{"id":5881,"date":"2023-12-06T16:34:33","date_gmt":"2023-12-06T11:04:33","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=5881"},"modified":"2023-12-06T17:38:49","modified_gmt":"2023-12-06T12:08:49","slug":"envision-math-common-core-grade-2-answer-key-topic-11","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-2-answer-key-topic-11\/","title":{"rendered":"enVision Math Common Core Grade 2 Answer Key Topic 11 Subtract Within 1,000 Using Models and Strategies"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 2 Answer Key<\/a>\u00a0Topic 11 Subtract 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 11 Subtract Within 1,000 Using Models and Strategies<\/h2>\n

\"Envision
\nenVision STEM Project: Making Models<\/strong><\/p>\n

Find Out Use a paintbrush as a model of a bee’s leg. Dip the brush in a bowl of sugar. Then dip the brush in a bowl of pepper. Take turns. What happens to the sugar? What happens to the pepper?
\nJournal: Make a Book Show what you learn in a book. In your book, also:<\/p>\n

    \n
  • Tell how bees help move pollen between plants.<\/li>\n
  • Show how to use a model to help subtract three-digit numbers.<\/li>\n<\/ul>\n

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

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

    Question 1.
    \nCircle each number that is less than 607.
    \n598
    \n608
    \n706
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI circled 598 as it is lessthan 607.<\/p>\n

    Question 2.
    \nCircle each number that is greater than 299.
    \n352
    \n300
    \n298
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI circles 352,300 as they are greater than 299.<\/p>\n

    Question 3.
    \nCircle the group of numbers that decrease by 100 from left to right.
    \n650, 550, 450, 350
    \n320, 420, 520, 620
    \n570, 560, 550, 540
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI circled the first group of numbers 650, 550, 450, 350 as the numbers in this group are in drecreasing order from left to right by 100.<\/p>\n

    \"Subtraction<\/p>\n

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

    Question 4.
    \nWrite each difference.
    \n14 \u2013 7 = ___
    \n11 – 4 = ____
    \n16 – 9 = ___
    \n\"Envision
    \nAnswer:
    \n14 – 7 = 7
    \n11 – 4 = 7
    \n16 – 9 = 7<\/p>\n

    Explanation:
    \nThe differences of all the three questions above is 7, by thinking of the addition facts 7+7=14, 7+4=11, 7+9=16 i wrote the differences.<\/p>\n

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

    Question 5.
    \nUse partial differences to find 54 \u2013 29.
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nFirst i parted the number 29 as 20 and 9, then i parted the number 9 as 4 and 5.So, i subtracted easily.<\/p>\n

    Math Story<\/strong>
    \nQuestion 6.
    \nBen has 64 comic books. He gives 36 comic books to friends. How many comic books does Ben have left?
    \n____ comic books
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nFirst i parted the number 36 as 30 and 6, then i parted the number 6 as 4 and 2.So, i subtracted easily.<\/p>\n

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

    PROJECT 11A<\/strong>
    \nHow tall is the world’s tallest redwood free?
    \nProject: Create a Redwood Trees Booklet
    \n\"Envision<\/p>\n

    PROJECT 11B<\/strong>
    \nWhere does a lot of snow fall?
    \nProject: Build a Snow Sculpture
    \n\"Envision<\/p>\n

    PROJECT 11C<\/strong>
    \nHow high are Florida’s mountains?
    \nProject: Make a Poster About Florida Mountains
    \n\"Envision<\/p>\n

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

    The Chemistry Set<\/strong><\/p>\n

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

    Before watching the video, talk to a classmate: When was the last time you mixed something together? What happened to the items you mixed? How did they change?
    \n\"Envision<\/p>\n

    Lesson 11.1 Subtract 10 and 100<\/h3>\n

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

    Jill’s Pumpkin Patch sells straw men.
    \nA large straw man costs $134.
    \nA medium straw man costs $10 less than a large straw man. A small straw man costs $100 less than a large straw man. What is the cost of a medium straw man? A small straw man? Use dollar bills, place-value blocks, or mental math to solve.
    \nBe ready to explain how you solved the problem.
    \n\"Envision<\/p>\n

    Answer:
    \n\"\"<\/p>\n

    Explanation:
    \nA large straw man costs $134, A medium straw man costs $10 less than a large straw man. A small straw man costs $100 less than a large straw man
    \nBy using place value blocks i found the value of medium straw man and a small straw man
    \nCost of medium straw man is $124, cost of small straw man is $34.<\/p>\n

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

    Convince Me!<\/strong>
    \nUse mental math to find 457 \u2013 10 and 457 \u2013 100. Explain your reasoning.
    \nAnswer:
    \n447 and 357<\/p>\n

    Explanation:
    \nThe number 457 has 4 hundreds 5 tens and 7 ones, if we remove 1 tens from it the answer is 4 hundreds 4 tens and 5 ones that is 447.
    \nThe number 457 has 4 hundreds 5 tens and 7 ones, if we remove 1 hundreds from it the answer is 3 hundreds 5 tens and 5 ones that is 357.<\/p>\n

    \"Subtraction<\/p>\n

    Guided Practice<\/strong>
    \nSubtract. Use place-value blocks or mental math. Then write an equation to show the subtraction.<\/p>\n

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

    Question 2.
    \n\"Envision
    \n___ – ___ = ___
    \nAnswer:
    \n525 – 10 = 515<\/p>\n

