{"id":7050,"date":"2023-12-22T14:43:28","date_gmt":"2023-12-22T09:13:28","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=7050"},"modified":"2023-12-23T14:39:45","modified_gmt":"2023-12-23T09:09:45","slug":"envision-math-common-core-grade-3-answer-key-topic-1","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-3-answer-key-topic-1\/","title":{"rendered":"enVision Math Common Core Grade 3 Answer Key Topic 1 Understand Multiplication and Division of Whole Numbers"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 3 Answer Key<\/a>\u00a0Topic 1 Understand Multiplication and Division of Whole Numbers<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 2nd Grade Answers Key Topic 1 Understand Multiplication and Division of Whole Numbers<\/h2>\n

Essential Question:<\/strong> How can thinking about equal groups help you understand the connection between multiplication and division?
\n\"Envision<\/p>\n

enVision STEM Project: Forming Groups<\/strong>
\nDo Research<\/strong> Many types of animals form groups. Use the Internet or other sources to discover which animals form groups. Why do they do this? What are the benefits for these animals of being in a group?
\nJournal: Write a Report<\/strong> Include what you found. Also in your report:<\/p>\n

    \n
  • Draw representations of animals in equal groups. Give a reason why those animals formed groups.<\/li>\n
  • Use a multiplication equation to show the total number of animals. Use a division equation to show the number of animals in each group.<\/li>\n<\/ul>\n

    Review What You Know<\/p>\n

    \u2022 add
    \n\u2022 subtract
    \n\u2022 skip count
    \n\u2022 ones<\/p>\n

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

    Choose the best term from the box. Write it on the blank.<\/p>\n

    Question 1.
    \nIf you combine different sized groups to find how many in all, you ___.<\/p>\n

    Answer:
    \nTo find how many in all we can use the term add.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nchoose the best term from the box.
    \nIn the box, they gave the four words.
    \nthey are added, subtract, skip count, and ones.
    \nso I am choosing the term to add.
    \nthe meaning of combine is to add.
    \nexample:
    \nIn group A there are 3 rats.
    \nIn group B there are 4 rats.
    \nso to find how many rats are there in two groups?
    \nwe will use the term add.
    \n3 + 4 = 7.<\/p>\n

    \"Understand<\/p>\n

    Question 2.
    \n___ are groups of single objects.<\/p>\n

    Answer:
    \nOnes are groups of single objects.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nchoose the best term from the box.
    \nIn the box, they gave the four words.
    \nthey are added, subtract, skip count, and ones.
    \nso I am choosing the term ones.
    \nexample:
    \nif there is a rat in group A.
    \nwe will say that there is only one rat.
    \nso we will use the term ones for a single object.<\/p>\n

    Question 3.
    \nWhen you say the numbers 5, 10, 15, 20, you ___.<\/p>\n

    Answer:
    \nWe use the term skip count when the numbers are skipping by 5.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nchoose the best term from the box.
    \nIn the box, they gave the four words.
    \nthey are added, subtract, skip count, and ones.
    \nso I am choosing the word skip count.
    \nexample:
    \nif they gave the numbers 5, 10, 15, and 20.
    \nwe will say that the numbers are skipping by 5.
    \nso we will use the term skip count.<\/p>\n

    Adding<\/strong>
    \nFind each sum.<\/p>\n

    Question 4.
    \n5 + 5 + 5 = ?<\/p>\n

    Answer:
    \n5 + 5 + 5 = 15.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the sum of numbers.
    \n5 + 5 + 5.
    \n5 + 5 = 10.
    \n10 + 5 = 15.
    \nso 5 + 5 + 5 = 15.<\/p>\n

    Question 5.
    \n7 + 7 = ?<\/p>\n

    Answer:
    \n7 + 7 = 14.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the sum of numbers.
    \n7 + 7.
    \n7 + 7 = 14.
    \nso 7 + 7 = 14.<\/p>\n

    \"Understand<\/p>\n

    Question 6.
    \n3 + 3 + 3 = ?<\/p>\n

    Answer:
    \n3 + 3 + 3 = 9.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the sum of numbers.
    \n3 + 3 + 3.
    \n3 + 3 = 6.
    \n6 + 3 = 9.
    \nso 3 + 3 + 3 = 9.<\/p>\n

    Question 7.
    \n2 + 2 + 2 + 2 = ?<\/p>\n

    Answer:
    \n2 + 2 + 2 + 2 = 8.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the sum of numbers.
    \n2 + 2 + 2 + 2.
    \n2 + 2 = 4.
    \n4 + 2 = 6.
    \n6 + 2 = 8.
    \nso 2 + 2 + 2 + 2 = 8.<\/p>\n

    Question 8.
    \n6 + 6 + 6 = ?<\/p>\n

    Answer:
    \n6 + 6 + 6 = 18.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the sum of numbers.
    \n6 + 6 + 6.
    \n6 + 6 = 12.
    \n12 + 6 = 18.
    \nso 6 + 6 + 6 = 8.<\/p>\n

    Question 9.
    \n9 + 9 + 9 = ?<\/p>\n

    Answer:
    \n9 + 9 + 9 = 27.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the sum of numbers.
    \n9 + 9 + 9.
    \n9 + 9 = 18.
    \n18 + 9 = 27.
    \nso 9 + 9 + 9 = 27.<\/p>\n

    Subtracting<\/strong>
    \nFind each difference.<\/p>\n

    Question 10.
    \n21 \u2013 7 = ?
    \n14 – 7 = ?
    \n7 – 7 = ?<\/p>\n

    Answer:
    \n21 – 7 = 14.
    \n14 – 7 = 7.
    \n7 – 7 = 0.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the difference of two numbers.
    \n21 – 7 = 14.
    \n14 – 7 = 7.
    \n7 – 7 = 0.
    \nIn the given question the numbers are increasing by 7.
    \n0 + 7 = 7.
    \n7 + 7 = 14.
    \n14 + 7 = 21.<\/p>\n

    \"Understand<\/p>\n

    Question 11.
    \n15 \u2013 5 = ?
    \n10 – 5 = ?
    \n5 – 5= ?<\/p>\n

    Answer:
    \n15 – 5 = 10.
    \n10 – 5 = 5.
    \n5 – 5 = 0.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the difference of two numbers.
    \n15 – 5 = 10.
    \n10 – 5 = 5.
    \n5 – 5 = 0.
    \nIn the given question, the numbers are increasing by 5.
    \n0 + 5 = 5.
    \n5 + 5 = 10.
    \n10 + 5 = 15.<\/p>\n

    \"Understand<\/p>\n

    Question 12.
    \n27 \u2013 9 = ?
    \n18 – 9 = ?
    \n9 – 9 = ?<\/p>\n

    Answer:
    \n27 – 9 = 18.
    \n18 – 9 = 9.
    \n9 – 9 = 0.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nfind the difference of two numbers.
    \n27 – 9 = 18.
    \n18 – 9 = 9.
    \n9 – 9 = 0.
    \nIn the given question, the numbers are increasing by 9.
    \n0 + 9 = 9.
    \n9 + 9 = 18.
    \n18 + 9 = 27.<\/p>\n

    Skip Counting on the Number Line<\/strong><\/p>\n

    Question 13.
    \nIf you continue skip counting using the same pattern, what will be the next number?
    \n\"Envision
    \nA. 8
    \nB. 10
    \nC. 12
    \nD. 14<\/p>\n

    Answer:
    \nThe next number will be 8.<\/p>\n

    Explanation:
    \nIn the above-given figure,
    \ngiven that,
    \nIn the number line, there are 12 numbers.
    \nthe numbers are increasing by 2.
    \nthat means they are skipping by 2.
    \n0 + 2 = 2.
    \n2 + 2 = 4.
    \n4 + 2 = 6.
    \n6 + 2 = 8.
    \nso the next number is 8.<\/p>\n

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

    PROJECT 1A<\/strong>
    \nWhat is the tallest building in Florida?
    \nProject: Construct a Tall Building
    \n\"Envision<\/p>\n

    Answer:
    \nThe tallest building in Florida is Panorama tower.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nwhat is the tallest building in Florida?
    \nThe tallest building in Panorama Tower.
    \nthe height of the building is 868 m.
    \nit is about 265 feet.
    \nit has almost 85 floors.
    \nso panorama tower is the tallest building.<\/p>\n

    PROJECT 1B<\/strong>
    \nWould you like to travel to another planet?
    \nProject: Build a Space Probe
    \n\"Envision<\/p>\n

    PROJECT 1C<\/strong>
    \nWhat are some places where you would like to live?
    \nProject: Draw a Neighborhood
    \n\"Envision<\/p>\n

    Answer:
    \nSome places would I like to live in Goa, Kerela, and Konaseema.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nwrite some of the places would you like to live.
    \nso I liked living in goa because it is very near to the sea.
    \ngoa is the smallest state.
    \nI liked living in Kerela because it looks very beautiful.
    \nit is famous for tea plantations and also backwater.
    \nIt rains every day.
    \nI like to live in Kona Seema because it looks like greenery.
    \nIt is famous for coconut plants and also for temples.<\/p>\n

