{"id":6329,"date":"2023-12-18T15:49:54","date_gmt":"2023-12-18T10:19:54","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=6329"},"modified":"2023-12-19T10:41:35","modified_gmt":"2023-12-19T05:11:35","slug":"envision-math-common-core-grade-2-answer-key-topic-9","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-2-answer-key-topic-9\/","title":{"rendered":"enVision Math Common Core Grade 2 Answer Key Topic 9 Numbers to 1,000"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 2 Answer Key<\/a>\u00a0Topic 9 Numbers to 1,000<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 2nd Grade Answers Key Topic 9 Numbers to 1,000<\/h2>\n

\"Envision
\nenVision STEM Project: Breaking Apart and Putting Together<\/strong><\/p>\n

Find Out Collect sets of building blocks. Take turns and work together. Use the blocks to build a model. Then take that model apart and use the same blocks to build a different model.<\/p>\n

Journal: Make a Book Show your models in a book.
\nIn your book, also:<\/p>\n

    \n
  • Tell how many pieces you used to build your models.<\/li>\n
  • Show how to use place-value blocks to model different names for the same number.<\/li>\n<\/ul>\n

    Answer:
    \nBuilding the Blocks:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-99.2\"<\/p>\n

      \n
    • Tell how many pieces you used to build your models.<\/li>\n<\/ul>\n
        \n
      1. I have used 20 blocks to create the above model.<\/li>\n
      2. I have used 13 plain blocks and 7 wheel blocks.<\/li>\n<\/ol>\n
          \n
        • Show how to use place-value blocks to model different names for the same number.<\/li>\n<\/ul>\n

           <\/p>\n

          \"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-10.2\"<\/p>\n

          \"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-91\"<\/p>\n

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

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

          Question 1.
          \nCircle the coin with the least value. Put a square around the coin with the greatest value.
          \n\"Envision
          \nAnswer:
          \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-100\"<\/p>\n

          Question 2.
          \nCircle the number that has 5 ones and 4 tens.
          \n54
          \n45
          \n40
          \n5
          \nAnswer:
          \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-100\"<\/p>\n

          \"Numbers<\/p>\n

          Question 3.
          \nTom is having breakfast. The minute hand on the clock shows half past 7 o’clock. Circle the time on the clock.
          \n7:15 a.m.
          \n7:30 a.m.
          \n7:15 p.m.
          \n7:30 p.m.
          \nAnswer:
          \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-100\"<\/p>\n

          Counting Money<\/strong><\/p>\n

          Question 4.
          \nCircle coins that total 37\u00a2.
          \n\"Envision
          \nAnswer:
          \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-4.6\"<\/p>\n

          Breaking Apart Numbers<\/strong><\/p>\n

          Question 5.
          \nBreak apart each number into tens and ones.
          \n23 = ___ + ___
          \n47 = ___ + ___
          \n96 = ___ + ___
          \nAnswer:
          \n23 = 2 tens + 3 ones
          \n47 = 4 tens + 7 ones
          \n96 = 9 tens + 6 ones<\/p>\n

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

          Question 6.
          \nHowie has $13. A. backpack costs $30. How much more money does Howie need to buy the backpack?
          \n$ ____
          \nAnswer:
          \nHowie has $13. A. backpack costs $30. He already has $13 so we have to subtract $30 – $13 = $17. Howie needs $17 more to buy a backpack.<\/p>\n

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

          PROJECT 9A<\/strong>
          \nWhich are the hottest planets in our solar system?
          \nProject: Make a Planets Poster
          \n\"Envision
          \nAnswer:
          \nSun is the Hottest planet in out solar system but sun doesn’t be called as Planet it is called as Star. When according to planets the hottest planet in our solar system is Venus with 464 temperature
          \nDrawing a Poster for Planets:<\/span>
          \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-99.2\"<\/p>\n

          PROJECT 9B<\/strong>
          \nWhat is the height of the tallest waterfall in the world?
          \nProject: Design a Waterfall Guide
          \n\"Envision
          \nAnswer:-
          \nThe height of the tallest waterfall in the world is Denmark Strait cataract with <\/span>3,505 m of height.
          \n<\/span><\/p>\n

          Designing a Natural Waterfall<\/b><\/div>\n
          \n
            \n
          1. Use large rocks. In nature, a river or stream will clear out small pebbles and stones over time, leaving behind the larger stones and boulders.<\/li>\n
          2. Blend the waterfall into the landscape.<\/li>\n
          3. Use a waterfall filter to make your life easier.<\/li>\n<\/ol>\n

            \"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-99.2\"<\/p>\n<\/div>\n

            \u00a0<\/span><\/p>\n

            PROJECT 9C<\/strong>
            \nHow much do large animals weigh?
            \nProject: Create an Animal Riddle Booklet
            \n\"Envision
            \nAnswer:
            \nThe Antarctic blue whale (Balaenoptera musculus ssp. Intermedia) is the biggest animal on the planet, weighing up to\u00a0400,000 pounds<\/b>\u00a0(approximately 33 elephants) and reaching up to 98 feet in length.
            \nTask
            \n<\/strong>Kids love jokes and riddles! Your class will create a series of riddles that other students can use to learn about animals.
            \nEngage
            \n<\/strong>In this lesson, students will complete research about an animal and demonstrate their knowledge about the animal by creating a riddle they present to challenge other student’s knowledge.<\/p>\n

            Introduce your students to animal riddles by reading ABC Animal Riddles (rhyming verse) by Susan Joyce or If Not for the Cat (haiku) by Jack Prelutsky. These books will engage your students in the process and demonstrate various ways that riddles can be written.<\/p>\n

            Discuss the riddles you have read with your students. You might ask:<\/p>\n

              \n
            • What was your favorite riddle? Why?<\/li>\n
            • What clues helped you figure out the answer?<\/li>\n
            • What types of words did the author use?<\/li>\n
            • What makes a good riddle?<\/li>\n<\/ul>\n

              Let your students know that they will be creating their own animal riddles. Each student will choose an animal and create two pages in Wixxie\u00a0for the riddle.<\/p>\n

              Page 1 will be the riddle. An example might look like this:<\/p>\n

                \n
              • I have beautiful black spots. I am a carnivore. I live on the savanna. I am the fastest land animal on the planet.<\/em><\/li>\n<\/ul>\n

                Page 2 will be an illustration of the animal.<\/p>\n

                Brainstorm a list of different animals with the entire class. Depending on your current science focus, you may want to narrow your brainstorm to types of animals, such as mammals, or animals that live in a particular habitat like the desert.<\/p>\n

                Students should choose one animal from the list and write down what they already know about the animal using a cluster, character trait map, or other graphic organizer.<\/p>\n

                \"Student-created<\/p>\n

                In order to formulate the riddle, students will write clues based on the following questions:<\/p>\n

