.
    \nHundreds place value + Hundreds place value
    \nTens place value + Tens place value
    \nOnes place value + Ones place value
    \nHere
    \n46 + 53 = (40+50) + (6 + 3) = 90 + 9 = 99
    \n29 + 61 = (20 + 60) + (9 + 1) = 80 + 10 = 90.<\/p>\n

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

    PROJECT 10A<\/strong>
    \n\"Envision
    \nWhat are the run times of two of your favorite movies?
    \nProject: Write Movie Reviews<\/p>\n

    PROJECT 10B<\/strong>
    \n\"Envision
    \nHow many shots do basketball teams block?
    \nProject: Make a Basketball Poster<\/p>\n

    PROJECT 10C<\/strong>
    \nHow many miles are between a State Capital and other cities?
    \nProject: Draw a State Map
    \n\"Envision<\/p>\n

    PROJECT 10D<\/strong>
    \nHow far can people hike in the Sierra Nevada Mountains?
    \nProject: Create a Hiking Guide
    \n\"Envision<\/p>\n

    Lesson 10.1 Add 10 and 100<\/h3>\n

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

    Activity<\/strong><\/p>\n

    Forest Park Nursery sells trees.
    \nSal buys a maple tree for $125. A spruce free costs $10 more than a maple tree. An elm tree costs $100 more than a maple tree. What is the cost of a spruce tree? An elm tree?
    \nUse dollar bills, place-value blocks, or mental math to solve. Be ready to explain how you solved the problem.
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nUse mental math to find 567 + 10 and 567 + 100. Explain your reasoning.<\/p>\n

    Guided Practice<\/strong>
    \nAdd. Use place-value blocks or mental math.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Lesson-10.1-Add-10-and-100-<\/p>\n

    Question 2.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Lesson-10.1-Add-10-and-100-
    \nExplanation:
    \nThe square cube represents 100 square and hundreds place
    \ncube stick represents 10 cubes and tens place
    \nsingle cube represents 1 cube and ones place.
    \nIn the above image
    \n(4 square cube + 1 cube stick + 2 cubes) + 1 cube stick
    \n(400 + 10 + 2) + 10
    \nAdding tens place
    \n10 +10 = 20
    \nthe value of the\u00a0 image = 400+20+2=422.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Lesson-10.1-Add-10-and-100-
    \nExplanation:
    \nThe square cube represents 100 square and hundreds place
    \ncube stick represents 10 cubes and tens place
    \nsingle cube represents 1 cube and ones place.
    \nIn the above image
    \n(3 square cube + 2 square cube) + 1 square cube
    \n(300 + 200) + 100
    \nAdding hundreds place
    \n500 + 100 = 600
    \nthe value of the\u00a0 image = 500 + 100 = 600.<\/p>\n

    Question 4.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Lesson-10.1-Add-10-and-100-
    \nExplanation:
    \nThe square cube represents 100 square and hundreds place
    \ncube stick represents 10 cubes and tens place
    \nsingle cube represents 1 cube and ones place.
    \nIn the above image
    \n(2 square cube + 5 cube stick + 3 cubes) + 1 Square cube
    \n(200 + 50 + 3) + 100
    \nAdding Hundreds place values
    \n200 + 100 = 300
    \nthe value of the\u00a0 image = 400+20+2=422.<\/p>\n

    Independent Practice<\/strong>
    \nAdd. Use place-value blocks or mental math.<\/p>\n

    Question 5.
    \n164 + 100 =
    \nAnswer:
    \nUsing mental math
    \n164 + 100
    \nDividing 164 into smaller parts
    \n= (100 + 64 ) + 100
    \nNow adding hundreds place values
    \n100 + 100 = 200
    \n200 + 64 = 264.
    \nSum = 264.<\/p>\n

    Question 6.
    \n$837 + $10 = ___
    \nAnswer:
    \nUsing mental math
    \n837 + 10
    \nDividing 837 into smaller parts
    \n(800 + 30 + 7 ) + 10
    \nAdding tens places
    \n30 + 10 = 40
    \n800+40+7 = 847.
    \nSum = $847.<\/p>\n

    Question 7.
    \n329 + 100 = ___
    \nAnswer:
    \nUsing mental math
    \n329 + 100
    \nDividing 329 into smaller parts
    \n(300+ 20 + 9) + 100
    \nAdding hundreds place
    \n300+ 100 = 400
    \n400+20+9 = 429
    \nSum = 429.<\/p>\n