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

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

    What’s the point?<\/strong><\/p>\n

    Before watching the video, think:
    \nI do a lot of my writing on a laptop or a tablet. When do you prefer to use a pencil? How about crayons, pens, and colored pencils? You probably own plenty of different writing tools. You can even find some interesting ways to use them.
    \n\"Envision<\/p>\n

    Answer:
    \nWe will use a pencil to paint.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nwhen you will use the pencil on a laptop or tablet?
    \nwe will use the pencil for drawing figures in paint.<\/p>\n

    Lesson 1.1 Relate Multiplication and Addition<\/h3>\n

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

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

    Ms. Witt bought 4 boxes of paint with 5 jars of paint in each box. Ms. Karp bought 3 boxes of paint with 6 jars in each box. Who bought more jars of paint? How many more?
    \n\"Envision<\/p>\n

    Look Back!<\/strong>
    \nHow can you use counters and addition equations to help solve the problems?<\/p>\n

    Answer:
    \nMs. Witt bought 2 more jars of paint.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nMs. Witt bought 4 jars of paint with 5 jars of paint in each box.
    \n4 x 5 = 20.
    \n5 + 5 + 5 + 5 = 20.
    \nMs. Karp bought 3 boxes of paint with 6 jars in each box.
    \n3 x 6 = 18.
    \n3 + 3 + 3 + 3 + 3 + 3 = 18.
    \n20 – 18 = 2.
    \nso Ms. Witt bought two more jars of paint.<\/p>\n

    Essential Question<\/strong>
    \nHow can you find the total number of objects in equal groups?<\/p>\n

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

    A<\/strong>
    \nJessie used 3 bags to bring home the goldfish she won at the Fun Fair. She put the same number of goldfish in each bag. How many goldfish did she win?
    \n\"Envision<\/p>\n

    \"Envision<\/p>\n

    Convince Me!<\/strong>
    \nModel with Math<\/strong> Suppose Jessie won 5 bags of 8 goldfish. Use math you know to represent the problem and find the number of goldfish Jessie won.<\/p>\n

    Answer:
    \nThe number of goldfish Jessie won = 40.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nsuppose Jessie won 5 bags of 8 goldfish.
    \n8 + 8 + 8 + 8 + 8.
    \n8 + 8 = 16.
    \n16 + 8 = 24.
    \n24 + 8 = 32.
    \n32 + 8 = 40.
    \n5 x 8 = 40.
    \nso the number of goldfish Jessie won = 40.<\/p>\n

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

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nCan you write 5 + 5 + 5 + 5 = 20 as a multiplication equation? Explain.<\/p>\n

    Answer:
    \nYes, we can write the multiplication equation.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe addition equation is 5 + 5 + 5 + 5 = 20.
    \nThe multiplication equation is:
    \n4 x 5 = 20.
    \nso we can write the multiplication equation.<\/p>\n

    Question 2.
    \nCan you write 3 + 4+ 7 = 14 as a multiplication equation? Explain.<\/p>\n

    Answer:
    \nYes, we can write the multiplication equation.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe addition equation is 3 + 4 + 7 = 14.
    \n3 + 4 = 7.
    \nThe multiplication equation is:
    \n2 x 7 = 14.
    \nso we can write the multiplication equation.<\/p>\n

    Question 3.
    \nJessie buys 4 packages of stones. There are 6 stones in each package. How many stones does Jessie buy?
    \nUse counters to represent the problem. Then write an addition equation and a multiplication equation to solve.<\/p>\n

    Answer:
    \nAddition equation = 6 + 6 + 6 + 6 = 24.
    \nMultiplication equation = 4 x 6 = 24.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJessie buys 4 packages of stones.
    \nThere are 6 stones in each package.
    \n6 + 6 + 6 + 6 = 24.
    \n4 x 6 = 24.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand
    \nDo You Know How?<\/strong><\/p>\n

    Complete 4 and 5. Use the pictures to help.<\/p>\n

    Question 4.
    \n\"Envision
    \n2 groups of ___
    \n4 + 4 = ___
    \n2 \u00d7 __ = ___<\/p>\n

    Answer:
    \n2 groups of 4.
    \n4 + 4 = 8.
    \n2 x 4 = 8.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 2 groups of 4.
    \nthat means group A contains 4.
    \ngroup B contains 4.
    \naddition equation is 4 + 4 = 8.
    \nmultiplication equation is 2 x 4 = 8.<\/p>\n

    Question 5.
    \n\"Envision
    \n____ groups of 6
    \n6 + ___ + ___ = ___
    \n3 \u00d7 __ = __<\/p>\n

    Answer:
    \n3 groups of 6.
    \n6 + 6 + 6 = 18.
    \n3 x 6 = 18.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 3 groups of 6.
    \nthat means group A contains 6.
    \ngroup B contains 6.
    \ngroup C contains 6.
    \naddition equation is 6 + 6 + 6 = 18.
    \nmultiplication equation is 3 x 6 = 18.<\/p>\n

    Independent Practice<\/strong>
    \nLeveled Practice<\/strong> Complete 6 and 7. Use the pictures to help.<\/p>\n

    Question 6.
    \n\"Envision
    \n2 groups of ___
    \n5 + ___ = ___
    \n2 \u00d7 ___ = ___<\/p>\n

    Answer:
    \n2 groupsof 5.
    \n5 + 5 = 10.
    \n2 x 5 = 10.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 2 groups of 5.
    \nthat means group A contains 5.
    \ngroup B contains 5.
    \naddition equation is 5 + 5 = 10.
    \nmultiplication equation is 2 x 5 = 10.<\/p>\n

    Question 7.
    \n\"Envision
    \n5 groups of ___
    \n4 + 4 + 4 + __ + ___ = ___
    \n5 \u00d7 __ = ___<\/p>\n

    Answer:
    \n5 groups of 4.
    \n4 + 4 + 4 + 4 + 4 = 20.
    \n5 x 4 = 20.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 5 groups of 4.
    \nthat means group A contains 4.
    \ngroup B contains 4.
    \ngroup C contains 4.
    \ngroup D contains 4.
    \ngroup E contains 4.
    \naddition equation is 4 + 4 + 4 + 4 + 4 = 20.
    \nmultiplication equation is 5 x 4 = 20.<\/p>\n

    In 8-11, complete each equation. Use counters or draw a picture to help.<\/p>\n

    Question 8.
    \n8 + 8 + 8 + 8 = 4 \u00d7 __<\/p>\n

    Answer:
    \n4 groups of 8.
    \n8 + 8 + 8 + 8 = 32.
    \n4 x 8 = 32.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 4 groups of 8.
    \nthat means group A contains 8.
    \ngroup B contains 8.
    \ngroup C contains 8.
    \ngroup D contains 8.
    \naddition equation is 8 + 8 + 8 + 8 = 32.
    \nmultiplication equation is 4 x 8 = 32.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 9.
    \n__ + __ + __ = 3 \u00d7 7<\/p>\n

    Answer:
    \n3 groups of 7.
    \n7 + 7 + 7 = 21.
    \n3 x 7 = 21.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 3 groups of 7.
    \nthat means group A contains 7.
    \ngroup B contains 7.
    \ngroup C contains 7.
    \naddition equation is 7 + 7 + 7 = 21.
    \nmultiplication equation is 3 x 7 = 21.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 10.
    \n9 + __ + __ = 3 \u00d7 ___<\/p>\n

    Answer:
    \n3 groups of 9.
    \n9 + 9 + 9 = 27.
    \n3 x 9 = 27.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 3 groups of 9.
    \nthat means group A contains 9.
    \ngroup B contains 9.
    \ngroup C contains 9.
    \naddition equation is 9 + 9 + 9 = 27.
    \nmultiplication equation is 3 x 9 = 27.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 11.
    \n6 + 6 + 6 + 6 + 6 = ___ \u00d7 ___<\/p>\n

    Answer:
    \n5 groups of 6.
    \n6 + 6 + 6 + 6 + 6 = 30.
    \n5 x 6 = 30.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are 5 groups of 6.
    \nthat means group A contains 6.
    \ngroup B contains 6.
    \ngroup C contains 6.
    \ngroup D contains 6.
    \ngroup E contains 6.
    \naddition equation is 6 + 6 + 6 + 6 + 6 = 30.
    \nmultiplication equation is 5 x 6 = 30.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Question 12.
    \nDebra draws this shape on the back of her notebook.
    \n\"Envision
    \nWhat is the name of the shape Debra draws? How do you know?<\/p>\n

    Answer:
    \nThe name of the shape Debra draws is a hexagon.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nDebra shows the shape on the back of her notebook.
    \nFor example: if the shape contains 3 sides it is a triangle.
    \nif the shape contains 4 sides it is a rhombus.
    \nif the shape contains 5 sides it is a pentagon.
    \nif the shape contains 6 sides it is the hexagon.
    \nso the above-drawn figure is a hexagon.
    \nIt has 6 sides.<\/p>\n