    Explanation:
    \nIn the above questions there are 5 hundreds place value blocks, 2 ten blocks, 5 one blocks and from this 1 ten block is to be subracted.So, if we subtract one ten from it, their will be 4 hundreds, 1 tens and 5 ones that is 515.<\/p>\n

    Question 3.
    \n\"Envision
    \n___ – ___ = ___
    \nAnswer:
    \n738 – 100 = 638<\/p>\n

    Explanation:
    \nIn the above questions there are 7 hundreds place value blocks, 3 tens blocks, 8 ones blocks and from this 1 hundred block is to be subracted.So, if we subtract one ten from it, their will be 6 hundreds, 3 tens and 8 ones that is 638.<\/p>\n

    Question 4.
    \n\"Envision
    \n___ – ___= ___
    \nAnswer:
    \n100 – 100 = 0<\/p>\n

    Explanation:
    \nIn the above questions there is 1 hundred block. If we subtract 1 hundred, their will be 0 blocks.So, 100 minus 100 is 0.<\/p>\n

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

    Subtract. Use place-value blocks or mental math.<\/p>\n

    Question 5.
    \n250 – 10 = ___
    \nAnswer:
    \n250- 10 = 240
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 250 and 10 is 240.<\/p>\n

    Question 6.
    \n604 \u2013 10 = ___
    \nAnswer:
    \n604 – 10 = 594
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 604 and 10 is 594.<\/p>\n

    Question 7.
    \n$102 – $100 = ___
    \nAnswer:
    \n102 – 100 = 2
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 102 and 100 is 2.<\/p>\n

    Question 8.
    \n719 \u2013 10 = ___
    \nAnswer:
    \n719 – 10 = 709
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 719 and 10 is 709.<\/p>\n

    Question 9.
    \n$400 \u2013 $100 = ___
    \nAnswer:
    \n400 – 100 = 300
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 400 and 100 is 300.<\/p>\n

    Question 10.
    \n308 \u2013 10 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Question 11.
    \n520 \u2013 100 = ___
    \nAnswer:
    \n520 – 100 = 420
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 520 and 100 is 420.<\/p>\n

    Question 12.
    \n975 \u2013 10 = ___
    \nAnswer:
    \n975 – 10 = 965
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 975 and 10 is 965.<\/p>\n

    Question 13.
    \n143 \u2013 100 = ___
    \nAnswer:
    \n143 – 100 = 43
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 143 and 100 is 43.<\/p>\n

    \"Subtraction<\/p>\n

    Question 14.
    \n$825 \u2013 $10 = ___
    \nAnswer:
    \n$825 – $10 = $815
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 825 and 10 is 815.<\/p>\n

    Question 15.
    \n409 \u2013 10 = ___
    \nAnswer:
    \n409 – 10 = 399
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 409 and 10 is 399.<\/p>\n

    Question 16.
    \n$200 \u2013 $100 = ___
    \nAnswer:
    \n$200 – $100 =$100
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 200 and 10 is 100.<\/p>\n

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

    Question 17.
    \n362 – \"Envision = 352
    \nAnswer:
    \n362 – 10 = 352<\/p>\n

    Explanation:
    \n6 tens minus 1 tens is 5tens.So, 362 – 10 = 352.<\/p>\n

    Question 18.
    \n801 – \"Envision = 701
    \nAnswer:
    \n801 – 100 = 701<\/p>\n

    Explanation:
    \n8 hundreds minus 1 hundred is 7 hundreds.So, 801 – 100 = 701.<\/p>\n

    Question 19.
    \n449 = 549 – \"Envision
    \nAnswer:
    \n449 = 549 – 100<\/p>\n

    Explanation:
    \n5 hundreds minus 1 hundred is 4 hundreds.So, 549 – 100 = 449.<\/p>\n

    Question 20.
    \n657 \u2013 \"Envision = 647
    \nAnswer:
    \n657 – 10 = 647<\/p>\n

    Explanation:
    \n5 tens minus 1 tens is 4tens.So, 362 – 10 = 352.<\/p>\n

    Question 21.
    \n215 – \"Envision = 205
    \nAnswer:
    \n215 – 10 = 205<\/p>\n

    Explanation:
    \n1 tens minus 1 tens is 0tens.So, 215 – 10 = 205.<\/p>\n

    Question 22.
    \n700 – \"Envision = 690
    \nAnswer:
    \n700 – 10 = 690<\/p>\n

    Explanation:
    \n10 tens minus 1 tens is 9tens.So, 700 – 10 = 690.<\/p>\n

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

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

    Question 23.
    \nenVision\u00ae STEM<\/strong> Marni is studying facts about bees. She finds that one type of bee can pollinate 955 plants each day. A different type of bee pollinates 100 fewer plants. How many plants does it pollinate?
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nMarni tells that one Bee can pollinate 995 plants and another Bee caan pollinate 100 fewer than the first Bee.
    \nTo find the number of plats the second Bee pollinates, subtract 100 from 955.So, 955 – 100 = 855.
    \nTherefore the second Bee can pollinate 855 plants.<\/p>\n

    Question 24.
    \nModel Alex has five $100 bills, three $10 bills, and four $1 bills. He buys a pair of shoes for $100. How much money does he have left?
    \n___ plants
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nModel Alex has five $100 bills, three $10 bills, and four $1 bills that means he has 534.If he buys a pair of shoes for $100, he will have$ 434(534-100=434) left\u00a0 with him.<\/p>\n