    Question 8.
    \n610 + 10 = ___
    \nAnswer:
    \nDividing 610 into its smaller values
    \n(600 + 10 ) + 10
    \nAdding tens places
    \n10+10 = 20
    \n= 600 + 20 =\u00a0 620.
    \nSum = 620.<\/p>\n

    Question 9.
    \n295 + 10 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Lesson-10.1-Add-10-and-100-Independent-Practice-Question-9\"<\/p>\n

    Question 10.
    \n$497 + $100 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Lesson-10.1-Add-10-and-100-Independent-Practice-Question-10\"<\/p>\n

    Question 11.
    \n790 + 10 = ___
    \nAnswer:
    \nDividing 790 into its smaller values
    \n(700 + 90 ) + 10
    \nAdding tens places
    \n90+10 = 100
    \n= 700 + 100 =\u00a0 800.
    \nSum = 800.<\/p>\n

    Question 12.
    \n693 + 100 = ___
    \nAnswer:
    \nDividing 693 into its smaller values
    \n(600 + 90 + 3 ) + 100
    \nAdding hundreds places
    \n6 + 1 = 7
    \n= 600 + 100 =\u00a0 700.
    \n= 700 + 90 + 3
    \n= 793
    \nSum = 793.<\/p>\n

    Question 13.
    \n900 + 100 = ___
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-Lesson-10.1-Add-10-and-100-Independent-Practice-Question-13\"<\/p>\n

    Question 14.
    \n460 + 10 = ___
    \nAnswer:
    \nDividing 460 into its smaller values
    \n(400 + 60 ) + 10
    \nAdding tens places
    \n6 + 1 = 7
    \n= 60 + 10 =\u00a0 70.
    \n=400 + 70
    \n= 470
    \nSum = 470.<\/p>\n

    Question 15.
    \n185 + 10 = ___
    \nAnswer:
    \nDividing 185 into its smaller values
    \n(100 + 80 + 5 ) + 10
    \nAdding Tens places
    \n8 + 1 = 9
    \n= 80 + 10 =\u00a0 90.
    \n=100 + 90 + 5
    \n= 195
    \nSum = 195.<\/p>\n

    Question 16.
    \n723 + 100 = ___
    \nAnswer:
    \nDividing 723 into its smaller values
    \n(700 + 20 + 3 ) + 100
    \nAdding hundreds places
    \n7 + 1 = 8
    \n= 700 + 100 =\u00a0 800.
    \n= 800 + 20 + 3
    \n= 823
    \nSum = 823.<\/p>\n

    Algebra<\/strong> Find the missing numbers. Use mental math to solve.<\/p>\n

    Question 17.
    \n572 + \"Envision = 672
    \nAnswer:
    \nGiven
    \nOne addend 572 and
    \nSum 672
    \nBoth are 3-digit number
    \nHundred\u00a0 Tens\u00a0 Ones
    \n5\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 7\u00a0 \u00a0 \u00a0 \u00a0 2
    \n6\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 7\u00a0 \u00a0 \u00a0 \u00a0 2
    \nThe values in the tens place and ones place are same but the values in the hundreds place are different
    \nSubtract the hundreds place values
    \n6 – 5 = 1
    \n600 – 500 = 100.
    \nThe missing addend is 100.
    \n572 + 100 = 672.<\/p>\n

    Question 18.
    \n285 + \"Envision = 385
    \nAnswer:
    \nGiven
    \nOne addend 285 and
    \nSum 385
    \nBoth are 3-digit number
    \nHundred\u00a0 Tens\u00a0 Ones
    \n2\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 8\u00a0 \u00a0 \u00a0 \u00a0 5
    \n3\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 8\u00a0 \u00a0 \u00a0 \u00a0 5
    \nThe values in the tens place and ones place are same but the values in the hundreds place are different
    \nSubtract the hundreds place values
    \n3 – 2 = 1
    \n300 – 200 = 100.
    \nThe missing addend is 100.
    \n285 + 100 = 385.<\/p>\n

    Question 19.
    \n709 = 699 + \"Envision
    \nAnswer:
    \nGiven
    \nOne addend 699 and
    \nSum 709
    \nBoth are 3-digit number
    \nHundred\u00a0 Tens\u00a0 Ones
    \n6\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 9\u00a0 \u00a0 \u00a0 \u00a09
    \n7\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 0\u00a0 \u00a0 \u00a0 \u00a09
    \nThe values in the\u00a0 ones place are same but the values in the tens and hundreds place are different
    \nAdding 1 to\u00a0 the tens place values
    \n9 + 1 = 10
    \nNow the value in the tens place is 0 and 1 is carried to the hundreds place
    \n1 is added to hundreds place vale
    \n6 + 1 = 7
    \n10 is the missing number.
    \n699 + 10 = 709.<\/p>\n