    Question 13.
    \nModel with Math<\/strong> Salvatore gets 50 trading cards for his birthday. He gives 22 cards to Madison, and Madison gives 18 cards to Salvatore. Then Salvatore’s sister gives him 14 cards. How many trading cards does Salvatore have now? Use math to represent the problem.<\/p>\n

    Answer:
    \nThe number of cards does Salvatore has = 60 cards.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nSalvatore gets 50 trading cards for his birthday.
    \nhe gives 22 cards to madison, and madison gives 18 cards to Salvatore.
    \nthen Salvatore’s sister gives him 14 cards.
    \n50 – 22 = 28.
    \n28 + 18 = 46.
    \n46 + 14 = 60.
    \nso the number of cards does Salvatore have = 60.<\/p>\n

    Question 14.
    \nHigher Order Thinking<\/strong> Luke says you can always add and you can always multiply to join groups. Is he correct? Explain why or why not.<\/p>\n

    Answer:
    \nYes, Luke was correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nLuke says you can always add and you can always multiply to join groups.
    \nfor example:
    \n2 groups of 5.
    \n5 + 5 = 10.
    \n2 x 5 = 10.
    \nso luke was correct.<\/p>\n

    Question 15.
    \nLois says any addition equation where the addends are all the same can be written as a multiplication equation. Is Lois correct? Explain why or why not.<\/p>\n

    Answer:
    \nYes, Lois was correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nLois says any addition equation where the addends are all the same can be written as a multiplication equation.
    \nfor example 3 groups of 4.
    \n4 + 4 + 4 = 12.
    \n3 x 4 = 12.
    \nso Lois was correct.<\/p>\n

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

    Question 16.
    \nTom has 12 ears of field corn to make table decorations. He arranges them in equal groups. Which sentences could Tom use to describe his groups? Select all that are correct.
    \n\"Envision Tom arranged 2 groups of 4 ears.
    \n\"Envision Tom arranged 4 groups of 2 ears.
    \n\"Envision Tom arranged 6 groups of 2 ears.
    \n\"Envision Tom arranged 3 groups of 4 ears.
    \n\"Envision Tom arranged 1 group of 10 ears.<\/p>\n

    Answer:
    \nTom arranged 6 groups of 2 ears.
    \nhe arranged 3 groups of 4 ears.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nTom has 12 years of field corn to make table decorations.
    \nHe arranges them in equal groups.
    \nAddition equation:
    \n6 groups of 2 ears.
    \n2 + 2 + 2 + 2 + 2 + 2 = 12.
    \nmultiplication equation:
    \n6 x 2 = 12.
    \n3 groups of 4 ears.
    \n4 + 4 + 4 = 12.
    \n3 x 4 = 12.<\/p>\n

    Question 17.
    \nJenna has 24 flowers. She arranges them in vases with an equal number of flowers in each vase. Which sentences could Jenna use to describe her flowers? Select all that are correct.
    \n\"Envision Jenna arranged 4 flowers in each of 6 vases.
    \n\"Envision Jenna arranged 3 flowers in each of 9 vases.
    \n\"Envision Jenna arranged 5 flowers in each of 5 vases.
    \n\"Envision Jenna arranged 6 flowers in each of 3 vases.
    \n\"Envision Jenna arranged 8 flowers in each of 3 vases.<\/p>\n

    Answer:
    \nJenna arranged 4 flowers in each of 6 vases.
    \nshe also arranged 8 flowers in each of the 3 vases.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJenna has 24 flowers.
    \nshe arranges them in vases with an equal number of flowers in each vase.
    \nJenna arranged 4 flowers in each of 6 vases.
    \n4 flowers of 6 vases.
    \n6 + 6 + 6 + 6 = 24.
    \n4 x 6 = 24.
    \nshe also arranged 8 flowers in each of 3 vases.
    \n8 flowers of 3 vases.
    \n3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 24.
    \n8 x 3 = 24.<\/p>\n

    Lesson 1.2 Multiplication on the Number Line<\/h3>\n

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

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

    Harvey the Hop Toad starts at 0 and jumps 7 times in the same direction. Each time he jumps 3 inches farther. How can you show how far Harvey goes on a number line?
    \n\"Envision<\/p>\n

    Look Back!<\/strong>
    \nHow are Harvey’s jumps on the number line like repeated addition? How are they like skip counting?<\/p>\n

    Answer:
    \nHarvey’s jumps on the number line are like skip counting.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nHarvey the Hop Toad starts at 0 and jumps 7 times in the same direction.
    \nEach time he jumps 3 inches farther.
    \n0 + 3 = 3.
    \n3 + 3 = 6.
    \n6 + 3 = 9.
    \n9 + 3 = 12.
    \n12 + 3 = 15.
    \n15 + 3 = 18.
    \n18 + 3 = 21.
    \n7 x 3 = 21.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Essential Question<\/strong>
    \nHow Can You Use a Number Line to Show Multiplication?<\/p>\n

    Answer:
    \n7 x 3 = 12.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nHarvey the Hop Toad starts at 0 and jumps 7 times in the same direction.
    \nEach time he jumps 3 inches farther.
    \n0 + 3 = 3.
    \n3 + 3 = 6.
    \n6 + 3 = 9.
    \n9 + 3 = 12.
    \n12 + 3 = 15.
    \n15 + 3 = 18.
    \n18 + 3 = 21.
    \n7 x 3 = 21.<\/p>\n

    Visual Learning Bridge<\/strong>
    \nClara is making gift bags for her 5 friends. She wants to put 3 glitter pens in each gift bag. How many glitter pens does Clara need?
    \n\"Envision
    \n\"Envision<\/p>\n

    Convince Me!<\/strong>
    \nReasoning What would skip counting by 6 look like on the number line?<\/p>\n

    Answer:
    \n6 look like 6 pens on the number line.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nClara is making gift bags for her 5 friends.
    \nShe wants to put 3 glitter pens in each gift bag.
    \n0 + 3 = 3 pens.
    \n3 + 3 = 6 pens.
    \n6 + 3 = 9 pens.
    \n9 + 3 = 12 pens.
    \n12 + 3 = 15 pens.
    \nso 6 on the number line looks like 6 pens.<\/p>\n

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

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nOn the previous page, why do you skip count by 3s on the number line?<\/p>\n

    Answer:
    \nThey skip count by 3s on the number line represents 3 pens.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nClara is making gift bags for her 5 friends.
    \nShe wants to put 3 glitter pens in each gift bag.
    \n0 + 3 = 3 pens.
    \nthe skip count by 3s on the number line represents 3 pens.<\/p>\n

    Question 2.
    \nOn the previous page, why do you make five jumps on the number line?<\/p>\n

    Answer:
    \nClara is making gift bags for her 5 friends.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nClara is making gift bags for her 5 friends.
    \nShe wants to put 3 glitter pens in each gift bag.
    \n0 + 3 = 3 pens.
    \n3 + 3 = 6 pens.
    \n6 + 3 = 9 pens.
    \n9 + 3 = 12 pens.
    \n12 + 3 = 15 pens.
    \nso Clara wants to make gift bags for her 5 friends.<\/p>\n

    Question 3.
    \nHow would the jumps on the number line look different if there were 4 pens in each gift bag?<\/p>\n

    Answer:
    \nYes, the number line looks different if there were 4 pens in each gift bag.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nClara is making gift bags for her 5 friends.
    \nShe wants to put 4 glitter pens in each gift bag.
    \n0 + 4 = 4 pens.
    \n4 + 4 = 8 pens.
    \n8 + 4 = 12 pens.
    \n12 + 4 = 16 pens.<\/p>\n

    Do You Know How?<\/strong><\/p>\n

    In 4, complete the arrows on the number line to show the jumps and fill in the blanks.<\/p>\n

    Question 4.
    \nJim ran 3 miles a day for 4 days in a row. How many miles did he run?
    \n\"Envision
    \nNumber of jumps: ___
    \nI skip counted by ___.
    \nJim ran ___ miles.
    \n___ \u00d7 ___ = ___<\/p>\n

    Answer:
    \nThe number of jumps = 12.
    \nI skip counted by 3.
    \nJim ran 12 miles.
    \n3 x 4 = 12.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJim ran 3 miles a day for 4 days in a row.
    \nin one day he ran 3 miles.
    \nin 2 days = 6 miles.
    \n3 days = 9 miles.
    \n4 days = 12 miles.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    In 5, show how you found the solution using the number line.<\/p>\n

    Question 5.
    \nJudy has 6 fruit baskets. She wants to put 2 apples into each basket. How many apples will she need? Draw the remaining jumps on the number line with arrows to show how many apples Judy will need.
    \n\"Envision
    \nJudy will need __ apples.<\/p>\n