    Question 25.
    \nHigher Order Thinking<\/strong> Think of a 3-digit number. Write a story about subtracting 100 from your number. Then complete the equation to show your subtraction.
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \n6 hundreds minus 1 hundred is 5 hundreds.So, 559 – 100 = 559.<\/p>\n

    Question 26.
    \nAssessment Practice Which equations are true? Choose all that apply.
    \n\"Envision 303 \u2013 10 = 293
    \n\"Envision 493 \u2013 100 = 393
    \n\"Envision 563 \u2013 10 = 453
    \n\"Envision 309 \u2013 100 = 299
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nIn the above subtraction equations the marked equation are true.<\/p>\n

    Lesson 11.2 Subtract on an Open Number Line<\/h3>\n

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

    There are 224 girls and some boys in a parade. There are 471 children in the parade. How many boys are in the parade? Use the open number line to solve the problem. Show your work.
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nAdd up from 224, the number you are subtracting.Stop at 471.
    \n100+100+10+10+10+10+1+1+1+1+1+1+1=247.
    \nThe difference between 471 and 224 is 247.<\/p>\n

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

    Convince Me!<\/strong>
    \nWhat is another way you could add up to find 382 – 247? Explain.
    \nAnswer:<\/p>\n

    Guided Practice<\/strong>
    \nUse the open number line to subtract.<\/p>\n

    Question 1.
    \n573 \u2013 459 = ___
    \n\"Envision
    \nAnswer:
    \nAdd up from 459, the number you are subtracting.Stop at 573.
    \n100+10+1+1+1+1 = 114.
    \nThe difference between 573 and 459 is 114.<\/p>\n

    Question 2.
    \n672 – 547 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nAdd up from 547, the number you are subtracting.Stop at 672.
    \n100+10+10+1+1+1+1+1=125
    \nThe difference between 672 and 547 is 125.<\/p>\n

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

    Use the open number line to subtract.<\/p>\n

    Question 3.
    \n530 \u2013 318 =
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nAdd up from 318, the number you are subtracting.Stop at 530.
    \n100+100+10+1+1=212
    \nThe difference between 530 and 318 is 212.<\/p>\n

    Question 4.
    \n735 \u2013 429 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nAdd up from 429, the number you are subtracting.Stop at 735.
    \n100+100+100+1+1+1+1+1+1+1=306.
    \nThe difference between 735 and 429 is 306.<\/p>\n

    Question 5.
    \n802 \u2013 688 =
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nAdd up from 688, the number you are subtracting.Stop at 802.
    \n100+10+1+1+1+1=114
    \nThe difference between 802 and 688 is 114.<\/p>\n

    Question 6.
    \nVocabulary<\/strong> Complete the sentences using each word below once.
    \nones add number
    \nYou can add up to subtract on an open number line.
    \nStart at the ___ you are subtracting
    \n___ up hundreds, tens, and
    \n______
    \nStop at the number you subtract from.
    \nAnswer:
    \n\"\"
    \nProblem Solving<\/strong><\/p>\n

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

    Question 7.
    \nReasoning<\/strong> Yun has 780 blocks. Marsha has 545 fewer blocks than Yun. How many blocks does Marsha have?
    \n\"Envision
    \n___ blocks
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nAdd up from 545, the number you are subtracting.Stop at 780.
    \n100+100+10+10+10+1+1+1+1+1=235
    \nThe difference between 780 and 545 is 235.<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Use open number lines to find 463 \u2013 258 in two different ways.
    \n\"Envision
    \n463 – 258 = __
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nFirst way:
    \nAdd up from 258, the number you are subtracting.Stop at 463.
    \n100+100+1+1+1+1+1=205.
    \nThe difference between 463 and 258 is 205.
    \nSecond way:
    \nCount back from 463,the number from which you have to subtract.Stop at 258.
    \n1+1+1+1+1+100+100=205.
    \nThe difference between 463 and 258 is<\/p>\n

    Question 9.
    \nAssessment Practice<\/strong> Write a math story for 653 \u2013 529. Then solve your story.
    \n\"Envision
    \nAnswer:
    \n\"\"
    \n\"\"<\/p>\n

    Explanation:
    \nAdd up from 529, the number you are subtracting.Stop at 653.
    \n100+10+10+1+1+1+1=124.
    \nThe difference between 653 and 529 is 124.<\/p>\n

    Lesson 11.3 Subtract Using Models<\/h3>\n

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

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

    Use place-value blocks to find 482 \u2013 127. Tell which place value you subtracted first and why. Then draw a picture to show your work.<\/p>\n

    \"Envision<\/p>\n

    Answer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 1 hundreds
    \nTake away 2 tens
    \nRegroup 1 tens as 10 ones, take away 7 ones
    \nSo, 482 – 127 = 355.<\/p>\n

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

    Convince Me!<\/strong>
    \nExplain why regrouping works in the problem above.<\/p>\n

    Guided Practice<\/strong>
    \nUse and draw blocks to find each difference. Show your work.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \nTake away 1 hundreds
    \nRegroup 1 hundreds as 10 tens, take away 4 tens
    \nTake away 3 ones
    \nSo, 326 – 143 = 183.<\/p>\n

    Question 2.
    \n363 – 127 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 1 hundreds
    \nTake away 2 tens
    \nRegroup 1 tens as 10 ones, take away 7 ones
    \nSo, 363 – 127 = 236.<\/p>\n