    Question 20.
    \n422 = 322 + \"Envision
    \nAnswer:
    \nGiven
    \nOne addend 422 and
    \nSum 322
    \nBoth are 3-digit number
    \nHundred\u00a0 Tens\u00a0 Ones
    \n3 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 2\u00a0 \u00a0 \u00a0 \u00a0 2\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0-Addend
    \n4\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 2\u00a0 \u00a0 \u00a0 \u00a0 2\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0– Sum
    \nThe values in the tens place and ones place are same but the values in the hundreds place are different
    \nSubtract the hundreds place values
    \n4 – 3 = 1
    \n400 – 300 = 100.
    \nThe missing addend is 100.
    \n322 + 100 = 422.<\/p>\n

    Question 21.
    \n615 + \"Envision = 625
    \nAnswer:
    \nGiven
    \nOne addend 699 and
    \nSum 709
    \nBoth are 3-digit number
    \nHundred\u00a0 Tens\u00a0 Ones
    \n6\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 1\u00a0 \u00a0 \u00a0 \u00a05\u00a0 \u00a0 \u00a0 \u00a0–\u00a0 \u00a0Addend
    \n6\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 2\u00a0 \u00a0 \u00a0 \u00a05\u00a0 \u00a0 \u00a0 \u00a0– Sum
    \nThe values in the\u00a0 ones place and hundreds place are same but the values in the tens are different
    \nsubtracting\u00a0 \u00a0the tens place values
    \n2 – 1 = 1
    \nNow adding 1 to the addends tens place
    \n1 + 1 = 2
    \n10 is the missing number.
    \n615 + 10 = 625.<\/p>\n

    Question 22.
    \n600 = \"Envision + 590
    \nAnswer:
    \nGiven
    \nOne addend 590 and
    \nSum 600
    \nBoth are 3-digit number
    \nHundred\u00a0 Tens\u00a0 Ones
    \n5\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 9\u00a0 \u00a0 \u00a0 \u00a00
    \n6\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 0\u00a0 \u00a0 \u00a0 \u00a0 0
    \nThe values in the\u00a0 ones place are same but the values in the tens and hundreds place are different
    \nAdding 1 to\u00a0 the tens place values of addend
    \n9 + 1 = 10
    \nNow the value in the tens place is 0 and 1 is carried to the hundreds place
    \n1 is added to hundreds place vale
    \n5 + 1 = 6
    \n10 is the missing number.
    \n590 + 10 = 600.<\/p>\n

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

    Solve each problem. Show your work.<\/p>\n

    Question 23.
    \nenVision\u00ae STEM<\/strong> The Science Club asked 178 people about recycling. The club wants to ask a total of 188 people about recycling. How many more people will the Science Club need to ask?
    \n___ more people
    \nAnswer:
    \nNumber of people The Science Club asked about recycling = 178 people
    \nTotal number of people The Science Club wants to ask about recycling = 188 people.
    \nNumber of more people\u00a0 The Science Club need to ask = 188 – 178 = 10.
    \n10 more people.
    \nTh given number is 3 digit number
    \nHundred place\u00a0 \u00a0Tens place\u00a0 \u00a0Once place
    \n1\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 8\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a08
    \n1\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 7\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a08
    \nThe Hundreds place value and ones place values are same. but the tens place value is different
    \n8 – 7 = 1
    \n80 – 70 = 10.
    \n10 more people.<\/p>\n

    Question 24.
    \nUse Structure<\/strong> Jordan has four $100 bills, three $20 bills, one $10 bill, and seven $1 bills. What will Jordan’s total be if Jayla gives him one more $10 bill? What will his total be if she gives him one more $100 bill?
    \n\"Envision
    \nAnswer:
    \nNumber of $100 bills Jordan has = 4
    \nNumber of $20 bills Jordan has = 3
    \nNumber of $10 bills Jordan has = 1
    \nNumber of $1 Jordan has = 7
    \nNumber of $10 bills Jayla gave to Jordan = 1
    \nTotal money Jordan have after adding Jayla’s $10 bill = $400 + $60 + $10 + $10 + $7 = $487
    \nJayla gave more $100 bill to Jordan
    \nTotal money Jordan have after adding 1 more $100 bill = $487 + $100 = $587.
    \nThe value of the hundreds place\u00a0 = 4
    \nadding 1
    \n4 + 1 = 5.
    \nThe value of the hundreds place is 5. The remaining values remain same.
    \nTotal money Jordan has = $587.<\/p>\n