    Answer:
    \nThe number of apples Judy will need = 12.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJudy has 6 fruit baskets.
    \nshe wants to put 2 apples into each basket.
    \n0 + 2 = 2.
    \n2 + 2 = 4.
    \n4 + 2 = 6.
    \n6 + 2 = 8.
    \n8 + 2 = 10.
    \n10 + 2 = 12.
    \n6 x 2 = 12.
    \nso the number of apples Judy needs = 12.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    in 6 and 7, show the multiplication fact with arrows on the number line. Write the product.<\/p>\n

    Question 6.
    \n7 \u00d7 2 = ___
    \n\"Envision<\/p>\n

    Answer:
    \n7 x 2 = 14.<\/p>\n

    Explanation:
    \nIn the above-given figure,
    \ngiven that,
    \nthere are 15 numbers on the number line.
    \n7 x 2 = 14.
    \n0 + 2 = 2 in 1st jump.
    \n2 + 2 = 4 in 2nd jump.
    \n4 + 2 = 6 in 3rd jump.
    \n6 + 2 = 8 in 4th jump.
    \n8 + 2 = 10 in 5th jump.
    \n10 + 2 = 12 in 6th jump.
    \n12 + 2 = 14 in 7th jump.
    \n7 x 2 = 14.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 7.
    \n3 \u00d7 3 = ___
    \n\"Envision<\/p>\n

    Answer:
    \n3 x 3 = 9.<\/p>\n

    Explanation:
    \nIn the above-given figure,
    \ngiven that,
    \nthere are 15 numbers on the number line.
    \n0 + 3 = 3 in 1st jump.
    \n3 + 3 = 6 in 2nd jump.
    \n6 + 3 = 9 in 3rd jump.
    \nso 3 x 3 = 9.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Question 8.
    \nNikki wants to use 3 glass beads in each necklace she is making. She wants to make 6 necklaces. How many glass beads will Nikki need? Use skip counting and write a multiplication equation to solve.
    \n\"Envision<\/p>\n

    Answer:
    \nThe number of glass beads will Nikki need = 18.<\/p>\n

    Explanation:
    \nIn the above-given figure,
    \ngiven that,
    \nNikki wants to use 3 glass beads in each necklace she is making.
    \nshe wants to make 6 necklaces.
    \n0 + 3 = 3.
    \n3 + 3 = 6.
    \n6 + 3 = 9.
    \n9 + 3 = 12.
    \n12 + 3 = 15.
    \n15 + 3 = 18.
    \n3 x 6 = 18.
    \nso the number of glass beads will Nikki need = 18 beads.<\/p>\n

    Question 9.
    \nenVision\u00ae STEM<\/strong> Guinea pigs in the wild usually live in groups of between 5 and 10. The group members can warn each other of danger. If there are 2 groups of 7 guinea pigs, how many guinea pigs are there in all? Use the number line to solve.
    \n\"Envision<\/p>\n

    Answer:
    \nThe number of guinea pigs in all = 14.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nGuinea pigs in the wild usually live in groups of between 5 and 10.
    \nThe group members can warn each other of danger.
    \nif there are 2 groups of 7 guinea pigs.
    \n0 + 7 = 7.
    \n7 + 7 = 14.
    \n2 x 7 = 14.
    \nso the number of guinea pigs in all = 14.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 10.
    \nMake Sense and Persevere<\/strong> Tim drew this number line to show the multiplication fact 4 \u00d7 2 = 8.
    \n\"Envision
    \nWhich parts of the number line represent the factors? Which part shows the product?<\/p>\n

    Answer:
    \nThe number line represents the factors are 4, 2, 6, and 8.
    \nthe number line that represents the products is 8.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nTim draws this number line to show the multiplication fact 4 x 2 = 8.
    \nso 2, 4, 6 are the factors.
    \n4 x 2 = 8.
    \n8 is the product.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> Draw a number line to compare skip counting by 3s four times and skip counting by 4s three times. How are they different? How are they alike?<\/p>\n

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

    Question 12.
    \nWhich of the following contexts do the number line and the expression 5 \u00d7 2 represent?
    \n\"Envision
    \nA. 5 groups with 5 pens in each
    \nB. 5 groups with 2 pens in each
    \nC. 2 groups with 2 pens in each
    \nD. 2 groups with 5 pens in each<\/p>\n

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

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n0 + 2 = 2.
    \n2 + 2 = 4.
    \n4 + 2 = 6.
    \n6 + 2 = 8.
    \n8 + 2 = 10.
    \n2 + 2 + 2 + 2 + 2 = 10.
    \n5 x 2 = 10.
    \nso 5 groups with 2 pens in each.<\/p>\n

    Question 13.
    \nWhich of the following contexts does the number line and the expression 5 \u00d7 3 represent?
    \n\"Envision
    \nA. 5 shelves with 5 books on each
    \nB. 3 shelves with 5 books on each
    \nC. 5 shelves with 3 books on each
    \nD. 3 shelves with 3 books on each<\/p>\n

    Answer:
    \nOption c is correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n5 x 3 = 15.
    \n5 shelves with 3 books on each.
    \n0 + 3 = 3.
    \n3 + 3 = 6.
    \n6 + 3 = 9.
    \n9 + 3 = 12.
    \n12 + 3 = 15.
    \n3 + 3 + 3 + 3 + 3 = 15.
    \n5 x 3 = 15.<\/p>\n

    Lesson 1.3 Arrays and Properties<\/h3>\n

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

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

    Mark has 12 sports cards. He arranges the cards with an equal number in each row. Find ways Mark can arrange his cards.<\/p>\n

    \"Envision<\/p>\n

    Look Back!<\/strong> What do you notice about the number of rows of cards, the number of cards in each row, and the total number of cards? Explain.<\/p>\n

    Answer:
    \n2 x 6 = 12.
    \n4 x 3 = 12.
    \n6 x 2 = 12.
    \n3 x 4 = 12.
    \n1 x 12 = 12.
    \n12 x 1 = 12.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nMark has 12 spot cards.
    \n2 x 6 = 12.
    \n4 x 3 = 12.
    \n6 x 2 = 12.
    \n3 x 4 = 12.
    \n1 x 12 = 12.
    \n12 x 1 = 12.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Essential Question<\/strong>
    \nHow Does an Array Show Multiplication?<\/p>\n

    A.
    \nDana keeps her swimming medal collection in a display on the wall.
    \nThe display has 4 rows. Each row has 5 medals. How many medals are in Dana’s collection?
    \n\"Envision
    \n\"Envision<\/p>\n

    B.
    \nThe counters show 4 rows and 5 columns.
    \n\"Envision<\/p>\n

    C.
    \nMultiplication can also be used to find the total in an array.
    \n\"Envision
    \nThere are 20 medals in Dana’s collection.<\/p>\n

    Convince Me!<\/strong>
    \nConstruct Arguments<\/strong> Jason also has a swimming medal collection. His display has 5 rows with 5 medals in each row. Draw an array for Jason’s medals. Use skip counting to find the total number of medals. Then write a multiplication equation for your array. Who has more medals, Jason or Dana?<\/p>\n

    Answer:
    \nJason has more medals.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJason also has a swimming medal collection.
    \nHis display has 5 rows with 5 medals in each row.
    \n5 x 5 = 25.
    \nDana has only 20 medals.
    \nJason has more medals.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Another Example!<\/strong>
    \nDana rearranged her swimming medal collection. The arrays have the same number of medals.
    \n\"Envision
    \n\"Envision<\/p>\n

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

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nMia puts muffins in 4 rows with 7 muffins in each row. Draw an array to find the total number of muffins.<\/p>\n

    Answer:
    \nThe total number of muffins = 28 muffins.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nMia puts muffins in 4 rows with 7 muffins in each row.
    \nThere are 4 rows.
    \nIn each row, there are 7 muffins.
    \n4 x 7 = 28.
    \n7 x 4 = 28.
    \nso the total number of muffins = 28 muffins.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 2.
    \nComplete the following statement.
    \n4 \u00d7 7 = 28, so 7 \u00d7 4 = ___.<\/p>\n

    Answer:
    \n7 x 4 = 28.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n4 x 7 = 28.
    \n7 x 4 = 28.<\/p>\n

    Do You Know How?<\/p>\n

    In 3, write and solve a multiplication equation for the array.<\/p>\n

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

    Answer:
    \n4 x 6 = 24.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nThe multiplication for the given array.
    \nthere are 4 rows.
    \nin each row, there are 6.
    \n4 x 6 = 24.<\/p>\n

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

    In 4 and 5, fill in the blanks to show skip counting and multiplication for each array.<\/p>\n

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

    Answer:
    \n2, 4, 6, 8.
    \n4 x 2 = 8.
    \n4, 8.
    \n2 x 4 = 8.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n2 + 2 = 4.
    \n4 + 2 = 6.
    \n6 + 2 = 8.
    \n2 x 4 = 8.
    \n4 x 2 = 8.<\/p>\n

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

    Answer:
    \n3, 6, 9, and 12.
    \n4 x 3 = 12.
    \n4, 8, and 12.
    \n3 x 4 = 12.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n3 + 3 = 6.
    \n3 + 6 = 9.
    \n9 + 3 = 12.
    \n4 x 3 = 12.
    \n3 x 4 = 12.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Question 6.
    \nLiza draws these two arrays. How are the arrays alike? How are they different?
    \n\"Envision<\/p>\n