    Question 3.
    \n546 – 271 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 2 hundreds
    \nRegroup 1 hundreds as 10 tens, take away 7 tens
    \nTake away 1 ones
    \nSo, 546 – 271 = 275.<\/p>\n

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

    Use and draw blocks to find each difference. Show your work.<\/p>\n

    Question 4.
    \n314 – 152 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 1 hundreds
    \nRegroup 1 hundreds as 10 tens, take away 5 tens
    \nTake away 2 ones
    \nSo, 314 – 152 = 162.<\/p>\n

    Question 5.
    \n653 \u2013 419 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 4 hundreds
    \nTake away 1 tens
    \nRegroup 1 tens as 10 ones, take away 9 ones
    \nSo, 653 – 419 = 234.<\/p>\n

    Question 6.
    \n<\/span>438 \u2013 162 = __
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 1 hundreds
    \nRegroup 1 hundreds as 10 tens, take away 6 tens
    \nTake away 2 ones
    \nSo, 438 – 162 = 276.<\/p>\n

    Question 7.
    \n662 – 480 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 4 hundreds
    \nRegroup 1 hundreds as 10 tens, take away 8 tens
    \nTake away 0 ones
    \nSo, 662 – 480 = 182.<\/p>\n

    Question 8.
    \n999 \u2013 834 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 8 hundreds
    \nTake away 3 tens
    \nTake away 4 ones
    \nSo, 999 – 834 = 165.<\/p>\n

    Question 9.
    \n599 \u2013 209 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 2 hundreds
    \nTake away 0 tens
    \nTake away 9 ones
    \nSo, 599 – 209 = 390.<\/p>\n

    Question 10.
    \n954 – 738 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 7 hundreds
    \nTake away 3 tens
    \nTake away 8 ones
    \nSo, 954 – 738 = 216.<\/p>\n

    Question 11.
    \nNumber Sense<\/strong> Tyler says that the difference of 676 \u2013 367 is greater than 200. Is what Tyler says reasonable? Why or why not?
    \n\"Envision
    \nAnswer:
    \nYes, the diference of 676-367 is
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 3 hundreds
    \nTake away 6 tens
    \nRegroup 1 tens as 10 ones, take away 7 ones
    \nSo, 676 – 367 = 309.<\/p>\n

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

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

    Question 12.
    \nTia collected cans to raise money for school. She collected 569 cans on Monday. Tia collected some more cans on Tuesday. Now she has 789 cans. How many cans did Tia collect on Tuesday?
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 5 hundreds
    \nTake away 6 tens
    \nTake away 9 ones
    \nSo, 789 – 569 = 220.<\/p>\n

    Question 13.
    \nMake Sense<\/strong> Josh has these bills. How much money does he have?
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 14.
    \nHigher Order Thinking<\/strong> Write a subtraction problem about recycling. Use 3-digit numbers. Then solve the problem.
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 3 hundreds
    \nRegroup 1 hundreds as 10\u00a0 tens, take away 5 tens
    \nTake away 2 ones
    \nSo, 314 – 152 = 162.<\/p>\n

    Question 15.
    \nAssessment Practice<\/strong> Use the place value-blocks to find 864 \u2013 319. Which is the difference?
    \n\"Envision
    \nA. 454
    \nB. 535
    \nC. 545
    \nD. 555
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTake away 3 hundreds
    \nTake away 1 tens
    \nRegroup 1 tens as 10 ones, take away 9 ones
    \nSo, 864 – 319 = 545.<\/p>\n

    Lesson 11.4 Subtract Using Models and Place Value<\/h3>\n

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

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

    Larissa has $353. She buys a pair of basketball shoes for $117. How much money does she have left over?
    \nUse or draw place-value blocks to solve. Be ready to explain what you did and why it works.
    \n\"Envision<\/p>\n

    Answer:
    \n\"\"<\/p>\n

    Explanation:
    \n$117 + $117 = $234.
    \nSubtract 2 hundreds
    \nSubtract 3 tens
    \nFirst subtract 3 ones
    \nRegroup 1 tens as 10 ones. then subtract 1 ones
    \nSo, $353 – $234 = $119.<\/p>\n

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

    Convince Me!<\/strong>
    \nFind 254 \u2013 174. Jason says he can subtract 100, and then 4, and then 70 to find the difference. Do you agree? Explain.
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 1 hundreds
    \nFirst subtract 4 tens
    \nRegroup 1 hundreds as 10 tens. then subtract 3 tens
    \nSubtract 4 ones
    \nSo, 254 – 174 = 80.<\/p>\n

    Guided Practice<\/strong>
    \nDraw blocks to find the partial differences. Record the partial differences to find the difference.<\/p>\n

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

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

    Draw blocks to find the partial differences. Record the partial differences to find the difference.<\/p>\n

    Question 2.
    \n598 \u2013 319 = __
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 3 hundreds
    \nSubtract 1 tens
    \nFirst subtract 8 ones
    \nRegroup 1 tens as 10 ones. then subtract 1 ones
    \nSo, 598 – 319 = 279.<\/p>\n

    Question 3.
    \n794 \u2013 452 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 4 hundreds
    \nSubtract 5 tens
    \nSubtract 2 ones
    \nSo, 7+4 – 452 = 342<\/p>\n

    Question 4.
    \n871 \u2013 355 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 3 hundreds
    \nSubtract 5 tens
    \nFirst subtract 1 ones
    \nRegroup 1 tens as 10 ones. then subtract 4 ones
    \nSo, 871 – 355 = 516.<\/p>\n