                  \n
                • What does this animal look like?<\/li>\n
                • Where does it live?<\/li>\n
                • What does it eat?<\/li>\n
                • What makes it unique?<\/li>\n<\/ul>\n

                  Give students time in the library or online to research the answers to these questions. Students should add their research notes to their existing cluster organizer.
                  \nCreate
                  \n<\/strong>When their research is complete, students should write a draft of the riddle. Students can write their riddle a number of ways. For example, the riddle could contain four sentences that explain:<\/p>\n

                    \n
                  • Sentence 1: how the animal looks<\/li>\n
                  • Sentence 2: what the animal eats<\/li>\n
                  • Sentence 3: where the animal can be found<\/li>\n
                  • Sentence 4: a unique fact or distinguishing characteristic<\/li>\n<\/ul>\n

                    The riddle could also take the form of a haiku!<\/p>\n

                    Students can use a tool like Wixie to create their riddle pages. Use the Text tool to add the text of the riddle to page 1. Use the paint tools or image button to illustrate the animal.<\/p>\n

                    \"Numbers
                    \n3-ACT MATH PREVIEW<\/strong><\/p>\n

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

                    Makes Cents<\/strong><\/p>\n

                    Before watching the video, think: How can you save money you earn or find? What are some good places to put your money? What are some good ways to sort your money?
                    \n\"Envision<\/p>\n

                    Lesson 9.1 Understand Hundreds<\/h3>\n

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

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

                    What is another way to show 100? Draw a picture and explain.
                    \n\"Envision
                    \nAnswer:-
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.5\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \n10 ones make ten. 10 tens make I hundred. 10 hundreds make I thousand. Do you see a pattern? Explain.<\/p>\n

                    Guided Practice<\/strong>
                    \nComplete each sentence. Use place-value blocks and your workmat to help.<\/p>\n

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

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

                    \"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.8\"<\/p>\n

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

                    Complete each sentence. Use models if needed.<\/p>\n

                    Question 3.
                    \n\"Envision
                    \n___ equals ___ hundreds, ___ tens, and __ ones.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.9\"<\/p>\n

                    Question 4.
                    \n\"Envision
                    \n___ equals ___ hundreds, ___ tens, and __ ones.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.10\"<\/p>\n

                    Question 5.
                    \n\"Envision
                    \n___ equals ___ hundreds, ___ tens, and __ ones.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.11\"<\/p>\n

                    Question 6.
                    \n\"Envision
                    \n___ equals ___ hundreds, ___ tens, and __ ones.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.12\"<\/p>\n

                    \"Numbers<\/p>\n

                    Question 7.
                    \nNumber Sense<\/strong> Complete the pattern.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.13\"<\/p>\n

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

                    Solve each problem. Use models if needed.<\/p>\n

                    Question 8.
                    \nUse Tools<\/strong> Lucy picked a number. She says her number has 8 hundreds, 0 tens, and o ones.
                    \nWhat is Lucy’s number?
                    \n____
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.8\"<\/p>\n

                    Question 9.
                    \nVocabulary<\/strong> Complete the sentences using the words below.
                    \n\"Envision
                    \nThere are 100 ___ in one hundred.
                    \nThere are 10 ___ in one ___.
                    \nAnswer:
                    \nThere are 100\u00a0 ones<\/strong><\/span>\u00a0 in one hundred.
                    \nThere are 10 tens<\/strong><\/span> in one hundred<\/strong><\/span>.<\/p>\n

                    Higher Order Thinking<\/strong>
                    \nFarrah and Cory are playing beanbag toss. Circle the two other numbers they each must get to score 1,000 points.<\/p>\n

                    Question 10.
                    \nFarrah has 300 points.
                    \n200 500 600 300
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-4.6\"
                    \nExplanation: Farrah and Cory need 1000 points and Farrah already have 300 points and Cory needs 700 points to make 1000 points.<\/p>\n

                    Question 11.
                    \nCory has 500 points.
                    \n100 200 400 700
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-4.6\"
                    \nExplanation: Farrah and Cory need 1000 points and\u00a0Cory<\/span> already have 500 points and <\/span>Farrah<\/span> needs 500 points to make 1000 points.<\/span><\/p>\n

                    Question 12.
                    \nAssessment Practice<\/strong> Each box has 100 pencils. Count by hundreds to find the total. Which number tells how many pencils are in the boxes?
                    \n\"Envision
                    \nA. 170
                    \nB. 700
                    \nC. 800
                    \nD. 900
                    \nAnswer:
                    \n700
                    \nExplanation: Each box has 100 pencils. We have 7 boxes of crayons so 100 + 100 + 100 + 100 + 100 + 100 + 100 = 700<\/p>\n

                    Lesson 9.2 Models and 3-Digit Numbers<\/h3>\n

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

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

                    How can you use place-value blocks to show 125? Explain.
                    \nDraw your blocks to show what you did.<\/p>\n

                    ;<\/p>\n

                    \"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.16\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \nHow many hundreds are in 395? How many tens? How many ones?
                    \nAnswer: There are 3 \u00a0hundreds, 9 tens, and 5 ones in 395
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.16\"<\/p>\n

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

                    Write the numbers shown. Use place-value blocks and your workmat if needed.<\/p>\n

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

                    Question 2.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-10.4\"<\/p>\n

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

                    Write the numbers shown. Use models and your workmat if needed.<\/p>\n

                    Question 3.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.5\"<\/p>\n

                    Question 4.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.6\"<\/p>\n

                    Question 5.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.7\"<\/p>\n

                    Question 6.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.8\"<\/p>\n

                    Question 7.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.9\"<\/p>\n

                    Question 8.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.10\"<\/p>\n

                    Question 9.
                    \nHigher Order Thinking<\/strong> Find the number. It has 5 hundreds. The digit in the tens place is between 5 and 7. The number of ones is 2 less than 4. ___
                    \nAnswer: The number is 562 because there are\u00a0 5 hundreds and the tens is between 5 and 7 and that is 6 and the one 2 less than 4<\/p>\n

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

                    Solve the problems below.<\/p>\n

                    Question 10.
                    \nMake Sense<\/strong> Complete the chart. A number has an 8 in the hundreds place. It does not have any tens. It has a 3 in the ones place. Check that your answer makes sense.
                    \n\"Envision
                    \nWhat is the number?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.11\"<\/p>\n

                    Question 11.
                    \nDraw models to show hundred, 4 tens, and 3 ones. Then write the number in the chart.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.12\"<\/p>\n

                    Question 12.
                    \nHigher Order Thinking<\/strong> Choose a three digit number. Draw models to show the hundreds, tens, and ones for your number. Write the number below.
                    \n___
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.9\"<\/p>\n

                    Question 13.
                    \nAssessment Practice<\/strong> Katie used these models to show a number. Which number is shown?
                    \n\"Envision
                    \nA. 759
                    \nB. 768
                    \nC. 858
                    \nD. 859
                    \nAnswer: A. 759
                    \nExplanation: We have 100 cube box 7 and 10 cube boxes 5 and 9 cube boxes so the answer is 759<\/p>\n