    Question 25.
    \nHigher Order Thinking<\/strong> Think of a 3-digit number. Write a story about adding 100 to your number. Then write an equation to show your solution.
    \n\"Envision
    \nAnswer:
    \nA hotel has 250 rooms. Their is an event organized at the hotel the hotel is booked completely. Before the day of event there are 150 rooms filled. How many rooms need to be filled?
    \nNumber of room filled = 150
    \nTotal number of rooms in the hotel = 250
    \nNumber of more rooms to be filled = 250 – 150 = 100 rooms.
    \n100 more rooms need to be filled.
    \nHere the tens and ones place values are same but the Hundreds place value is different.
    \n2 – 1 = 1
    \nThe difference in the hundreds place value is 1.
    \nThe difference is 100.<\/p>\n

    Question 26.
    \nAssessment Practice<\/strong> Which equations are true? Choose all that apply.
    \n\"Envision $251 + $10 = $351
    \n\"Envision 528 + 100 = 628
    \n\"Envision 528 + 10 = 538
    \n\"Envision $251 + $100 = $351
    \nAnswer:
    \nThe Equations that are true are
    \n2. 528 + 100 = 628
    \nAdding the hundreds place values
    \n5 + 1 = 6
    \nSum = 528 + 100 =\u00a0 628
    \n3. 528 + 10 = 538
    \nAdding the tens places
    \n2 + 1 = 3
    \nSum = 528 + 10 = 538.
    \n4. $251 + $100 = $ 351
    \nAdding the hundreds place values
    \n2 + 1 = 3
    \nSum = $25<\/span>1 + $100 =\u00a0 $351<\/span><\/p>\n

    Lesson 10.2 Add on an Open Number Line<\/h3>\n

    Activity<\/strong><\/p>\n

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

    Use the open number line to find 598 + 123. Explain your work.<\/p>\n

    \"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nExplain how you can use an open number line to find 599 + 205.<\/p>\n

    Guided Practice<\/strong>
    \nUse an open number line to find each sum.<\/p>\n

    Question 1.
    \n375 + 118 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-
    \nExplanation:
    \nHere we are breaking the addend into hundreds , tens, ones which does not change its value.
    \nThe equation is 375 + 118
    \n118 is the addend
    \nBreaking the addend 118
    \n118 = 100+ 10+5+3
    \nSo, adding these to 375
    \n375+100=475
    \n475+10 = 485
    \n485+\u00a0 5 =\u00a0 \u00a0490
    \n490 + 3=\u00a0 493
    \n375 +118 = 493.<\/p>\n

    Question 2.
    \n670 + 232 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-<\/p>\n

    Explanation:
    \nHere we are breaking the addend into hundreds , tens, ones which does not change its value.
    \nThe equation is 670 + 232
    \n232 is the addend
    \nBreaking the addend 232
    \n232 = 100+ 100 + 20 + 10 + 2
    \nSo, adding these to 670
    \n670 +100 = 770
    \n770 +100 = 870
    \n870 + 20 = 890
    \n890 + 10 = 900
    \n900 + 2 =\u00a0 902
    \n670 + 232 = 902.<\/p>\n

    Independent Practice<\/strong>
    \nUse an open number line to find each sum.<\/p>\n

    Question 3.
    \n269 + 156 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-
    \nExplanation:
    \nHere we are breaking the addend into hundreds , tens, ones which does not change its value.
    \nThe equation is 269 + 156
    \n156 is the addend
    \nBreaking the addend 156
    \n156 = 100 + 20 + 20 + 10 + 5 + 1
    \nSo, adding these to 269
    \n269 + 100 = 369
    \n369 + 20 = 389
    \n389 + 20 = 409
    \n409 + 10 =\u00a0 419
    \n419 + 5 = 424
    \n424 + 1 = 425<\/p>\n

    Question 4.
    \n637 + 242 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-<\/p>\n

    Explanation:
    \nHere we are breaking the addend into hundreds , tens, ones which does not change its value.
    \nThe equation is 637 + 242
    \n242 is the addend
    \nBreaking the addend 242
    \n242 = 100+ 100 + 20 + 20 + 2
    \nSo, adding these to 637
    \n637 +100 = 737
    \n737 +100 = 837
    \n837 + 20 = 857
    \n857 + 20 = 877
    \n877 + 2 = 879
    \n637 + 242 = 879.<\/p>\n