    \"Envision
    \nSolve. Draw blocks to help.<\/p>\n

    Question 5.
    \nHigher Order Thinking<\/strong> There were 642 people at the beach. There were 271 adults at the beach. The rest were children. How many children were at the beach?
    \n\"Envision
    \n___ children
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 2 hundreds
    \nFirst subtract 4 tens
    \nRegroup 1 hundreds as 10 tens. then subtract 3 tens
    \nSubtract 1 ones
    \nSo, 642 – 271 = 371.<\/p>\n

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

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

    Question 6.
    \nModel<\/strong> Jeff has 517 baseball cards. He has 263 football cards. How many more baseball cards than football cards does he have?
    \n___ more baseball cards
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 2 hundreds
    \nFirst subtract 1 tens
    \nRegroup 1 hundreds as 10 tens. then subtract 5 tens
    \nSubtract 3 ones
    \nSo, 517 – 263 = 254.<\/p>\n

    Question 7.
    \nReasoning<\/strong> Felipe has 453 stamps in his collection. Emily has 762 stamps in her collection. How many more stamps does Emily have?
    \n\"Envision
    \n___ more stamps
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 4 hundreds
    \nSubtract 5 tens
    \nFirst subtract 2 ones
    \nRegroup 1 tens as 10 ones. then subtract 1 ones
    \nSo, 762 – 453 = 309.<\/p>\n

    Question 8.
    \nAssessment Practice<\/strong> Which numbers complete this partial difference problem for 423 \u2013 219? Choose all that apply.
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    \"\"<\/p>\n

    Explanation:
    \nSubtract 2 hundreds
    \nSubtract 1 tens
    \nFirst subtract 3 ones
    \nRegroup 1 tens as 10 ones. then subtract 6 ones
    \nSo, 423 – 219 = 204.<\/p>\n

    Lesson 11.5 Explain Subtraction Strategies<\/h3>\n

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

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

    Find 532 \u2013 215. Use any strategy. Then explain why your strategy works.<\/p>\n

    \"Envision<\/p>\n

    Answer:
    \n\"\"<\/p>\n

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

    Convince Me!<\/strong>
    \nShow how to count up on the open number line to find 437 \u2013 245. Explain why your way works.
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI counted up from 245 to 437.
    \nI started at 245, I added 192, i ended at 437.So, 245+192=437.
    \nTherefore, 437-245= 192.<\/p>\n

    Guided Practice<\/strong>
    \nSubtract any way you choose. Show your work. Then explain why the strategy works.<\/p>\n

    Question 1.
    \n\"Envision
    \nAnswer:
    \nSubtract 1 hundreds
    \nSubtract 1 tens
    \nFirst subtract 5 ones
    \nRegroup 1 tens as 10 ones. then subtract 1 ones
    \nSo, 345-116=229.<\/p>\n

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

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

    Question 2.
    \n312 \u2013 179 = __
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 1 hundreds
    \nRegroup 1 hundreds as 10 tens, subtract 7 tens
    \nFirst subtract 2 ones
    \nRegroup 1 tens as 10 ones. then subtract 7 ones
    \nSo, 312 – 179 =133.<\/p>\n

    Question 3.
    \n464 \u2013 155 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 1 hundreds
    \nSubtract 5 tens
    \nFirst subtract 5 ones
    \nRegroup 1 tens as 10 ones. then subtract 1 ones
    \nSo, 464-155=309.<\/p>\n

    Question 4.
    \n612 – 478 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 2 hundreds
    \nRegroup 1 hundreds as 10 tens, subtract 7 tens
    \nFirst subtract 2 ones
    \nRegroup 1 tens as 10 ones. then subtract 6 ones
    \nSo, 612-478=134.<\/p>\n

    Question 5.
    \nNumber Sense<\/strong> Use place value to find 748 – 319. Complete the equations.
    \n319 = 300 + ___ + 9
    \nHundreds: 748 – __ = ___
    \nTens: ___ – 10 = __
    \nOnes: ___ – __ = ___
    \nAnswer:
    \n319 = 300 + 10 + 9
    \nHundreds: 748 – 300 = 448
    \nTens: 30 – 10 = 20
    \nOnes: 18 – 9 = 9
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 3 hundreds
    \nSubtract 1 tens
    \nFirst subtract 8 ones
    \nRegroup 1 tens as 10 ones. then subtract 1 ones
    \nSo, 748-319=428<\/p>\n

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

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

    Question 6.
    \nExplain<\/strong> Ava wants to use mental math to find 352 \u2013 149. Show how she could find the difference. Is this a good strategy for Ava to use? Explain why or why not.
    \nAnswer:<\/p>\n

    Question 7.
    \nHigher Order Thinking<\/strong> Kristin found 562 – 399 = 163 using an open number line. She added up to subtract. First she added 1, then 100, and then 62.
    \nDraw Kristin’s number line. Do you think Kristin’s strategy was helpful? Explain.
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI counted up from 399 to 562.
    \nI started at 399, I added 163, i ended at 562.So, 399+163=562.
    \nTherefore, 562-399=163.<\/p>\n

    Question 8.
    \nAssessment Practice<\/strong> Jeff counted back on this open number line to find 812 – 125.
    \nUse the numbers on the cards to find the missing numbers in the open number line. Write the missing numbers.
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nCount back from 692, 5 lessthan 692 is 687
    \nCount forward\u00a0 from 692, 10 morethan 692 is 702
    \n10 morethan 702 is 712
    \n100 morethan 712 is 812.<\/p>\n