                    Lesson 9.3 Name Place Values<\/h3>\n

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

                    Jake says the 3 in 738 has a value of 3. He shows this with 3 ones blocks. Do you agree with Jake? Explain. Use the chart to help.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-11.1\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \nHow can you find the value of a digit using a place-value chart?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-11.3\"<\/p>\n

                    Guided Practice<\/strong>
                    \nUse place-value blocks to show the number. Next, complete the place-value chart. Then write the value of each digit.<\/p>\n

                    Question 1.
                    \n348
                    \n\"Envision<\/p>\n

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

                    Circle the correct values for the underlined digit in each number.<\/p>\n

                    \"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-11.4\"<\/p>\n

                    Question 7.
                    \nUse the number to answer each question.
                    \n902
                    \nWhat is the value of the 9?
                    \nWhat is the value of the 0?
                    \nWhat is the value of the 2?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-11.3\"<\/p>\n

                    Question 8.
                    \nHigher Order Thinking<\/strong> Write the number that has the following values.
                    \n– The tens digit has a value of 70.
                    \n– The ones digit has a value of 5 ones.
                    \n– The hundreds digit has a value of 8 hundreds.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-11.3\"<\/p>\n

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

                    Use place value to solve each problem.<\/p>\n

                    Question 9.
                    \nComplete the chart to find the number.
                    \nThe number has 9 hundreds. It has 5 tens. It has 8 ones.
                    \n\"Envision
                    \nWhat is the number? ___
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-13.1\"
                    \nThe Number is 958.<\/span><\/p>\n

                    Question 10.
                    \nModel<\/strong> Courtney drew a picture of place value blocks to show the number 793. Draw the blocks to show what Courtney’s picture may have looked like.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.13\"<\/p>\n

                    Question 11.
                    \nHigher Order Thinking<\/strong> A class needs to build the number 123 with place-value blocks but does NOT have any hundreds blocks. How can they build 123 using other place-value blocks?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answer-Key-Topic-9-Numbers-to-1000-9.16\"<\/p>\n

                    Question 12.
                    \nAssessment Practice<\/strong> What is the value of the 6 in the number 862?
                    \nA. 6
                    \nB. 10
                    \nC. 60
                    \nD. 600
                    \nAnswer:\u00a0 C. 60<\/p>\n

                    Lesson 9.4 Read and Write 3-Digit Numbers<\/h3>\n

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

                    What is another way to write the number 231? Explain.<\/p>\n

                    \"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-16.1\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \nHow many hundreds, tens, and ones does the number six hundred forty have?
                    \nAnswer:-
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-16.1\"<\/p>\n

                    Guided Practice<\/strong>
                    \nUse the models to solve each problem.<\/p>\n

                    Question 1.
                    \nWrite the number in expanded form. Then write it in standard form.
                    \n\"Envision
                    \nAnswer:<\/p>\n

                    Question 2.
                    \nWrite the number in expanded form. Then write it in word form.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-16.4\"<\/p>\n

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

                    Write the number in word form and standard form.<\/p>\n

                    Question 3.
                    \n300 + 80 + 2
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-16.5\"<\/p>\n

                    Question 4.
                    \n200 + 6
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-16.6\"<\/p>\n

                    Question 5.
                    \n600 + 90 + 5
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-16.7\"<\/p>\n

                    Question 6.
                    \n500 + 30 + 3
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-16.8\"<\/p>\n

                    Question 7.
                    \nWrite eight hundred seventy-four in expanded form and standard form.
                    \nAnswer: 874
                    \n800 + 70 + 4
                    \nEight hundred and seventy four.<\/p>\n

                    Question 8.
                    \nWrite 478 in expanded form and word form.
                    \nAnswer: 478
                    \n400 + 70 + 8
                    \nFour hundred and seventy eight.<\/p>\n

                    Question 9.
                    \nHigher Order Thinking<\/strong> Write the number in two different ways. It has 5 hundreds. The tens digit is 1 less than the hundreds digit. The ones digit is 2 more than the hundreds digit.
                    \nStandard form: ____ Expanded form: ____
                    \nAnswer:
                    \nStandard form: 547
                    \nExpanded form: 500 + 40 + 7<\/p>\n

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

                    Use place-value models to help you solve the problems below.<\/p>\n

                    Question 10.
                    \nVocabulary<\/strong> There are 493 pages in a book.
                    \n\"Envision
                    \nWrite the number 493 in c expanded form.
                    \n___ + ___ + ____
                    \nWrite the number 493 in word form.
                    \n______________
                    \nAnswer:
                    \nExpanded form: 400 + 90 + 3
                    \nWord form:\u00a0 Four Hundred and Ninety Three<\/p>\n

                    Question 11.
                    \nHigher Order Thinking<\/strong> Draw hundreds, tens, and ones to show a three-digit number. Next, write the number in expanded form. Then use the word form of the number in a sentence.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.6\"<\/p>\n

                    Question 12.
                    \nAssessment Practice<\/strong> The model shows a three-digit number. Which is the standard form of the number?
                    \n\"Envision
                    \nA. 300 + 80 + 6
                    \nB. 386
                    \nC. 300 + 90 +7
                    \nD. 397
                    \nAnswer:
                    \nB. 386<\/p>\n

                    Lesson 9.5 Different Ways to Name the Same Number<\/h3>\n

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

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

                    Use place-value blocks. Show two ways to make 213. Then draw each way. Tell how your ways are alike and different.<\/p>\n

                    \"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-30.1\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \nHow can you show that 5 hundreds and 4 tens has the same value as 4 hundreds and 14 tens?
                    \nAnswer:- 5 hundreds are 500 and 4 tens are 40 Therefore, 500 + 40 = 540
                    \nLikewise, 4 hundreds are 400 and 14 tens are 140 Therefore, 400 + 140 = 540
                    \nIn second equation we have 14 tens and in 1st equation we have only 4 tens.<\/p>\n

                    Guided practice<\/strong>
                    \nUse place-value blocks to count the Practice hundreds, tens, and ones. Show two other ways to make the number.<\/p>\n

                    Question 1.
                    \n\"Envision
                    \n132 = ______________
                    \n132 = ______________
                    \nAnswer:
                    \n132 = 100 + 30 + 2
                    \n132 = One Hundred and Thirty Two
                    \n132 = (100 x 1) + (30 x 1) + (2 x 1)<\/p>\n

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

                    Use place-value blocks to count the hundreds, tens, and ones.
                    \nThen show two other ways to make the number.<\/p>\n

                    Question 2.
                    \n\"Envision
                    \n418 = _______
                    \n418 = _______
                    \n418 = _______
                    \nAnswer:
                    \n418 = 400 + 10 + 8
                    \n418 = Four Hundred and eighteen
                    \n418 = (400 x 1) + (10 x 1) + (8 x 1)<\/p>\n