    Question 5.
    \n886 + 114 = ___
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-<\/p>\n

    Explanation:
    \nHere we are breaking the addend into hundreds , tens, ones which does not change its value.
    \nThe equation is 886 + 114
    \n114 is the addend
    \nBreaking the addend 114
    \n114 = 100+ 10 + 4
    \nSo, adding these to 886
    \n886 +100 = 986
    \n986 +10 = 996
    \n996 + 4 = 1000
    \n886 + 114 = 1000.<\/p>\n

    Question 6.
    \n208 + 598 =
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-<\/p>\n

    Explanation:
    \nHere we are breaking the addend into hundreds , tens, ones which does not change its value.
    \nThe equation is 208 + 598
    \n598 is the addend
    \nBreaking the addend 598
    \n598 = 100+ 100 + 100 + 100 + 100 + 50 + 40 + 5 + 3
    \n598 = 500 + 50+ 40 + 5 + 3
    \nSo, adding these to 208
    \n208 + 100 = 308
    \n308 + 100 = 408
    \n408 + 100 = 508
    \n508 + 100 = 608
    \n608 + 100 = 708
    \n708 + 50 = 758
    \n758 + 40 = 798
    \n798 + 5 = 803
    \n803 + 3 = 806<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong> Lisa finds 550 + 298 using the open number line below. Is her work correct? Explain.
    \n\"Envision
    \n\"Envision
    \nAnswer:
    \nNo, Lisa work is not correct as of addition expression.
    \nThe correct way is as below
    \n550 + 298
    \nbreaking the addend 298 into hundreds , tens, ones
    \n298 = 100 + 100 + 50 + 40 + 5 + 3 or
    \n298 = 200 + 90 + 8.<\/p>\n

    Problem Solving<\/strong>
    \nUse an open number line to find each sum.<\/p>\n

    Question 8.
    \nReasoning<\/strong> Jos\u00e9 has 181 cards. He collects 132 more cards. How many cards does he have now?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Add-Within-1,000-Using-Models-and-Strategies-<\/p>\n

    Question 9.
    \nVocabulary<\/strong> Complete the sentence using two of these terms.
    \n\"Envision>
    \nAnswer:<\/p>\n

    Question 10.
    \nHigher Order Thinking<\/strong> Use open number lines to find 446 +215 in two different ways.
    \n446 + 215 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 11.
    \nAssessment Practice<\/strong> Mary uses an open number line to find 286 + 137. All of the jumps she draws are greater than 1. Draw what Mary could have done. Write the sum.
    \n286 + 137 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Lesson 10.3 Add Using Models<\/h3>\n

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

    Activity<\/strong><\/p>\n

    Use place-value blocks to find 243 + 354. Tell which place value you added first and why. Then draw a picture to show your work.
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nAre the tens regrouped in the example above? How do you know?<\/p>\n

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

    Use place-value blocks to find each sum. Regroup if needed.<\/p>\n

    Question 1.
    \n223 + 106 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 2.
    \n149 + 362 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Independent Practice<\/strong>
    \nUse and draw blocks to find each sum. Regroup if needed.<\/p>\n

    Question 3.
    \n151 + 324 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 4.
    \n250 + 298 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 5.
    \n258 + 109 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 6.
    \n187 + 246 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 7.
    \n236 + 318 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 8.
    \n432 + 365 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 9.
    \nNumber Sense<\/strong> Jamal says that the sum of 183 + 198 is less than 300. Is Jamal’s answer reasonable? Why or why not?
    \n\"Envision
    \nAnswer:<\/p>\n

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

    Solve the problems below. Show your work.<\/p>\n

    Question 10.
    \nReasoning<\/strong> 156 children in a school are girls. 148 children in that school are boys. How many children go to that school?
    \n\"Envision
    \n___ children
    \nAnswer:<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> Write an addition problem about stickers. Use 3-digit numbers. Then solve the problem.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 12.
    \nAssessment Practice<\/strong> which is the sum of 129 +268?
    \n\"Envision
    \nA. 292
    \nB. 294
    \nC. 389
    \nD. 397
    \n\"Envision
    \nAnswer:<\/p>\n

    Lesson 10.4 Continue to Add Using Models and Place Value<\/h3>\n

    Activity<\/strong><\/p>\n

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

    Oak School has 256 students. Pine School has 371 students. How many students do the schools have in all?
    \nUse place-value blocks to help. Draw your blocks below and solve.<\/p>\n

    \"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nLook at the example above. Why don’t the Il tens need to be regrouped to get the final sum?<\/p>\n