    Lesson 11.6 Persevere<\/h3>\n

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

    Jody wants to bake 350 muffins. She bakes one batch of 160 muffins and one batch of 145 muffins. How many more muffins does Jody need to bake?
    \nSolve any way you choose. Show your work. Be prepared to explain why your way works.
    \n\"Envision<\/p>\n

    Answer:
    \n\"\"<\/p>\n

    Thinking Habits<\/strong>
    \nWhat do I know? What do I need to find? How can I check that my solution makes sense?
    \nAnswer:
    \nJody wants to bake 350 muffins. She bakes one batch of 160 muffins and one batch of 145 muffins
    \nI know the total number of muffins baked 160+145=305
    \nI need to find the number of muffins to be baked
    \n350-305=45.
    \nI checked my answer by drawing place value blocks.<\/p>\n

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

    Convince Me!<\/strong>
    \nWhat questions can you ask yourself when you get stuck? Be ready to explain how questions can help.<\/p>\n

    Guided Practice<\/strong>
    \nSolve the problem. Remember to ask yourself questions to help. Show your work.<\/p>\n

    Question 1.
    \nKim had 455 shells. First, she gives 134 of the shells to a friend. Then she finds 54 more shells. How many shells does Kim have now?
    \n\"Envision<\/p>\n

    Answer:
    \nKim will have 375 shells.<\/p>\n

    Explanation:
    \nKim had 455 shells. First, she gives 134 of the shells to a friend
    \n455-134=?
    \nCount up to subtract
    \n134+66=200
    \n200+255=455
    \n455-134=6+60+255=321<\/p>\n

    Then she finds 54 more shells
    \n321+54=?
    \n321+4=325
    \n325+50=375<\/p>\n

    The number of shells kim have now is Kim have now 321+54=375.<\/p>\n

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

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

    \"Envision<\/p>\n

    Question 2.
    \nHow much heavier is a grizzly bear than an arctic wolf and a black bear together?
    \nAnswer:
    \n544 pounds<\/p>\n

    Explanation:
    \nArctic wolf and black bear together weigh
    \n176+270=446<\/p>\n

    Grizzly bear weigh 990pounds, subtract weight of arctic wolf and a black bear together from it.
    \n990-446=?
    \nCount up to subtract
    \n446+54=500
    \n500+490=990
    \n990-446=54+490=544
    \nTherefore a Grizzly bear weighs 544pounds more than arctic wolf and a black bear together.<\/p>\n

    Question 3.
    \nHow much less does a black bear weigh than the weight of 2 mule deer?
    \nAnswer:
    \n126 pounds<\/p>\n

    Explanation:
    \nWeight of mule deer is 198 pounds
    \nWeight of 2 mule deers is 396<\/p>\n

    Weight of black bear is 270<\/p>\n

    396-270=?
    \nCount up to subtract
    \n270+30=300
    \n300+96=396
    \n396-270=30+96=126
    \nTherefore the black bear is 126pounds lessthan weight of 2 mule deers.<\/p>\n

    Question 4.
    \nHow much more does a polar bear weigh than an arctic wolf, a black bear, and a mule deer together?
    \n\"Envision
    \nAnswer:
    \n301 pounds<\/p>\n

    Explanation:
    \nWeight of polar bear is 945
    \nWeight of an arctic wolf, a black bear, and a mule deer together is 176+270+198=644
    \n176+270=
    \n176+200=376
    \n376+24+46=446
    \n446+198=
    \n446+100=546
    \n546+54+44=644<\/p>\n

    Subrtact 945 and 644
    \n945-644=?
    \nCount up to subtract
    \n644+56=700
    \n700+200=900
    \n900+45=945
    \n945-644=56+200+45=301
    \nTherefore a polarbear weighs 301pounds morethan the weight of an arctic wolf, a black bear, and a mule deer together.<\/p>\n

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

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

    Big Truck<\/strong>
    \nThe picture at the right shows the height of a truck and the height of a smokestack on top of the truck. The height of a bridge is 144 inches. Use the information at the right. Can the truck travel under the bridge?
    \n\"Envision<\/p>\n

    Question 5.
    \nMake Sense<\/strong> What do you know? What are you trying to find?
    \nAnswer:
    \nI know
    \nHeight of the bridge is 144inches
    \nI am trying to find the height of the truck.<\/p>\n

    Question 6.
    \nMake Sense<\/strong> What hidden question do you need to answer first? Find the answer to the hidden question.
    \nAnswer:
    \nI need to answer the hidden question that is the toatal height of the truck.<\/p>\n

    Explanation:
    \nThe height of the truck is 112+27=?inches
    \n112+7=119
    \n119+20=139inches<\/p>\n

    Question 7.
    \nExplain<\/strong> Can the truck travel under the bridge? Show your work. Why does your solution make sense?
    \nAnswer:
    \nYes, the truck can travel under the bridge.<\/p>\n

    Explanation:
    \nThe height of the truck is 112+27=?inches
    \n112+7=119
    \n119+20=139inches
    \nHeight of the bridge is 144inches
    \nAs the height of the truck is lessthan the height of the bridge the truck can travel under the bridge.<\/p>\n