                    Question 3.
                    \n\"Envision
                    \n163 = ______
                    \n163 = ______
                    \n163 = ______
                    \nAnswer:
                    \n163 = 100 + 60 + 3
                    \n163 = One Hundred and Sixty Three
                    \n163 = (100 x 1) + (60 x 1) + (3 x 1)<\/p>\n

                    Question 4.
                    \n\"Envision
                    \n225 = ______________
                    \n225 = ______________
                    \n225 = ______________
                    \nAnswer:
                    \n225 =\u00a0 200 + 20 + 5
                    \n225 = Two Hundred and Twenty Five
                    \n225 = (200 x 1) + (20 x 1) + (5 x 1)<\/p>\n

                    Algebra<\/strong> Write the missing number.<\/p>\n

                    Question 5.
                    \n698 = 500 + ____ + 8
                    \nAnswer:
                    \n698 = 500 + 190 + 8<\/p>\n

                    Question 6.
                    \n939 = 900 + 20 + ____
                    \nAnswer:
                    \n939 = 900 + 20 + 19<\/p>\n

                    Solve the problems below.<\/p>\n

                    Question 7.
                    \nCarl made this model to show a number.
                    \n\"Envision<\/p>\n

                    What number is shown?
                    \nDraw models to show another way Carl could make this number.
                    \nAnswer:
                    \nThe Number is 475
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-60.1\"
                    \n<\/span><\/p>\n

                    Question 8.
                    \nExplain<\/strong> Neha wants to make the same number in different ways. She says 300 + 130 + 9 equals the same number as 500 + 30 + 9. Do you agree with Neha? Explain.
                    \n\"Envision
                    \nAnswer:
                    \nNo!, I don’t agree with Neha because 300 + 130 + 9 = 439; and 500 + 30 + 9 = 539
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-60.1\"<\/p>\n

                    Question 9.
                    \nHigher Order Thinking<\/strong> Make 572 as hundreds, tens, and ones. Write as many ways as you can.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-10.8\"
                    \n500 + 70 + 2 = 572
                    \n400 + 170 + 2 = 572
                    \n300 + 270 + 2 = 572
                    \n200 + 370 + 2 = 572
                    \n100 + 470 + 2 = 572<\/p>\n

                    Question 10.
                    \nAssessment Practice which is a way to show 687? Choose all that apply.
                    \n\"Envision 600 + 70 + 17
                    \n\"Envision 600 + 80 + 7
                    \n\"Envision 600 + 180 + 7
                    \n\"Envision 500 + 180 + 7
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-61\"<\/p>\n

                    Lesson 9.6 Place-Value Patterns with Numbers<\/h3>\n

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

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

                    Write the missing numbers in the chart. Be ready to explain how you found the missing numbers.<\/p>\n

                    \"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-62\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \nUse mental math and place-value patterns to write each missing number.
                    \n538, 539, ____ ,541, 542
                    \n481, 491, ____,511, 521
                    \nAnswer:
                    \n538, 539, 540 ,541, 542
                    \n481, 491, 501,511, 521<\/p>\n

                    Guided Practice<\/strong>
                    \nUse place-value patterns and mental Practice math to find the missing numbers.<\/p>\n

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

                    Question 2.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-65\"<\/p>\n

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

                    Use place-value patterns and mental math to find the missing numbers.<\/p>\n

                    Question 3.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-66\"<\/p>\n

                    Question 4.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-67\"<\/p>\n

                    Question 5.
                    \n456, 457, 458, ___, ___,
                    \n461, 462, ___, ___, ____
                    \nAnswer:
                    \n456, 457, 458, 459, 460
                    \n461, 462, 463, 464, 465<\/p>\n

                    Question 6.
                    \n620, 630, 640, ___, 660, ___
                    \n680, 690, ___, 710, ___
                    \nAnswer:
                    \n620, 630, 640, 650, 660, 670
                    \n680, 690, 700, 710, 720<\/p>\n

                    Question 7.
                    \n232, 242, ___, 262, ___,
                    \n___, 292, 302, __, ___
                    \nAnswer:
                    \n232, 242, 252, 262, 272,
                    \n282, 292, 302, 312, 322<\/p>\n

                    Question 8.
                    \n991, 992, ___, ___, 995,
                    \n__, 997, ___, 999, ___
                    \nAnswer:
                    \n991, 992, 993, 994, 995,
                    \n996, 997, 998, 999, 1000<\/p>\n

                    Number Sense<\/strong>
                    \nDescribe each number pattern.<\/p>\n

                    Question 9.
                    \n\"Envision
                    \nAnswer:
                    \nThe sequence of number is added up by 100.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-69.1\"<\/p>\n

                    Question 10.
                    \n\"Envision
                    \nAnswer:
                    \nThe sequence of number is added up by 10.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-69.2\"<\/p>\n

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

                    Solve each problem.<\/p>\n

                    Question 11.
                    \nLook for Patterns<\/strong> Sally sees a pattern in these numbers. Describe the pattern.
                    \n\"Envision
                    \nAnswer: These are the sequence of the Natural numbers.<\/p>\n

                    Question 12.
                    \nLook for Patterns<\/strong> Yoshi sees a pattern in these numbers. Describe the pattern.
                    \n\"Envision
                    \nAnswer:
                    \nThe sequence of number is added up by 10.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-69.4\"<\/p>\n

                    Question 13.
                    \nHigher Order Thinking<\/strong> Write your own three-digit numbers. Describe the number pattern for your numbers.
                    \nAnswer:
                    \nThe sequence of number is added up by 10.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-69.4\"<\/p>\n

                    Question 14.
                    \nAssessment Practice<\/strong> Use the numbers on the cards. Write the missing numbers in the number chart.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-69.5\"<\/p>\n

                    Lesson 9.7 Skip Count by 5s, 10s, and 100s to 1,000<\/h3>\n

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

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

                    Use the number line to skip count by 5s, starting at 0. Write the two missing numbers. Describe any patterns you see.<\/p>\n

                    \"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Topic-9-Numbers-to-1000-70.1\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \nHow could you use the number line in the first box above to skip count by 10s starting at 400?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-70.2\"<\/p>\n

                    Guided Practice<\/strong>
                    \nSkip count on the number line. Write the missing numbers.<\/p>\n

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

                    Question 2.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-70.4\"<\/p>\n

                    Independent Practice<\/strong>
                    \nSkip count on the number line. Write the missing numbers.<\/p>\n

                    Question 3.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-70.5\"<\/p>\n

                    Question 4.
                    \n\"Envision
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-70.6\"<\/p>\n

                    Look at the skip counting pattern. Write the missing numbers.<\/p>\n

                    Question 5.
                    \n100, 200, 300, 400, __, ___
                    \nAnswer:
                    \n100, 200, 300, 400, 500, 600<\/p>\n