    Guided Practice<\/strong>
    \nDraw blocks to find the partial sums.
    \nRecord the partial sums to find the sum.<\/p>\n

    Question 1.
    \n236 + 252 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 2.
    \n328 + 124 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

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

    Question 3.
    \n372 + 281 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 4.
    \n429 + 163 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 5.
    \n174 + 245 =
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 6.
    \nHigher Order Thinking<\/strong> Ben said that the sum of 157 and 137 is 284. Nikki said that Ben made a mistake. Who is correct? Explain.
    \n\"Envision
    \nAnswer:<\/p>\n

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

    Solve each problem below. You can use models to help.<\/p>\n

    Question 7.
    \nModel<\/strong> On Friday, 354 people went to the fair. On Saturday, 551 people went to the fair.
    \nHow many people went to the fair in all?
    \n___ people
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Write an addition problem in which the partial sum for tens is greater than 10 tens. Draw blocks and show partial sums to solve.
    \n___ + ___ = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Find 448 + 323. Draw place-value blocks and show partial sums to solve.
    \n448 + 323 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Lesson 10.5 Add Using Place Value and Partial Sums<\/h3>\n

    Activity<\/strong><\/p>\n

    Solve & Share<\/strong>
    \nOn Monday, 248 people visit the museum. On Tuesday, 325 people visit the museum. How many people visit the museum on Monday and Tuesday? Solve any way you choose. Be prepared to explain your thinking.
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nCan the problem above be solved by adding the ones first, then the tens, and then the hundreds ? Explain.<\/p>\n

    Guided Practice<\/strong>
    \nAdd. Use partial sums. Show your work. Use place-value blocks if needed.<\/p>\n

    Question 1.
    \n425 + 148 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 2.
    \n394 + 276 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

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

    Add. Use partial sums. Show your work.<\/p>\n

    Question 3.
    \n\"Envision
    \nAnswer:<\/p>\n

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

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

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

    Question 7.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Mark found the sum of 127 and 345. Explain his mistake. What is the correct sum?
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 9.
    \nReasoning<\/strong> Rhea has a $100 bill, four $20 bills, one $10 bill, and three $5 bills. Is this amount greater or less than $210? Explain.
    \nAnswer:<\/p>\n

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

    Question 10.
    \nLook for Patterns 349 people are on a boat. 255 people are on another boat. How many people are on both boats?
    \n\"Envision
    \n___ people
    \nAnswer:<\/p>\n

    Question 11.
    \n163 students are in first grade. 217 students are in second grade. How many students are in both grades?
    \n___ students
    \nAnswer:<\/p>\n

    Question 12.
    \nHigher Order Thinking<\/strong> Choose a number between 100 and 400. Add 384 to your number. What is the sum? Show your work. Explain the steps you took to find the sum.
    \nAnswer:<\/p>\n

    Question 13.
    \nAssessment Practice<\/strong> which is the same amount as 238 + 164? Choose all that apply.
    \n\"Envision 200 + 190 + 12
    \n\"Envision 300 + 90 + 12
    \n\"Envision 402
    \n\"Envision 400 + 10 + 2
    \nAnswer:<\/p>\n

    Lesson 10.6 Explain Addition Strategies<\/h3>\n

    Activity<\/strong><\/p>\n

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

    Find 375 + 235. Explain your strategy. Then explain why your strategy works.
    \n\"Envision<\/p>\n

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

    Convince Me!<\/strong>
    \nChoose a strategy shown above. Explain why it works.<\/p>\n

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

    Use the strategy to solve the problem. Show your work. Then explain your work.<\/p>\n

    Question 1.
    \n624 + 248 = 872
    \n\"Envision
    \nAnswer:<\/u><\/u><\/p>\n

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

    Choose any strategy to solve each addition problem. Show your work. Then explain why the strategy works.<\/p>\n

    Question 2.
    \n212 + 487 = ___
    \nAnswer:<\/p>\n

    Question 3.
    \n874 + 109 = ___
    \nAnswer:<\/p>\n

    Question 4.
    \n419 + 532 = ___
    \nAnswer:<\/p>\n

    Question 5.
    \n650 + 270 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

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

    Solve each problem any way you choose. Show your work.<\/p>\n

    Question 6.
    \nReasoning<\/strong> Lee School needs 407 folders for its students. Jefferson School needs 321 folders for its students. How many folders do both schools need?
    \n___ folders
    \nAnswer:<\/p>\n