    Topic 11 Fluency Practice Activity<\/h3>\n

    Follow the Path<\/strong>
    \n\"Envision<\/p>\n

    Topic 11 Vocabulary Review<\/h3>\n

    Understand Vocabulary<\/strong>
    \nDraw a line from each term to its example.
    \nWord List
    \n\u2022 difference
    \n\u2022 hundreds
    \n\u2022 mental math
    \n\u2022 open number line
    \n\u2022 partial differences
    \n\u2022 regroup
    \n\"Envision<\/p>\n

    Answer:
    \n\"\"<\/p>\n

    Explanation:
    \nI matched the words with the example given.<\/p>\n

    Question 4.
    \nThis open number line is incomplete. It needs to show counting back to find 538 \u2013 115. Write in the missing numbers and labels.
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nThe misssing numbers are 115, 118, 158 and 358
    \nThe labels are open number line, hundreds and difference.<\/p>\n

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

    Question 5.
    \nFind 235 \u2013 127. Use terms from the Word List to explain your work.
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI used open number line to find the difference between 235 and 127,
    \nThe difference is 108.<\/p>\n

    Topic 11 Reteaching<\/h3>\n

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

    You can subtract 10 or 100 mentally.
    \n\"Envision<\/p>\n

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

    Question 1.
    \n426 \u2013 10 = __
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTen minus 426 is 416.<\/p>\n

    Question 2.
    \n345 \u2013 100 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nHundred minus 345 is 245.<\/p>\n

    Question 3.
    \n287 \u2013 100 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nHundred minus 287 is 187.<\/p>\n

    Question 4.
    \n309 \u2013 10 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTen minus 309 is 299.<\/p>\n

    Question 5.
    \n800 – 10 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nTen minus 800 is 790.<\/p>\n

    Question 6.
    \n140 – 100 = __
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nHundred minus 140 is 40.<\/p>\n

    Set B<\/strong>
    \nFind 213 – 108.
    \nOne Way<\/strong>
    \nStart at 108 on an open number line. Add up to 213.
    \n\"Envision<\/p>\n

    Count back from 213 of an open number line.
    \n\"Envision
    \nSo, 213 – 108 = 105<\/u><\/p>\n

    Use the open number line to subtract.<\/p>\n

    Question 7.
    \n449 – 217 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI counted up from 217 to 449 to find the difference 449-217.
    \n449-217=232.<\/p>\n

    Question 8.
    \n903 \u2013 678 = ___
    \n\"Envision
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nI counted up from 678 to 903 to find the difference 903-678.
    \n903-678=225.<\/p>\n

    Set C<\/strong>
    \nYou can draw place-value blocks to show subtraction. Find 327 – 219.
    \n\"Envision
    \nAnswer:
    \nSubtract 2 hundreds
    \nSubtract 1 tens
    \nFirst subrtact 7 ones
    \nRegroup 1 tens as 10 ones, subtract 2 ones
    \n327-219=108.<\/p>\n

    Draw blocks to find the partial differences. Record the partial differences to find the difference.<\/p>\n

    Question 9.
    \n653 \u2013 427 = ___
    \n\"Envision
    \nAnswer;
    \n\"\"<\/p>\n

    Explanation:
    \nI subrtacted 4 hundreds 2 tens and 7 ones.
    \n653-427=226.<\/p>\n

    Set D<\/strong>
    \nThinking Habits<\/strong>
    \nPersevere<\/strong>
    \nWhat do I know?
    \nWhat do I need to find?
    \nHow can I check that my solution makes sense?
    \n\"Envision
    \nAnswer:
    \nI knew how many peenies Marni have, how many she gave to her sister and how many pennies she got from her mother.
    \nI need to find the number of pennies Marni will have after she gets pennies from her mother.
    \nI can check my solution by drawing place value blocks to subtract.<\/p>\n

    Solve the problem. Ask yourself questions to help.<\/p>\n

    Question 10.
    \nMarni has 354 pennies. First, she gives 149 pennies to her sister. Then, she gets 210 more pennies from her mother. How many pennies does Marni have now?
    \nAnswer:
    \n415 pennies<\/p>\n

    Explanation:
    \nMarni has 354 pennies. First, she gives 149 pennies to her sister
    \n354-149=?
    \n149+1=150
    \n150+204=354
    \n354-149=1+204=205<\/p>\n

    she gets 210 more pennies from her mother
    \n205+210=?
    \n205+10=215
    \n215+200=415
    \nTherefore, there are 415pennies with Marni now.<\/p>\n

    Topic 11 Assessment Practice<\/h3>\n

    Question 1.
    \nWhich equals 100 less than 763? Choose all that apply.
    \n\"Envision 663
    \n\"Envision 600 + 60 + 3
    \n\"Envision 863
    \n\"Envision 800 + 60 + 3
    \n\"Envision 600 + 100 + 60
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \n100 minus 763 is 663, it can also be written as 600+60+3.<\/p>\n

    Question 2.
    \nThe open number line below shows subtraction.
    \n\"Envision
    \nComplete the equation. Write the numbers being subtracted and the difference.
    \n___ – ___ = ___
    \nAnswer:
    \n587 – 464 = 123<\/p>\n

    Explanation:
    \nThe numbers being subtracted are 100, 10, 10, 1, 1, 1.
    \nAdd
    \n100+10+10+1+1+1=123
    \nTherefore, 587-464=123.<\/p>\n

    Question 3.
    \nNico collected 235 coins. Amber collected 120 fewer coins than Nico. How many coins did they collect in all?
    \nA. 350
    \nB. 115
    \nC. 500
    \nD. 550
    \nAnswer:
    \nA.350<\/p>\n