                    Question 6.
                    \n950, 960, ___, 980, 990, ___
                    \nAnswer:
                    \n950, 960, 970, 980, 990, 1000<\/p>\n

                    Question 7.
                    \n480, 490, 500, ___, ___, 530
                    \nAnswer:
                    \n480, 490, 500, 510, 520, 530<\/p>\n

                    Question 8.
                    \n745, 750, __, __, 765, ___
                    \nAnswer:
                    \n745, 750, 755, 760, 765, 770<\/p>\n

                    Question 9.
                    \nAlgebra<\/strong> Write the missing numbers.
                    \n300 + ___ = 400
                    \n85 + ___ = 50
                    \n990 + __ = 1,000
                    \nAnswer:
                    \n300 + 100 = 400
                    \n85 – 35 = 50
                    \n990 + 10 = 1,000<\/p>\n

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

                    Solve the problems below.<\/p>\n

                    Question 10.
                    \nReasoning<\/strong> Greg is skip counting. He writes 430, 435, 440 on paper. Greg wants to write 3 more numbers after 440. What should they be?
                    \nAnswer:
                    \n430, 435, 440, 445, 450, 455.<\/p>\n

                    Question 11.
                    \nReasoning<\/strong> Zoe is skip counting. She writes 500, 600, 700 on paper. Zoe wants to write 3 more numbers after 700. What should they be?
                    \nAnswer:
                    \n500, 600, 700, 800, 900, 1000.<\/p>\n

                    Question 12.
                    \nHigher Order Thinking<\/strong> What number is used to skip count on this number line? How do you know? What numbers did the arrows land on at the jumps?
                    \n\"Envision
                    \nAnswer:
                    \nThe sequence of number is added up by 10. Because 300 is added up by 10 so it became 310.
                    \n\"The<\/p>\n

                    Question 13.
                    \nAssessment Practice<\/strong> Roy played 4 video games. He scored 110, 115, 120, and 125 points.
                    \n\"Envision
                    \nSkip counting by what number from 110 to 125 is shown on the number line?
                    \nA. 2
                    \nB. 5
                    \nC. 10
                    \nD. 100
                    \nAnswer:
                    \nB. 5<\/p>\n

                    Lesson 9.8 Compare Numbers Using Place Value<\/h3>\n

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

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

                    Joy and Zach flipped three number cards. Then they each made a number. Joy made 501 and Zach made 510. Who made the greater number? How do you know? Use place-value blocks to help you solve.
                    \n\"Envision
                    \nAnswer:-
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-73.1\"<\/p>\n

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

                    Convince Me!<\/strong>
                    \nHow would you compare 995 and 890? Explain.
                    \nAnswer:-
                    \n995 is greater than 890;\u00a0 995 > 890 because 995 is greater value with 105 numbers<\/p>\n

                    Guided Practice<\/strong>
                    \nUse place-value blocks to show each number. Practice Compare. Write greater than, less than, or equal to. Then write >, <, or =.<\/p>\n

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

                    Question 2.
                    \n816 is ____ 819.
                    \n\"Envision
                    \nAnswer:
                    \n816 is Less than 819.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-73.5\"<\/p>\n

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

                    Use place-value blocks to show each number. Compare Write greater than, less than, or equal to. Then write >, <, or =.<\/p>\n

                    Question 3.
                    \n572 is ___ 577.
                    \n\"Envision
                    \nAnswer:
                    \n572 is Less than 577.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.1\"<\/p>\n

                    Question 4.
                    \n256 is ___ 243.
                    \n\"Envision
                    \nAnswer:
                    \n256 is Greater than 243.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.2\"<\/p>\n

                    Question 5.
                    \n837 is ___ 837
                    \n\"Envision
                    \nAnswer:
                    \n837 is Equal to\u00a0 837
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.3\"<\/p>\n

                    Question 6.
                    \n486 is __ 468.
                    \n\"Envision
                    \nAnswer:
                    \n486 is Greater than 468.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.4\"<\/p>\n

                    Question 7.
                    \n208 is __ 208.
                    \n\"Envision
                    \nAnswer:
                    \n208 is Equal to 208.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.5\"<\/p>\n

                    Question 8.
                    \n936 is ___ 836.
                    \n\"Envision
                    \nAnswer:
                    \n936 is Greater than 836.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.55\"<\/p>\n

                    Question 9.
                    \n821 is ____ 821.
                    \n\"Envision
                    \nAnswer:
                    \n821 is Equal to 821.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.6\"<\/p>\n

                    Question 10.
                    \n347 is ___ 437.
                    \n\"Envision
                    \nAnswer:
                    \n347 is Less than 437.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.7\"<\/p>\n

                    Question 11.
                    \n286 is ___ 189.
                    \n\"Envision
                    \nAnswer:
                    \n286 is Greater than 189.
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.8\"<\/p>\n

                    Question 12.
                    \nHigher Order Thinking<\/strong> Find one number that will make all three comparisons true.
                    \n____ < 111 ___ > 109 ___ = 110
                    \nAnswer:
                    \n110 < 111;\u00a0 110 > 109;\u00a0 110 = 110<\/p>\n

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

                    Compare. Write >, <, or =. Then answer the question.<\/p>\n

                    Question 13.
                    \nReasoning<\/strong> Ming sells 319 tickets. Josie sells 315 tickets.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.9\"<\/p>\n

                    Question 14.
                    \nReasoning<\/strong> Jared earned 189 pennies doing chores. Tara earned 200 pennies doing chores. Who earned more pennies?
                    \n\"Envision
                    \n___ earned more pennies.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.10\"
                    \nTara earned more pennies.<\/p>\n

                    Question 15.
                    \nHigher Order Thinking<\/strong> Compare the numbers 298 and 289. Write the comparison two ways. Then explain your thinking.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.8\"
                    \n200 + 90 + 8 = 298 greater than 200 + 80 + 9
                    \nThe number 298 is greater than 289 with 10 numbers. 289 is having 10 numbers less than 298.<\/p>\n

                    Question 16.
                    \nAssessment Practice<\/strong> Solve the riddle to find the number of coins in the second chest. Then compare the numbers. The two numbers have the same digits. The hundreds digits are the same. The tens and ones digits are in different orders.
                    \n\"Envision
                    \nA. 556 < 665
                    \nB. 556 > 565
                    \nC. 556 = 565
                    \nD. 556 < 565
                    \nAnswer:
                    \nD. 556 < 565<\/p>\n

                    Lesson 9.9 Compare Numbers on the Number Line<\/h3>\n

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

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

                    This number line shows only one number. Name a number that is greater than 256. Then, name a number that is less than 256. Show your numbers on the number line and explain why you are correct.<\/p>\n

                    \"Envision
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12\"
                    \n260 is greater than 256.
                    \n250 is less than 256.<\/p>\n