    Answer:
    \n5 x 3 = 15.
    \n3 x 5 = 15.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthey are the same when the total number of arrays is 15.
    \nthey are different when the number of rows and number of columns is not equal.
    \nfor example 5 x 3 = 15.
    \n2 x 3 = 6.<\/p>\n

    Question 7.
    \nUse Structure<\/strong> Chen arranged 16 berries in the array shown below. Use counters to help complete the table to show other arrays Chen can make with the same number of berries.
    \n\"Envision<\/p>\n

    Answer:
    \n8 x 2 = 16.
    \n2 x 8 = 16.
    \n1 x 16 = 16.
    \n16 x 1 = 16.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe number of rows of berries = 4.
    \nthe number of columns of berries = 4.
    \nthe total number of berries = 16.
    \n2 x 8 = 16.
    \n8 x 2 = 16.
    \n1 x 16 = 16.
    \n16 x 1 = 16.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 8.
    \nHigher Order Thinking<\/strong> Ram\u00f3n says he can use the Commutative Property of Multiplication to show the product of 4 \u00d7 6 is the same as the product of 3 \u00d7 8. Is he correct? Why or why not?<\/p>\n

    Answer:
    \nNo, he was not correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nRamon says he can use the commutative property of multiplication to show the product of 4 x 6 is not as same as 3 x 8.
    \nIn commutative property we can write 4 x 6 = 24.
    \n6 x 4 = 24.
    \nso Ramon was not correct.<\/p>\n

    Question 9.
    \nDelbert put 5 nickels in each of his 3 empty piggy banks. How many nickels did Delbert put in the banks? Write a multiplication equation to show how you solved the problem.
    \n\"Envision<\/p>\n

    Answer:
    \nThe number of nickels did Delbert put in the banks = 15.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nDelbert put 5 nickels in each of his 3 empty piggy banks.
    \nmultiplication equation is 3 x 5 = 15.
    \nso the number of nickels did Delbert put in the banks = 15.<\/p>\n

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

    Question 10.
    \nAn equation is shown.
    \n8 \u00d7 5 = 5 \u00d7 \"Envision
    \nUse the Commutative Property of Multiplication to find the missing factor.
    \nA. 5
    \nB. 8
    \nC. 40
    \nD. 85<\/p>\n

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

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n8 x 5 = 40.
    \n5 x 8 = 40.
    \nso option B is correct.<\/p>\n

    Question 11.
    \nUsing the Commutative Property of Multiplication, which of the following expressions is equivalent to 5 \u00d7 4?
    \nA. 5 + 5
    \nB. 4 \u00d7 5
    \nC. 5 + 4
    \nD. 5 – 4<\/p>\n

    Answer:
    \n5 x 4 = 4 x 5.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \ncommutative property of multiplication of expression 5 x 4 = 20.
    \n4 x 5 = 20.
    \nso 5 x 4 = 4 x 5.<\/p>\n

    Lesson 1.4 Division: How Many in Each Group?<\/h3>\n

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

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

    Six friends picked 48 grapefruits. They want to share them equally. How many grapefruits should each friend get?
    \n\"Envision
    \n\"Envision<\/p>\n

    Look Back!<\/strong>
    \nHow can you use counters to help solve this problem? Explain.<\/p>\n

    Answer:
    \n6 x 8 = 48.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nSix friends picked 48 grapefruits.
    \nThey want to share them equally.
    \n6 x 8 = 48.<\/p>\n

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

    Essential Question<\/strong>
    \nHow Many are in Each Group?<\/p>\n

    A.
    \nThree friends have 12 toys to share equally. How many toys will each friend get?
    \nThink of arranging 12 toys into 3 equal groups.
    \n\"Envision<\/p>\n

    \"Envision
    \nDivision is an operation that is used to find how many equal groups there are or how many are in
    \neach group.<\/p>\n

    B. What You Think<\/strong>
    \nPut one toy at a time in each group.
    \n\"Envision
    \nWhen all the toys are grouped, there will be 4 in each group.<\/p>\n

    C. What You Write You can write a division equation to find the number in each group.
    \n\"Envision
    \nEach friend will get 4 toys.<\/p>\n

    Convince Me!<\/strong>
    \nBe Precise<\/strong> What would happen if 3 friends wanted to share 13 toys equally?<\/p>\n

    Answer:
    \n13 \/ 3 = 4.3<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nif 3 friends wanted to share 13 toys each.
    \n13 \/ 3 = 4.3.
    \nnearly 4 toys will share 3 friends.<\/p>\n

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

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nEighteen eggs are divided into 3 rows. How many eggs are in each row? Use the bar diagram to solve.<\/p>\n

    Answer:
    \nThe number of eggs in each row = 6.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n18 eggs are divided into 3 rows.
    \n18 \/ 3 = 6.
    \nso the number of eggs in each row = 6.<\/p>\n

    Question 2.
    \nCan 12 grapes be shared equally among 5 children with no grapes remaining? . Explain.<\/p>\n

    Answer:
    \nNo.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n12 grapes are shared equally among 5 children.
    \n12 \/ 5 = 2.4.
    \n2 grapes are remaining.
    \nso 12 grapes cannot be shared equally among 5 children.<\/p>\n

    Do You Know How?<\/strong><\/p>\n

    In 3 and 4, draw a picture to solve.<\/p>\n

    Question 3.
    \nFifteen bananas are shared equally by 3 monkeys. How many bananas does each monkey get?<\/p>\n

    Answer:
    \nThe number of bananas does each monkey gets =<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nFifteen bananas are shared equally by 3 monkeys.
    \n15 \/ 3 = 5.
    \nso the number of bananas does each monkey gets = 5.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 4.
    \nSixteen plants are divided equally into 4 pots. How many plants are in each pot?<\/p>\n

    Answer:
    \nThe number of plants in each pot = 4.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nsixteen plants are divided equally into 4 pots.
    \n16 \/ 4 = 4.
    \nso the number of plants in each pot = 4.<\/p>\n

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

    In 5 and 6, draw a picture to solve.<\/p>\n

    Question 5.
    \nEighteen marbles are divided equally into 6 sacks. How many marbles are in each sack?<\/p>\n

    Answer:
    \nThe number of marbles is in each sack = 3.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nEighteen marbles are divided equally into 6 sacks.
    \n18 \/ 6 = 3.
    \nso the number of marbles in each sack = 3.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 6.
    \nSixteen crayons are shared equally by 2 people. How many crayons does each person have?<\/p>\n

    Answer:
    \nThe number of crayons does each person has = 8.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nsixteen crayons are shared equally by 2 people.
    \n16 \/ 2 = 8.
    \nso the number of crayons does each person has = 8.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    In 7-10, complete each equation.<\/p>\n

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

    Answer:
    \n12 \/ 2 = 6.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n12 \/ 2 = 6.
    \n6 x 2 = 12.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Answer:
    \n16 \/ 8 = 2.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n16 \/ 8 = 2.
    \n2 x 8 = 16.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 9.
    \n9 \u00f7 3 = ___<\/p>\n

    Answer:
    \n9 \/ 3 = 3.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n9 \/ 3 = 3.
    \n3 x 3 = 9.<\/p>\n

    Question 10.
    \n14 \u00f7 7 = __<\/p>\n

    Answer:
    \n14 \/ 7 = 2.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \n14 \/ 7 = 2.
    \n7 x 2 = 14.<\/p>\n

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

    Question 11.
    \nJim is putting 18 pens into equal groups. He says if he puts them into 2 equal groups he will have more pens in each group than if he puts them into 3 equal groups. Is Jim correct? Explain.<\/p>\n

    Answer:
    \nYes, Jim was correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJim is putting 18 pens into equal groups.
    \nHe says if he puts them into 2 equal groups he will have more pens.
    \nif he puts them into 3 equal groups.
    \n6 + 6 + 6 = 18.
    \n3 x 6 = 18.
    \nso Jim was correct.<\/p>\n

    Question 12.
    \nMake Sense and Persevere<\/strong> Ms. Terry’s class is hosting a fundraising challenge. The students in her class are divided into 4 teams. Each team has an equal number of students. Do you have enough information to find how many students are on each team? Explain.<\/p>\n

    Answer:
    \nThe number of students is on each team = 16.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nMs. Terry’s class is hosting a fundraising challenge.
    \nThe students in her class are divided into 4 teams.
    \nEach team has an equal number of students.
    \n4 + 4 + 4 + 4 = 16.
    \n4 x 4 = 16.
    \n16 \/ 4 = 4.
    \nso the number of students are on each team = 16.<\/p>\n

    Question 13.
    \nErika draws a hexagon. Maria draws a pentagon. Who draws the shape with more sides? How many more sides does that shape have?<\/p>\n

    Answer:
    \nErika draws more sides.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nErika draws a hexagon.
    \nMaria draws a pentagon.
    \nhexagon has one more side than the pentagon.
    \nPentagon has 5 sides.
    \nhexagon has 6 sides.<\/p>\n