    Explanation:
    \nNico collected 235 coins
    \nAmber collected 120 fewer coins than Nico
    \nNumber of coins Nico collected 235-120=?
    \n120+15=135
    \n135+100=235
    \n235-120=15+100=115.<\/p>\n

    Add 235 and 115
    \n235+115=?
    \n235+15=250
    \n250+100=350.
    \nTherefore, they collected 350coins in altogether.<\/p>\n

    Question 4.
    \nThere are 537 boys and 438 girls at the concert. How many more boys than girls are at the concert?
    \nA. 89
    \nB. 99
    \nC. 101
    \nD. 109
    \nAnswer:
    \nB.99<\/p>\n

    Explanation:
    \nThere are 537 boys and 438 girls at the concert
    \n537-438=?
    \n438+12=450
    \n450+87=537
    \n537-438=12+87=99
    \nTherefore, there are 99 boys more than girls in the concert.<\/p>\n

    Question 5.
    \nShow how to add up on an open number line to find 740 \u2013 490. Then write the difference below.
    \n\"Envision
    \n740 – 490 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Question 6.
    \nLook at your work in Item 5. Explain how you used the number line to find the difference.
    \nAnswer:
    \nI added up from 490 to 740, the difference between 740 and 490 is 250.<\/p>\n

    Question 7.
    \nUse place value and partial differences to find 374 \u2013 157. Show your work.
    \n374 – 157 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nSubtract 1 hundred
    \nSubtract 15 tens
    \nFirst subtract 4 ones
    \nRegroup 1 tens as 10 ones, then subtract 3 ones
    \nSo, 374-157=217.<\/p>\n

    Question 8.
    \nDraw place-value blocks to find the difference of 643 \u2013 418.
    \n\"Envision
    \n643 – 418 = ___
    \nAnswer:
    \n\"\"<\/p>\n

    Explanation:
    \nThe difference between 643 and 418 is 225.<\/p>\n

    Topic 11 Performance Task<\/h3>\n

    Bead It!<\/strong>
    \nThe chart shows the number of beads sold at Betty’s craft store for 4 weeks.
    \n\"Envision<\/p>\n

    Question 1.
    \nHow many more beads did Betty sell in Week 2 than in Week 1? Write the missing numbers in the equation. Then use any strategy to solve.
    \n__ – ___ = ___
    \n___ more beads
    \nAnswer:
    \n536 – 400 = 136
    \n136 more beads.
    \n\"\"<\/p>\n

    Explanation:
    \n536-400=136
    \nSo, Betty sold 136 beads more in week2 than in week1.<\/p>\n

    Question 2.
    \n458 glass beads were sold in Week 3. The other beads sold in Week 3 were plastic. How many plastic beads were sold in Week 3?
    \nUse the open number line to solve.
    \n\"Envision
    \n___ – __ = ___
    \nExplain how you solved the problem. Tell how you know your answer is correct.
    \nAnswer:
    \n675 – 458 = 217.
    \n\"\"<\/p>\n

    Explanation:
    \nI used open number line to solve this problem, i counted and added up from 458 to 675.
    \nSo, the difference between 675 and 458 is 217.We can check the answer by counting back from 675 to 458.<\/p>\n

    Question 3.
    \nDex buys 243 beads at Betty’s store. He uses 118 of them to make a bracelet. How many beads does Dex have left?
    \nSolve the problem. Show your work. Explain which strategy you used.<\/p>\n

    ___ – ___ = ___
    \n___ beads
    \n\"Envision
    \nAnswer:
    \n243 – 118 = 125
    \n125 beads
    \n\"\"<\/p>\n

    Explanation:
    \nI used open number line to solve this problem, i counted and added up from 118 to 243.
    \nSo, the difference between 243 and 118 is 125.<\/p>\n

    Question 4.
    \nGinny buys 958 beads. 245 beads are blue. 309 beads are orange. 153 beads are white. The rest are red. How many red beads does Ginny buy?
    \nPart A<\/strong>
    \nWhat is the hidden question in the problem?
    \nAnswer:
    \nThe hidden question is the sum of blue, orange and white beads.
    \nPart B<\/strong>
    \nSolve the problem. Show your work. Explain which strategy you used.
    \n\"Envision
    \n____ beads
    \nAnswer:
    \n278 beads
    \n\"\"<\/p>\n

    Explanation:
    \nGinny buys 958 beads. 245 beads are blue. 309 beads are orange. 153 beads are white. The rest are red
    \nThe sum of blue, orange and white beads is 245+309+153=707beads
    \nTherefore, the number of red beads is totalnumber of beads minus 707beads
    \n985-707=278.
    \nSo, The number of red beads Ginny buy is 278.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Go through the\u00a0enVision Math Common Core Grade 2 Answer Key\u00a0Topic 11 Subtract Within 1,000 Using Models and Strategies\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 2nd Grade Answers Key Topic 11 Subtract Within 1,000 Using Models and Strategies enVision STEM Project: Making Models Find Out Use a paintbrush as a model …<\/p>\n","protected":false},"author":1,"featured_media":25616,"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-11-Subtract-Within-1000-Using-Models-and-Strategies.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/5881"}],"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=5881"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/5881\/revisions"}],"predecessor-version":[{"id":27656,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/5881\/revisions\/27656"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25616"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=5881"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=5881"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=5881"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}