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

                    Convince Me!<\/strong>
                    \nCan you write a number that is less than 325, and that is not shown on the number line above? Explain.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12
                    \nExplanation: The number 125 is less then 325 because the number 125 is having less value than the number 325
                    \nwith 200 numbers less.<\/p>\n

                    Guided Practice<\/strong>
                    \nWrite a number to make each comparison correct. Practice Draw a number line to help if needed.<\/p>\n

                    Question 1.
                    \n461<\/u> < 467
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 2.
                    \n___ < 470
                    \nAnswer:
                    \n466 < 470
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 3.
                    \n132 < ___
                    \nAnswer:
                    \n132 < 150
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 4.
                    \n263 < ___
                    \nAnswer:
                    \n263 < 270
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 5.
                    \n675 > ___
                    \nAnswer:
                    \n675 > 670
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 6.
                    \n684 = ___
                    \nAnswer:
                    \n684 = 684
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

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

                    Write a number to make each comparison correct. Draw a number line to help if needed.<\/p>\n

                    Question 7.
                    \n421 > ___
                    \nAnswer:
                    \n421 > 420
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 8.
                    \n___ < 884
                    \nAnswer:
                    \n880 < 884
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 9.
                    \n959 < ___
                    \nAnswer:
                    \n959 < 960
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 10.
                    \n__ < 619
                    \nAnswer:
                    \n615 < 619
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 11.
                    \n103 = ___
                    \nAnswer:
                    \n103 = 103
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 12.
                    \n566 > ___
                    \nAnswer:
                    \n566 > 560
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 13.
                    \n394 < ___
                    \nAnswer:
                    \n394 < 400
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 14.
                    \n___ < 417
                    \nAnswer:
                    \n415 < 417
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Question 15.
                    \n___ > 789
                    \nAnswer:
                    \n790 > 789
                    \n\"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-74.12<\/p>\n

                    Write <, >, or = to make each comparison correct.<\/p>\n

                    Question 16.
                    \n107 \"Envision 106
                    \nAnswer:
                    \n107 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 106<\/p>\n

                    Question 17.
                    \n630 \"Envision 629
                    \nAnswer:
                    \n630\u00a0 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 629<\/p>\n

                    Question 18.
                    \n832 \"Envision 832
                    \nAnswer:
                    \n832 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 832<\/p>\n

                    Question 19.
                    \nHigher Order Thinking<\/strong> Write a number to make each comparison correct. Place the numbers on the number lines.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.1\"<\/p>\n

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

                    Solve the problems below.<\/p>\n

                    Question 20.
                    \nReasoning<\/strong> Kim is thinking of a number. It is greater than 447. It is less than 635. What could the number be?
                    \nAnswer: Kim is thinking of the number is 555 because it is greater than 447 and it is less than 635. So, the number could be 555.<\/p>\n

                    Question 21.
                    \nReasoning<\/strong> Don is thinking of a number. It is less than 982. It is greater than 950. What could the number be?
                    \n\"Envision
                    \nAnswer: Don is thinking of a number. The number is 970 because it is increasing by 2 so they relate by 2.<\/p>\n

                    Question 22.
                    \nHigher Order Thinking<\/strong> Monty picked a number card. The number is greater than 282. It is less than 284. What is the number? ___
                    \nExplain how you know.
                    \nAnswer:
                    \nMonty picked a number card. The number is greater than 282. It is less than 284. The number is 283<\/span> because it is less then\u00a0 284 and it is greater than 282 and the between number is 283.<\/span><\/p>\n

                    Question 23.
                    \nAssessment Practice<\/strong> Which number is neither greater than nor less than the number shown?
                    \n\"Envision
                    \nA. 157
                    \nB. 158
                    \nC. 159
                    \nD. 168
                    \nAnswer:
                    \nB. 158<\/p>\n

                    Lesson 9.10 Look For and Use Structure<\/h3>\n

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

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

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

                    Sort the numbers 500, 800, 600, 400, and 700 from least to greatest. Describe any number patterns that you see. Are there any other numbers that fit the pattern?
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.5\"<\/p>\n

                    Thinking Habits<\/strong>
                    \nAre there things in common that help me? Is there a pattern? How does it help?
                    \n\"Envision<\/p>\n

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

                    Convince Me!<\/strong>
                    \nHow can you use the pattern to find the next three red jersey numbers?
                    \nAnswer:\u00a0 224, 324, 424, 524, 624, 724, 824, 924, 1024. I have found the other jersey numbers by increasing hundredths digit by adding 100 so in this way jersey number.<\/p>\n

                    Guided Practice<\/strong>
                    \nLook for a pattern to solve each problem.<\/p>\n

                    Question 1.
                    \nThe yellow team is sorting their uniforms.
                    \n\"Envision
                    \nSort the first four jersey numbers from least to greatest.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.8\"<\/p>\n

                    Question 2.
                    \nLook for a pattern in the sorted jersey numbers. What is the pattern rule?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.8\"
                    \nThis is the pattern where the number was increased by 10. The tenths were increased by 10.<\/p>\n

                    Question 3.
                    \nWhat is the next greatest yellow jersey number?
                    \nAnswer: The next greatest yellow jersey number is 460.<\/p>\n

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

                    Break the problem into simpler parts to solve. Use a hundreds chart, a number line, or place value chart if you need to.<\/p>\n

                    Question 4.
                    \nThe blue team wants to sort their jersey numbers from greatest to least. After they sort the numbers, what number would come next?
                    \n\"Envision
                    \nList the jersey numbers from greatest to least.
                    \n\"Envision
                    \nLook for a pattern in the sorted jersey numbers. What is the pattern rule?
                    \nWhat jersey number is next in the pattern?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.8\"
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.9\"
                    \nThe next number in the jersey pattern is 450.<\/p>\n

                    Question 5.
                    \nA librarian sorted these books. Find the missing book number. Describe one pattern you notice.
                    \n?
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.103\"
                    \nThe number was increased my 10 in its tenth value so every number was increased by 10.<\/p>\n

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

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

                    Mail Delivery<\/strong>
                    \nSam delivered mail to four houses numbered 115, 120, 110, and 105. He started at the house with the least number and continued to the house with the greatest number. If the number pattern continues, what are the next three house numbers?
                    \n\"Envision<\/p>\n

                    Question 6.
                    \nReasoning<\/strong> Sort the numbers of the first four houses from least to greatest. Then write the sorted numbers on the houses in the top row above.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.10\"<\/p>\n

                    Question 7.
                    \nLook for Patterns<\/strong> What is the pattern rule for the four house numbers you sorted?
                    \nWhat are the next three house numbers?
                    \nWrite the numbers of the houses in the bottom row of houses above.
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-80.10\"<\/p>\n

                    Question 8.
                    \nExplain<\/strong> Why do you sort the numbers before looking for a pattern? Explain.
                    \nAnswer: We\u00a0naturally sort objects and information into different groupings so that we can more easily identify their similarities and differences.<\/p>\n