    Question 14.
    \nThe flag bearers in a parade march in 9 rows with 5 flags in each row. Write an equation to show how many flags there are.<\/p>\n

    Answer:
    \nThe number of flags is there = 45.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe flag bearers in a parade march in 9 rows with 5 flags in each row.
    \n9 x 5 = 45.
    \n45 \/\u00a0 5 = 9.
    \n45 \/ 9 = 5.
    \nso the number of flags are there = 45.<\/p>\n

    Question 15.
    \nNumber Sense<\/strong> Jenn and some friends share 40 jellybeans equally. Is the number that each friend gets greater than 40 or less than 40? Explain.<\/p>\n

    Answer:
    \nEach friend gets less than 40.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJenn and some friends share 40 jellybeans equally.
    \n8 x 5 = 40.
    \nso 8 friends share 5 jellybeans each.
    \nso each friend gets less than 40.<\/p>\n

    Question 16.
    \nHigher Order Thinking<\/strong> Joy has 12 shells. She gives 2 shells to her mom. Then she and her sister share the rest of the shells equally. How many shells does Joy get? How many shells does her sister get? How do you know?<\/p>\n

    Answer:
    \nThe number of shells Joy gets = 5.
    \nthe number of shells her sister gets = 5.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJoy has 12 shells.
    \nShe gives 2 shells to her mom.
    \nThen she and her sister share the rest of the shells equally.
    \n12 – 2 = 10.
    \n5 + 5 = 10.
    \nso the number of shells Joy get = 5.
    \nthe number of shells her sister get = 5.<\/p>\n

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

    Question 17.
    \nWhich of the following contexts does the expression 14 \u00f7 2 represent? @ 14 pens arranged in
    \nA. 14 pens arranged in 14 equal groups
    \nB. 2 pens arranged in 14 equal groups
    \nC. 14 pens arranged in 2 equal groups
    \nD. 2 pens arranged in 2 equal groups<\/p>\n

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

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe expression 14\/2 represents
    \n2 pens arranged in 14 equal groups.
    \nso option B is correct.<\/p>\n

    Question 18.
    \nWhich of the following contexts does the expression 12 \u00f7 3 represent?
    \nA. 12 books arranged equally on 3 shelves
    \nB. 12 books arranged equally on 12 shelves
    \nC. 3 books arranged equally on 12 shelves
    \nD. 3 books arranged equally on 3 shelves<\/p>\n

    Answer:
    \nOption C is correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthe expression 12 \/ 3 represents,
    \n3 books arranged on 12 shelves.
    \nso option C is correct.<\/p>\n

    Lesson 1.5 Division: How Many Equal Groups?<\/h3>\n

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

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

    Li made 12 tacos. He wants to give some of his friends 2 tacos each. If Li does not get any of the tacos, how many of his friends will get tacos?<\/p>\n

    \"Envision
    \nYou can use reasoning. How can what you know about sharing help you solve the problem?<\/p>\n

    Answer:
    \nThe number of friends gets 2 tacos each = 6.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nI made 12 tacos. He wants to give some of his friends 2 tacos each.
    \n12 \/ 2 = 6.
    \nso the number of friends gets 2 tacos each = 6.<\/p>\n

    Look Back!<\/strong>
    \nHow can counters or other objects help you show your work?<\/p>\n

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

    Essential Question<\/strong>
    \nHow Can You Divide Using Repeated Subtraction?<\/p>\n

    A.
    \nJune has 10 strawberries to serve to her guests. If each guest eats 2 strawberries, how many guests can June serve?<\/p>\n

    \"Envision<\/p>\n

    B. You can use repeated subtraction to find how many groups of 2 are in 10.
    \n\"Envision<\/p>\n

    C.
    \n\"Envision
    \nYou can write a division equation to find the number of groups.
    \nWrite: 10 \u00f7 2 = ?
    \nRead: Ten divided by 2 equals what number?
    \nSolve: 10 \u00f7 2 = 5
    \nJune can serve 5 guests.<\/p>\n

    Convince Me!<\/strong>
    \nModel with Math<\/strong> In the example above, what if each guest ate 5 strawberries? Use math you know to represent the problem and find how many guests June could serve.<\/p>\n

    Answer:
    \nJune could serve 2 guests.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nif each guest ate 5 strawberries,
    \n10 \/ 5 = 2.
    \n10 – 5 = 5.
    \n5 – 5 = 0.
    \nso June could serve 2 guests.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nThere are 3 boxes with 2 toys in each box. The total number of toys can be expressed as 3 \u00d7 2 = 6. What is meant by 6 \u00f7 3 = 2? What is meant by 6 \u00f7 2 = 3?<\/p>\n

    Answer:
    \n6 \/ 3 means there is the total number of toys by the total number of boxes.
    \n6 \/ 2 means there is the total number of boxes by the total number of toys.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nThere are 3 boxes with 2 toys in each box.
    \nthe total number of toys can be expressed as 3 x 2 = 6.
    \nso the total number of toys by the total number of boxes is 6 \/ 3.
    \nso the total number of boxes by the total number of toys = 6 \/ 2.<\/p>\n

    Do You Know How?<\/strong><\/p>\n

    In 2 and 3, use counters or draw a picture to solve.<\/p>\n

    Question 2.
    \nThe lost and found box has 16 gloves. There are 2 gloves in each pair. How many pairs of gloves are there?<\/p>\n

    Answer:
    \nThe number of pairs of gloves is there = 8 gloves.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nThe lost and found box has 16 gloves.
    \nThere are 2 gloves in each pair.
    \n16 \/ 2 = 8.
    \n16 – 8 = 8.
    \n8 – 8 = 0.
    \nso the number of pairs of gloves are there = 8.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 3.
    \nRuth gives her dogs 15 treats. Each dog gets 3 treats. How many dogs does Ruth have?<\/p>\n

    Answer:
    \nThe number of dogs does Ruth has = 5 dogs.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nRuth gives her dogs 15 treats.
    \nEach dog gets 3 treats.
    \n15 \/ 3 = 5.
    \n15 – 5 = 10.
    \n10 – 5 = 5.
    \n5 – 5 = 0.
    \nso the number of dogs does Ruth have = 5 dogs.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Leveled Practice In 4 and 5, complete the equations.<\/p>\n

    Question 4.
    \nRosa picks 14 apples. She places 7 apples in each bag. How many bags does Rosa have?
    \n14 – 7 = ___
    \n__ – 7 = __
    \n___ \u00f7 7 = __
    \nRosa has ___ bags.<\/p>\n

    Answer:
    \nThe number of bags Rosa has = 2 bags.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nRosa picks 14 apples.
    \nShe places 7 apples in each bag.
    \n14 – 7 = 7.
    \n7 – 7 = 0.
    \n14 \/ 7 = 2.
    \nso the number of bags Rosa have = 2 bags.<\/p>\n

    Question 5.
    \nThe wagons on the farm have 4 wheels each. There are 12 wheels. How many wagons are on the farm?
    \n12 \u2013 4 = ___
    \n__ – 4 = ___
    \n__ – ___ = ___
    \nThere are ___ wagons.<\/p>\n

    Answer:
    \nThe number of wagons is on the farm = 3 wagons.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nThe wagons on the farm have 4 wheels each.
    \nThere are 12 wheels.
    \n12 \/ 4 = 3.
    \n12 – 4 = 8.
    \n8 – 4 = 4.
    \n4 – 4 = 0.
    \nso the number of wagons are on the farm = 3 wagons.<\/p>\n

    In 6 and 7, use counters or draw a picture to solve.<\/p>\n

    Question 6.
    \nMaria bought 30 markers that came in packages of 5 markers each. How many packages did Maria buy?<\/p>\n

    Answer:
    \nThe number of packages did Maria buy = 6.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nMaria bought 30 markers that came in packages of 5 markers each.
    \n30 \/ 5 = 6.
    \n30 – 5 = 25.
    \n25 – 5 = 20.
    \n20 – 5 = 15.
    \n15 – 5 = 10.
    \n10 – 5 = 5.
    \n5 – 5 = 0.
    \nso the number of packages did Maria buy = 6.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

    Question 7.
    \nMarcus has 18 pencils. He places 2 pencils on each desk. How many desks are there?<\/p>\n

    Answer:
    \nThe number of desks is there = 9.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nMarcus has 18 pencils.
    \nHe places 2 pencils on each desk.
    \n18 \/ 2 = 9.
    \n18 – 9 = 9.
    \n9 – 9 = 0.
    \nso the number of desks are there = 9.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

    Question 8.
    \nGeneralize<\/strong> The chart shows the number of pennies each of three friends has in her pocket. Each friend divides her money into groups of 3 coins. Write division equations to show how many equal groups each friend can make. Explain what repeats in the equations.
    \n\"Envision<\/p>\n