    Question 7.
    \nReasoning<\/strong> There are 229 people at the football game. 108 more people arrive at the game. How many people are at the football game now?
    \n___ people
    \nAnswer:<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Tommy found 125 + 598. Since 598 is close to 600, he added 125 + 600 = 725. Then he subtracted 2 to get 723. Why did Tommy subtract 2? Explain.
    \nAnswer:<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> There are 192 ants on an ant farm. 397 more ants join the ant farm. How many ants are on the ant farm now? Use the number line to solve. Explain.
    \n\"Envision
    \nAnswer:<\/p>\n

    Lesson 10.7 Repeated Reasoning<\/h3>\n

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

    Activity<\/strong><\/p>\n

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

    Solve these problems any way you choose. Explain patterns you see.
    \n63 + 28 = ?
    \n263 + 128 = ?<\/p>\n

    \"Envision<\/p>\n

    Thinking Habits<\/strong>
    \nWhat can I use from one problem to help with another problem? Are there things that repeat?<\/p>\n

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

    Convince Me!<\/strong>
    \nIf you start with 36 and add on 24, in the example above, will you get the same sum? Explain.<\/p>\n

    Guided Practice<\/strong>
    \nUse repeated reasoning to solve the two problems. Circle the digits that are the same in the sums. Explain why the sums are different.<\/p>\n

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

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

    Solve each problem.<\/p>\n

    Question 2.
    \nWrite a problem where you need to regroup to make a ten or a hundred. Each addend must be three digits. Draw place-value blocks to solve your problem. Then explain why you needed to regroup.
    \n___ + ___ = ____
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 3.
    \nWrite a problem where you do not need to regroup to make a ten or a hundred. Each addend must be three digits. Draw place value blocks to solve your problem. Then explain why you did not need to regroup.
    \n___ + ___ = ____
    \n\"Envision
    \nAnswer:<\/p>\n

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

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

    Tickets Sold<\/strong>
    \nThe table shows how many tickets were sold at a theater. How many tickets were sold on Thursday and Saturday in all?
    \n\"Envision<\/p>\n

    Question 4.
    \nMake Sense<\/strong> Which numbers and operation can you use to solve the problem?
    \nAnswer:<\/p>\n

    Question 5.
    \nModel<\/strong> Write an equation that shows the problem you need to solve.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 6.
    \nGeneralize<\/strong> Use what you know about adding 3-digit numbers to solve the problem. Explain what you did.
    \nAnswer:<\/p>\n

    Topic 10 Fluency Practice<\/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. Both partners subtract Partner 2’s number from Partner l’s number.
    \nIf the answer is on your color, you get a tally mark. Work until one partner gets seven tally marks.
    \n\"Envision<\/p>\n

    Topic 10 Vocabulary Review<\/strong><\/p>\n

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

    Choose a term from the Word List to complete each sentence.<\/p>\n

    Word List
    \n\u2022 addend
    \n\u2022 break apart
    \n\u2022 digits
    \n\u2022 hundreds
    \n\u2022 mental math
    \n\u2022 open number line
    \n\u2022 partial sum
    \n\u2022 sum<\/p>\n

    Question 1.
    \nWhen adding 193 + 564, the sum of 90 + 60 is called a ___
    \nAnswer:<\/p>\n

    Question 2.
    \nIn 709 + 187, 709 is an ___
    \nAnswer:<\/p>\n

    Question 3.
    \nYou can use an ___ to count on.
    \nAnswer:<\/p>\n

    Question 4.
    \nIn 841, there are ___ hundreds
    \nAnswer:<\/p>\n

    Question 5.
    \nGive the value of each digit in 610.
    \nAnswer:<\/p>\n

    Question 6.
    \nUse mental math to find 198 + 362.
    \nAnswer:<\/p>\n

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

    Question 7.
    \nUse words to tell how to find 249 + 201. Use terms from the Word List.
    \nAnswer:<\/p>\n

    Topic 10 Reteaching<\/h3>\n

    Set A<\/strong>
    \nYou can use mental math to add 10 or 100 to 362.
    \n\"Envision<\/p>\n

    Add using place-value blocks or mental math.<\/p>\n

    Question 1.
    \n600 + 10 = ___
    \nAnswer:<\/p>\n

    Question 2.
    \n345 + 100 = ___
    \nAnswer:<\/p>\n

    Question 3.
    \n543 + 100 = ___
    \nAnswer:<\/p>\n

    Question 4.
    \n800 + 100 = ___
    \nAnswer:<\/p>\n

    Question 5.
    \n799 + 10 = ___
    \nAnswer:<\/p>\n

    Question 6.
    \n119 + 10 = ___
    \nAnswer:<\/p>\n

    Set B<\/strong>
    \nYou can use an open number line to add. Find 327 + 126.
    \nFirst, place 327 on the line and then count on by 100s, 10s, and 1s.
    \n\"Envision
    \nUse an open number line to find each sum.<\/p>\n