                    Topic 9 Fluency Practice<\/h3>\n

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

                    Color a path from Start to Finish. Follow the sums and differences that are even numbers. You can only move up, down, right, or left.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-90.1\"<\/p>\n

                    Topic 9 Vocabulary Review<\/strong><\/p>\n

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

                    Write standard form, expanded form, or word form.<\/p>\n

                    Word List
                    \n\u2022 compare
                    \n\u2022 decrease
                    \n\u2022 digits
                    \n\u2022 equals (=)
                    \n\u2022 expanded form
                    \n\u2022 greater than (>)
                    \n\u2022 hundred
                    \n\u2022 increase
                    \n\u2022 less than (<)
                    \n\u2022 ones
                    \n\u2022 place-value chart
                    \n\u2022 standard form
                    \n\u2022 tens
                    \n\u2022 thousand
                    \n\u2022 word form<\/p>\n

                    Understand Vocabulary<\/strong>
                    \nwrite standard form, expanded form, or word form<\/p>\n

                    Question 1.
                    \n400 + 30 + 7
                    \nAnswer:
                    \nFour hundred thirty-seven<\/p>\n

                    Question 2.
                    \nfour hundred
                    \nthirty-seven
                    \n___
                    \nAnswer:
                    \n437<\/p>\n

                    Question 3.
                    \n437
                    \n___
                    \nAnswer:
                    \n400 + 30 + 7<\/p>\n

                    Label each picture. Use terms from the Word List.<\/p>\n

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

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

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

                    Compare. Complete each sentence.<\/p>\n

                    Question 7.
                    \n901 is ___910.
                    \nAnswer:
                    \n901 is Equal to 910.<\/p>\n

                    Question 8.
                    \n429 ____ 400 + 20 + 9.
                    \nAnswer:
                    \n429 Equal to 400 + 20 + 9.<\/p>\n

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

                    Question 9.
                    \nWhat is the next number in the pattern?
                    \n911, 921, 931, 941, _____
                    \nExplain how you solved the problem. Use terms from the Word List.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-81.5\"<\/p>\n

                    Topic 9 Reteaching<\/h3>\n

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

                    10 tens make 1 hundred. You can count by hundreds.
                    \n\"Envision<\/p>\n

                    Complete the sentence. Use models if needed.<\/p>\n

                    Question 1.
                    \n\"Envision
                    \n___equals___hundreds,
                    \n___tens, and ___ones.
                    \nAnswer:
                    \n900 equals 900 hundreds,
                    \n0 tens, and 0 ones.<\/p>\n

                    Set B<\/strong>
                    \nYou can use place value to help you write numbers.
                    \n\"Envision
                    \nThere are 3 hundreds, 2 tens, and 4 ones in 324.<\/p>\n

                    Write the numbers. Use models and your workmat if needed.<\/p>\n

                    Question 2.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-81.9\"<\/p>\n

                    Question 3.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-81.10\"<\/p>\n

                    Set C<\/strong>
                    \nYou can write a number using the standard form, expanded form, and word form.
                    \n\"Envision<\/p>\n

                    Write the number in standard form, expanded form, and word form.<\/p>\n

                    Question 4.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-82.1\"<\/p>\n

                    Set D<\/strong>
                    \nYou can show different ways to make numbers.
                    \n\"Envision<\/p>\n

                    Look at the models in the chart. Show three different ways to make the number.<\/p>\n

                    Question 5.
                    \n\"Envision
                    \n153 = ___ + ___ + ___
                    \n153 = ___ + ___ + ___
                    \n153 = ___ + ___ + ___
                    \nAnswer:
                    \n153 = 100 + 50 + 3
                    \n153 = 100 + 40 + 13
                    \n153 = 150 + 3<\/p>\n

                    Topic 9 Reteaching<\/h3>\n

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

                    You can look for patterns with numbers on a hundreds chart.
                    \n\"Envision
                    \nFrom left to right, the Ones<\/u> digit goes up by 1.<\/p>\n

                    From top to bottom, the tens<\/u> digit goes up by 1.<\/p>\n

                    Use place-value patterns to find the missing numbers.<\/p>\n

                    Question 6.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-85.2\"<\/p>\n

                    Question 7.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-85.3\"<\/p>\n

                    Set F<\/strong>
                    \nYou can skip count by 5s, 10s, and 100s on a number line.
                    \n\"Envision<\/p>\n

                    Skip count on the number line. Write the missing numbers.<\/p>\n

                    Question 8.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-85.5\"<\/p>\n

                    Set G<\/strong>
                    \nYou can use place value to compare numbers.
                    \n\"Envision<\/p>\n

                    Compare each pair of numbers. Write >, <, or =.<\/p>\n

                    Question 9.
                    \n785 \"Envision 793
                    \nAnswer:
                    \n785 \"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-86\"\u00a0 793<\/p>\n

                    Question 10.
                    \n199 \"Envision 198
                    \nAnswer:
                    \n199 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 198<\/p>\n

                    Question 11.
                    \n452 \"Envision 452
                    \nAnswer:
                    \n452 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80 452<\/p>\n

                    Question 12.
                    \n805 \"Envision 810
                    \nAnswer:
                    \n805 \"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-86\" 810<\/p>\n

                    Question 13.
                    \n902 \"Envision 897
                    \nAnswer:
                    \n902 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 897<\/p>\n

                    Question 14.
                    \n451 \"Envision 516
                    \nAnswer:
                    \n451 \"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-86\" 516<\/p>\n

                    Question 15.
                    \n636 \"Envision 629
                    \nAnswer:
                    \n636 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 629<\/p>\n

                    Question 16.
                    \n754 \"Envision 754
                    \nAnswer:
                    \n754 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80 754<\/p>\n

                    Set H<\/strong>
                    \nThinking Habits<\/strong>
                    \nLook for a pattern to solve the problem.
                    \nAre there things in common that help me? Is there a pattern? How does it help?
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-81.5\"<\/p>\n

                    Look For and Use Structure<\/p>\n

                    Question 17.
                    \nThese tags are in a drawer.
                    \n\"Envision
                    \nDescribe a pattern you notice.
                    \nWhat is the missing number? ___
                    \nAnswer:
                    \nThe Missing number is 475
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-88\"
                    \n<\/span><\/p>\n

                    Topic 9 Assessment Practice<\/h3>\n

                    Question 1.
                    \nEach box has 100 crayons. Count by hundreds to find the total. How many crayons are in all of the boxes? Explain.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-89\"<\/p>\n

                    Question 2.
                    \nDanny made this model. Write the number in three different forms.
                    \n\"Envision
                    \nStandard form ____
                    \nExpanded form ____
                    \nWord form _____
                    \nAnswer:
                    \nStandard form: 624
                    \nExpanded form: 600 + 20 + 4
                    \nWord form: Six Hundred and Twenty Four<\/p>\n

                    Question 3.
                    \nWrite the number the model shows. Use the chart.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-91\"<\/p>\n