    Answer:
    \n18 \/ 3 = 6.
    \n12 \/ 3 = 4.
    \n15 \/ 3 = 5.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nThe chart shows the number of pennies each of the three friends has in her pocket.
    \nClaudia has 18 cents in her pocket.
    \n18 \/ 3 = 6.
    \nZoe has 12 cents in her pocket.
    \n12 \/ 3 = 4.
    \nJenna has 15 cents in her pocket.
    \n15 \/ 3 = 5.<\/p>\n

    Question 9.
    \nIf Zoe has 6 pennies in each row, how many rows does she make?<\/p>\n

    Answer:
    \nThe number of rows does she make = 2.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nIf Zoe has 6 pennies in each row.
    \n12 \/ 6 = 2.
    \n12 – 6 = 6.
    \n6 – 6 = 0.
    \nso the number of rows does she make = 2.<\/p>\n

    Question 10.
    \nBella has $52. She spends $21, and then finds $12. How much money does she have now? Use equations to represent the problem.<\/p>\n

    Answer:
    \nThe money does she have now = $43.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nBella has $52.
    \nshe spends $21 and then finds $12.
    \n$52 – $21 = $31.
    \n$31 + $12 = $43.
    \nso the money does she have now = $43.<\/p>\n

    Question 11.
    \nHigher Order Thinking<\/strong> An ice cream store plans to make 8 new flavors each year. How many years will it take for the store to make 80 flavors? Write and solve an equation.<\/p>\n

    Answer:
    \nThe number of years will it take for the store to make 80 flavors = 10 years.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nAn ice cream store plans to make 8 new flavors each year.
    \n80 \/ 8 = 10.
    \n80 – 8 = 72.
    \n72 – 8 = 64.
    \n64 – 8 = 56.
    \n56 – 8 = 48.
    \n48 – 8 = 40.
    \n40 – 8 = 32.
    \n32 – 8 = 24.
    \n24 – 8 = 16.
    \n16 – 8 = 8.
    \n8 – 8 = 0.
    \nso the number of years will it take for the store to make 80 flavors = 10 years.<\/p>\n

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

    Question 12.
    \nEric writes 20 \u00f7 5. Which problem could Eric’s expression represent?
    \nA. There are 20 apples. Each guest gets 10 apples. How many guests are there?
    \nB. There are 20 pencils. Each student gets 2 pencils. How many students are there?
    \nC. There are 5 pens. Each student gets 1 pen. How many students are there?
    \nD. There are $20. Each child gets $5. How many children are there?<\/p>\n

    Answer:
    \nOption D is correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nthere are $20.
    \neach child gets $5.
    \n20 \/ 5 = 4.
    \nso option D is correct.<\/p>\n

    Question 13.
    \nJacqui writes 24 \u00f7 8. Which problem could Jacqui’s expression represent?
    \nA. There are 24 bows. Each child gets 8 bows. How many children are there?
    \nB. There are 24 chicks. Each box holds 2 chicks. How many boxes are there?
    \nC. There are 24 horses. Each arena has 12 horses. How many arenas are there?
    \nD. There are 24 coins. Each pile has 24 coins. How many piles are there?<\/p>\n

    Answer:
    \nOption A is correct.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nJacqui writes 24 \/8 = 4.
    \nthere are 24 bows.
    \nEach child gets 8 bows.
    \n24 – 8 = 16.
    \n16 – 8 = 8.
    \n8 – 8 = 0.
    \nso option A is correct.<\/p>\n

    Lesson 1.6 Use Appropriate Tools<\/h3>\n

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

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

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

    Carolyn earned $8 a week for 2 weeks. She wants to buy some books that cost $4 each. How many books can she buy?
    \nChoose a tool to represent and solve the problem. Explain why you chose that tool.<\/p>\n

    Answer:
    \nThe number of books she can buy = 4 books.<\/p>\n

    Explanation:
    \nIn the above-given question,
    \ngiven that,
    \nCarolyn earned $8 a week for 2 weeks.
    \nShe wants to buy some books that cost $4 each.
    \n$ 8 + $ 8 = $ 16.
    \n$ 16 \/ $ 4 = $ 4.
    \nso the number of books she can buy = $ 4.<\/p>\n

    Thinking Habits<\/strong>
    \nBe a good thinker!
    \nThese questions can help you.
    \n\u2219 Which tools can I use?
    \n\u2219 Why should I use this tool to help me solve the problem?
    \n\u2219 Is there a different tool I could use?
    \n\u2219 Am I using the tool appropriately?
    \n\"Envision<\/p>\n

    Look Back!<\/strong>
    \nUse Appropriate Tools<\/strong> Explain how you used the tool you chose.<\/p>\n

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

    Essential Question<\/strong>
    \nHow Can You Use Appropriate Tools to Represent and Solve Problems?<\/p>\n

    A.
    \nA hardware store has boxes of 18 light bulbs. 3 light bulbs cost $4. How much does it cost to buy a whole box of light bulbs? Choose a tool to represent and solve the problem.<\/p>\n

    Sometimes you can use more than one tool to help you solve problems.
    \n\"Envision<\/p>\n

    What do I need to do?<\/strong>
    \nI need to choose an appropriate tool to help me find how much it costs to buy a box of 18 light bulbs.<\/p>\n

    B. Which tools can I use to help me solve this problem?<\/strong><\/p>\n

    I can<\/strong><\/p>\n

      \n
    • decide which tools are appropriate.<\/li>\n
    • use cubes and counters to solve this problem.<\/li>\n
    • use the tools correctly.<\/li>\n<\/ul>\n

      C.
      \nHere’s my thinking…
      \n\"Envision
      \nI will use two tools. Both counters and ones cubes are easy to count and move around.
      \nEach cube is 1 light bulb. I will separate 18 cubes into groups of 3.
      \nEach counter is $1. I will put 4 counters with each group of 3 light bulbs.
      \nThere are 24 counters. A box of light bulbs costs $24.
      \n\"Envision<\/p>\n

      Convince Me!<\/strong>
      \nUse Appropriate Tools What other tools could you use to help solve this problem?<\/p>\n

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

      Use Appropriate Tools<\/strong>
      \nThree friends each have 8 books. They put their books into 4 equal piles. How many books are in each pile?
      \n\"Envision
      \nYou can also use appropriate digital tools. Technology can help you solve a problem.<\/p>\n

      Answer:
      \nThe number of books in each pile = 6.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthree friends each have 8 books.
      \nthey put their books into 4 equal piles.
      \neach cube is 1 book.
      \nI will separate 4 books into groups of 8.
      \n8 \/ 4 = 2.
      \n2 x 3 = 6.
      \nso the number of books in each pile = 6.<\/p>\n

      Question 1.
      \nChoose a tool to represent the problem. Explain why you chose that tool.<\/p>\n

      Answer:
      \nI use cubes to represent the problem.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthree friends each have 8 books.
      \nthey put their books into 4 equal piles.
      \neach cube is 1 book.
      \nI will separate 4 books into groups of 8.
      \n8 \/ 4 = 2.
      \n2 x 3 = 6.
      \nso the number of books in each pile = 6.<\/p>\n

      Question 2.
      \nSolve the problem. Explain how you used the tool you chose.<\/p>\n

      Answer:
      \nThe number of books in each pile = 6.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthree friends each have 8 books.
      \nthey put their books into 4 equal piles.
      \neach cube is 1 book.
      \nI will separate 4 books into groups of 8.
      \n8 \/ 4 = 2.
      \n2 x 3 = 6.
      \nso the number of books in each pile = 6.<\/p>\n

      Independent Practice<\/strong>
      \nUse Appropriate Tools<\/strong><\/p>\n

      Fifteen students are working in equal groups to make posters. There are 5 students in each group. For each group of students, there needs to be 2 adults helping. How many adults are needed?<\/p>\n

      Question 3.
      \nChoose a tool to represent the problem. Explain why you chose that tool.<\/p>\n

      Answer:
      \nI used cubes to solve the problem.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nfor 1 cube I am representing 5 students.
      \n15 \/ 5 = 3.
      \n3 x 2 = 6.
      \ncubes are easy to solve the problem.
      \nso I used cubes to solve.<\/p>\n

      Question 4.
      \nSolve the problem. Explain how you used the tool you chose.<\/p>\n

      Answer:
      \nThe number of adults is needed = 6.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nFifteen students are working in equal groups to make posters. There are 5 students in each group. For each group of students, there needs to be 2 adults helping.
      \n15 \/ 5 = 3.
      \n3 x 2 = 6.
      \nso the number of adults are needed = 6.<\/p>\n

      Question 5.
      \nThe posters need to be 20 inches long. What tool could the students use to check that the posters are the correct size? Explain how they could use this tool.<\/p>\n

      Answer:
      \nProblem Solving<\/strong><\/p>\n

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

      Bottle Cap Display<\/strong>
      \nThe soda bottle caps at the right are shared equally between Kerry and Nita. There are 4 orange bottle caps. Kerry wants to arrange her bottle caps into an array.
      \n\"Envision<\/p>\n