    Question 7.
    \n594 + 132 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 8.
    \n157 + 245 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

    Set C<\/strong>
    \nYou can use or draw place-value blocks and use partial sums to add. Find 276 + 137.
    \n\"Envision<\/p>\n

    Add. Use partial sums. Show your work. Use drawings of blocks if needed.<\/p>\n

    Question 9.
    \n408 + 326 = ___
    \n\"Envision
    \nAnswer:<\/p>\n

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

    Thinking Habits<\/strong>
    \nRepeated Reasoning<\/strong>
    \nWhat can I use from one problem to help with another problem? Are there things that repeat?
    \n\"Envision<\/p>\n

    Solve each problem. Use partial sums and repeated reasoning. Use drawings of blocks if needed.<\/p>\n

    Question 10.
    \n\"Envision
    \nCircle the digits that are alike in each sum.
    \nAnswer:<\/p>\n

    Topic 10 Assessment Practice<\/h3>\n

    Question 1.
    \nEmily has 100 sun stickers. She has 382 star stickers and 10 moon stickers. How many sun and star stickers does Emily have?
    \nAnswer:<\/p>\n

    Question 2.
    \nTyrone collects baseball cards. He gives 138 cards to his friend. Now he has 428 cards. How many cards did Tyrone have before he gave some away?
    \n___ cards
    \nAnswer:<\/p>\n

    Question 3.
    \nUse the open number line to solve the problem. Write the missing numbers in the boxes.
    \n421 + 250 = ?
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 4.
    \nWhich is the same amount as 528 + 167? Choose all that apply.
    \n\"Envision 500 + 80 + 15
    \n\"Envision 500 + 180 + 15
    \n\"Envision 600 + 90 + 5
    \n\"Envision 600 + 80 + 15
    \nAnswer:<\/p>\n

    Question 5.
    \nChoose all the equations in which the sum is 488.
    \n\"Envision 478 + 10 = ?
    \n\"Envision 388 + 100 = ?
    \n\"Envision 248 + 240 = ?
    \n\"Envision 200 + 265 = ?
    \nAnswer:<\/p>\n

    Question 6.
    \nRich has 335 pennies. Beth has 58 more pennies than Rich. How many pennies do they have in all?
    \nHundreds
    \n\"Envision
    \nA. 277
    \nB. 393
    \nC. 628
    \nD. 728
    \nAnswer:<\/p>\n

    Question 7.
    \nUse place value and partial sums to find 472 + 256. Show your work.
    \n\"Envision
    \n472 + 256 = ___
    \nAnswer:<\/p>\n

    Question 8.
    \nMolly reads 184 pages. Pat reads 294 pages. What is the total number of pages they read in all?
    \nUse any strategy. Show your work and explain.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 9.
    \nOn Saturday, 449 people visit the zoo. On Sunday, 423 people visit the zoo. How many people visit the zoo in all? Use the open number line to solve. Explain your work.
    \n\"Envision
    \nAnswer:<\/p>\n

    Topic 10 Performance Task<\/h3>\n

    Recycling Race<\/strong>
    \nWestbrook School is having a recycling contest. The table shows the number of cans each grade collected in February.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 1.
    \nHow many cans did the first-grade students and the second-grade students collect in all?
    \nUse the open number line to solve.
    \n\"Envision
    \n__ cans
    \nAnswer:<\/p>\n

    Question 2.
    \nBruce used partial sums to find how many cans the third-grade students and fourth-grade students collected in all.
    \n\"Envision
    \nDo you agree with his answer?
    \nCircle yes or no.
    \nExplain your answer.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 3.
    \nWhich two grades collected a total of 689 cans? Choose any strategy to solve the problem. Show your work. Explain which strategy you used.<\/p>\n

    The ___ grade and the ___ grade collected a total of 689 cans.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 4.
    \nThe second-grade collected 432 cans in March. They collected 198 cans in April. Tom and Bill find how many cans the class collected in March and April.
    \n\"Envision
    \nWho added correctly? Explain.
    \n\"Envision
    \nWho answered incorrectly? What did he do?
    \n\"Envision
    \nAnswer:<\/p>\n","protected":false},"excerpt":{"rendered":"

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