                    Question 4.
                    \nWhat is the value of the 8 in the number 789? What is the expanded form of 789?
                    \nAnswer:
                    \nThe value of the 8 in the number 789 is tens that means it has 8 tens i.e., 80
                    \nThe expanded form of 789 is 700 + 80 + 9<\/p>\n

                    Question 5.
                    \nWhich is the word form of the number shown by the blocks?
                    \n\"Envision
                    \nA. four hundred fifty-six
                    \nB. four hundred forty-six
                    \nC. 400 + 40 + 6
                    \nD. 446
                    \nAnswer:
                    \nB. four hundred forty-six<\/p>\n

                    Question 6.
                    \nWhich is the standard form of the number shown by the blocks?
                    \n\"Envision
                    \nA. 315
                    \nB. three hundred fifteen
                    \nC. 300 + 10 + 5
                    \nD. 351
                    \nAnswer:
                    \nA. 315<\/p>\n

                    Question 7.
                    \nDraw a line from each number form to its example.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-92\"<\/p>\n

                    Question 8.
                    \nKate made this model. What number does it show? Write the number and complete the sentence.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-93\"<\/p>\n

                    Question 9.
                    \nLee and Maria collect pennies. Lee has 248 pennies. Maria has 253 pennies. Who has more pennies?
                    \nWrite <, =, or > to compare the number of pennies.
                    \n248 \"Envision 253
                    \nAnswer:
                    \n248 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 253<\/p>\n

                    Question 10.
                    \nJeff is thinking of a number. The number has 2 hundreds. It has more ones than tens. It has 7 tens. Which could be the number? Choose all that apply.
                    \n\"Envision 276
                    \n\"Envision 279
                    \n\"Envision 267
                    \n\"Envision 278
                    \n\"Envision 289
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-97\"<\/p>\n

                    Question 11.
                    \nCompare. Write <, =, or >.
                    \n429 \"Envision 294 849 \"Envision 984
                    \nAnswer:
                    \n429 \"Envision-Math-Common-Core-Grade-2-Answers-Topic-9-Numbers-to-1000-80\" 294 849 \"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-86\" 984<\/p>\n

                    Question 12.
                    \nWrite a number that will make each comparison correct.
                    \n327 < ___ 716 > ___
                    \nAnswer:
                    \n327 < 720 > 716 > 715<\/p>\n

                    Question 13.
                    \nThere are 326 boys at a school. Which is the expanded form for the number of boys?
                    \nA. 200 + 30 + 6
                    \nB. 300 + 20 + 6
                    \nC. 300 + 60 + 2
                    \nD. 300 + 60 + 7
                    \nAnswer:
                    \nB. 300 + 20 + 6<\/p>\n

                    Question 14.
                    \nWhich is a way to show 576? Choose all that apply.
                    \n\"Envision 500 + 60 + 16
                    \n\"Envision 500 + 70 + 6
                    \n\"Envision 400 + 170 + 6
                    \n\"Envision 500 + 60 + 7
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-97\"<\/p>\n

                    Question 15.
                    \nUse the numbers on the cards. Write the missing numbers in the number chart.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-97.1\"<\/p>\n

                    Question 16.
                    \nCandy counts 405, 410, 415, 420, 425, 430 By what number does Candy skip count?
                    \nA. 2
                    \nB. 5
                    \nC. 10
                    \nD. 100
                    \nAnswer:
                    \nB. 5<\/p>\n

                    Question 17.
                    \nSkip count on the number line. Write the missing numbers.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-98.1\"<\/p>\n

                    Question 18.
                    \nChoose all the comparisons that are correct.
                    \n\"Envision 576 < 675
                    \n\"Envision 899 < 799 \"Envision 435 > 354
                    \n\"Envision 698 < 896 \"Envision 856 > 859
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-97\"<\/p>\n

                    Topic 9 Performance Task<\/h3>\n

                    Reading Record<\/strong>
                    \nThese students love to read! These books show the number of pages each student has read so far this year.
                    \n\"Envision<\/p>\n

                    Question 1.
                    \nWrite the number of pages Tim read in expanded form.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-98.6\"
                    \nWrite the number in word form.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-98.7\"<\/p>\n

                    Question 2.
                    \nComplete the place-value chart to show the number of pages Ruth read.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-98.8\"
                    \nShow two other ways to write the number.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-98.9\"<\/p>\n

                    Question 3.
                    \nShow two ways to compare the number of pages that Luisa read with the number of pages that Ruth read. Use > and <.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-98.10\"<\/p>\n

                    Question 4.
                    \nThis number line shows the total number of minutes Diane read each week for 3 weeks.
                    \n\"Envision
                    \nHow many minutes did she read after the first week? ___ minutes
                    \nAfter the second week? ___ minutes
                    \nAfter the third week? ___ minutes
                    \nHow many minutes did she read each week? Explain how you know.
                    \nAnswer:
                    \nHow many minutes did she read after the first week?
                    \nAnswer:<\/span> 600 minutes
                    \nAfter the second week?
                    \nAnswer:<\/span> 1200 minutes
                    \nAfter the third week?
                    \nAnswer:<\/span> 1800 minutes
                    \nHow many minutes did she read each week? Explain how you know.
                    \nAnswer: Each week she read 600 minutes and every week she reads 600 minutes for 3 week. So, 600 + 600 + 600<\/p>\n

                    Question 5.
                    \nDiane reads the same number of minutes each week. How many minutes does she read after 4 weeks? After 5 weeks? Skip count on the number line above to find the answers.
                    \n\"Envision
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-99.1\"<\/p>\n

                    Question 6.
                    \nThe table shows how many pages Jim read in three different months. If he follows the pattern, how many pages will Jim read in April and May?
                    \n\"Envision
                    \nPart A<\/strong>
                    \nWhat pattern do you see in the table?
                    \nAnswer:
                    \nThe pattern which is increased by tens in its tenths place.
                    \nPart B<\/strong>
                    \nHow many pages will Jim read in April and May?
                    \nAnswer:
                    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-9-Numbers-to-1000-99.2\"<\/p>\n","protected":false},"excerpt":{"rendered":"

                    Go through the\u00a0enVision Math Common Core Grade 2 Answer Key\u00a0Topic 9 Numbers to 1,000\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 2nd Grade Answers Key Topic 9 Numbers to 1,000 enVision STEM Project: Breaking Apart and Putting Together Find Out Collect sets of building blocks. Take turns and work together. Use …<\/p>\n","protected":false},"author":1,"featured_media":25613,"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\/09\/enVision-Math-Common-Core-Grade-5-Answer-Key-Topic-9-Apply-Understanding-of-Division-to-Divide-Fractions.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/6329"}],"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=6329"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/6329\/revisions"}],"predecessor-version":[{"id":27917,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/6329\/revisions\/27917"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25613"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=6329"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=6329"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=6329"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}