      Answer:
      \nThe bottle caps into an array is 4 x 3 = 12.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nThe soda bottle caps at the right are shared equally between Kerry and Nita.
      \nThere are 4 orange bottle caps.
      \ntotal there are 16 bottle caps.
      \n16 – 4 = 12.
      \n12 \/ 4 = 3.
      \nso the bottle caps into an array is 4 x 3 = 12.<\/p>\n

      Question 6.
      \nMake Sense and Persevere<\/strong> What do you need to find out before you make an array? Show a way to find this. You can use a tool to help.<\/p>\n

      Answer:
      \n16 – 4 = 12.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nThe soda bottle caps at the right are shared equally between Kerry and Nita.
      \nThere are 4 orange bottle caps.
      \ntotal there are 16 bottle caps.
      \n16 – 4 = 12.
      \n12 \/ 4 = 3.
      \nso the bottle caps into an array is 4 x 3 = 12.<\/p>\n

      Question 7.
      \nUse Appropriate Tools<\/strong> Choose a tool to represent Kerry’s array of soda bottle caps. Explain why you chose that tool.<\/p>\n

      Answer:
      \nI choose a tool that is the cubes model.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \none cube is equal to the 1 bottle cap.
      \nThe soda bottle caps at the right are shared equally between Kerry and Nita.
      \nThere are 4 orange bottle caps.
      \ntotal there are 16 bottle caps.
      \n16 – 4 = 12.
      \n12 \/ 4 = 3.
      \nso the bottle caps into an array is 4 x 3 = 12.<\/p>\n

      Question 8.
      \nModel with Math<\/strong> Draw a picture to show how Kerry’s array might look. Then write a multiplication equation for the array.
      \nAnswer:<\/p>\n

      \"Envision
      \nThink about what you need to do in the problem. Then use appropriate tools that can help you solve it.<\/p>\n

      Question 9.
      \nUse Structure<\/strong> Write a different multiplication equation with the same two factors you used in Exercise 8. Has the product changed? Explain.
      \nAnswer:<\/p>\n

      Question 10.
      \nCritique Reasoning<\/strong> Kerry says she can use a tens rod to represent the array. Do you agree? Explain.
      \nAnswer:<\/p>\n

      Topic 1 Fluency Review Activity<\/h3>\n

      Find a Match<\/strong><\/p>\n

      Work with a partner. Point to a clue. Read the clue.
      \nLook below the clues to find a match. Write the clue letter in the box next to the match.
      \nFind a match for every clue.<\/p>\n

      \"Envision<\/p>\n

      \"Envision 3 + 0<\/p>\n

      \"Envision 15 – 8<\/p>\n

      \"Envision 10 + 7<\/p>\n

      \"Envision 5 + 5<\/p>\n

      \"Envision 10 + 6<\/p>\n

      \"Envision 9 + 4<\/p>\n

      \"Envision 13 – 9<\/p>\n

      \"Envision 8 + 7<\/p>\n

      \"Envision 9 – 9<\/p>\n

      \"Envision 4 + 4<\/p>\n

      \"Envision 12 + 8<\/p>\n

      \"Envision 10 + 9<\/p>\n

      Answer:
      \n3 + 0 = 3.
      \n15 – 8 = 7.
      \n10 + 7 = 17.
      \n5 + 5 = 10.
      \n10 + 6 = 16.
      \n9 + 4 = 13.
      \n13 – 9 = 4.
      \n8 + 7 = 15.
      \n9 – 9 = 0.
      \n4 + 4 = 8.
      \n12 + 8 = 20.
      \n10 + 9 = 19.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n20 = A, 7 = B, 16 = C, 4 = D, 10 = E, 15 = F, 3 = G, 17 = H, 0 = I, 19 = J, 8 = K, 13 = L.
      \n3 + 0 = 3.
      \n15 – 8 = 7.
      \n10 + 7 = 17.
      \n5 + 5 = 10.
      \n10 + 6 = 16.
      \n9 + 4 = 13.
      \n13 – 9 = 4.
      \n8 + 7 = 15.
      \n9 – 9 = 0.
      \n4 + 4 = 8.
      \n12 + 8 = 20.
      \n10 + 9 = 19.<\/p>\n

      Topic 1 Vocabulary Review<\/strong><\/p>\n

      Glossary<\/strong><\/p>\n

      Word List<\/strong><\/p>\n

      \u2022 array
      \n\u2022 column
      \n\u2022 Commutative Property of Multiplication
      \n\u2022 division
      \n\u2022 equal groups
      \n\u2022 equation
      \n\u2022 factors
      \n\u2022 multiplication
      \n\u2022 number line
      \n\u2022 product
      \n\u2022 row
      \n\u2022 unknown<\/p>\n

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

      Choose the best term from the Word List. Write it on the blank.<\/p>\n

      Question 1.
      \n___ is an operation you can use to join<\/p>\n

      Answer:
      \nThe addition and multiplication is an operation used to join.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \naddition and multiplication is an operation we can use to join.
      \nfor example:
      \n2 + 3 = 5.
      \n3 x 2 = 6.<\/p>\n

      Question 2.
      \nYou solve an equation by finding the value that is ___<\/p>\n

      Answer:
      \nWe can solve an equation by finding the value that is unknown.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe can solve an equation by finding the value that is unknown.
      \nfor example:
      \nthere are 12 mangoes.
      \nthey have to share 3 friends equally.
      \nso each friend will get how many mangoes?
      \n12 \/ 3 = 4.<\/p>\n

      Question 3.
      \nYou can use a(n) ___ to display objects in rows and columns.<\/p>\n

      Answer:
      \nWe can use an array to display objects in rows and columns.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe can use an array to display objects in rows and columns.<\/p>\n

      Question 4.
      \nA line marked in equal units and numbered in order is called : a(n) ___<\/p>\n

      Answer:
      \nA line marked in equal units and numbered in order is called a number line.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nA line marked in equal units and numbered in order is called a number line.
      \nIn number, line numbers are jumping in order.
      \nfor example:
      \nIn a number line, there are 8 numbers and jumping by 2.
      \n0 + 2\u00a0 = 2.
      \n2 + 2 = 4.
      \n4 + 2 = 6.
      \n6 + 2 = 8.<\/p>\n

      For each of these terms, give an example and a non-example.<\/p>\n

      \"Envision<\/p>\n

      Answer:
      \n5. 20 \/ 5 = 4, and 25 \/ 5 = 4.
      \n6. 5 x 4 = 20, and 5 x 5 = 20.
      \n7. 4 x 3 = 12, and 3 x 4 = 15.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \ngive an example and non-example of division, equation, and the commutative property.
      \n20 \/ 5 = 4 and 25 \/ 5 = 4.
      \n5 x 4 = 20 and 5 x 5 = 25.
      \n4 x 3 = 12 and 3 x 4 = 12.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

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

      Question 8.
      \nExplain how you can multiply 3 \u00d7 4. Use at least 2 terms from the Word List in your explanation.<\/p>\n

      Answer:
      \n3 x 4 = 12.
      \n4 x 3 = 12.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe can use the two terms multiplication and factors.
      \nif we multiply we get 3 x 4 = 12.
      \n3 and 4 are the factors.
      \n12 is the product.<\/p>\n

      Topic 1 Reteaching<\/h3>\n

      Set A<\/strong>
      \npages 5-8
      \nHow many is 3 groups of 4?
      \n\"Envision<\/p>\n

      Remember<\/strong> that you can use addition or multiplication to join equal groups.
      \nComplete each equation. Use counters or draw a picture to help.<\/p>\n

      Question 1.
      \n2 + 2 + 2 = 3 \u00d7 ___<\/p>\n

      Answer:
      \n3 x 2 = 6.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe can use addition or multiplication to join equal groups.
      \n3 groups of 2.
      \n2 + 2 + 2 = 6.
      \n3 x 2 = 6.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

      Question 2.
      \n___+ ___ + ___ = 3 \u00d7 6<\/p>\n

      Answer:
      \n3 x 6 = 18.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe can use addition or multiplication to join equal groups.
      \n3 groups of 6.
      \n6 + 6 + 6 = 18.
      \n3 x 6 = 18.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

      Question 3.
      \n8 + __ + ___= ___ \u00d7 8<\/p>\n

      Answer:
      \n3 x 8 = 24.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nwe can use addition or multiplication to join equal groups.
      \n3 groups of 8.
      \n8 + 8 + 8 = 24.
      \n3 x 8 = 24.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

      Set B<\/strong>
      \npages 9-12
      \nSkip count by 4s three times.
      \n\"Envision<\/p>\n

      Remember<\/strong> that you can show skip counting on a number line.
      \nUse the number line to complete each multiplication equation.<\/p>\n

      Question 1.
      \n2 \u00d7 3 = ___
      \n\"Envision<\/p>\n

      Answer:
      \n2 x 3 = 6.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe number of jumps = 2.
      \nnumber in each jump = 3.
      \n2 x 3 = 6.
      \n2 + 2 + 2 = 6.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

      Question 2.
      \n4 \u00d7 3 = ___
      \n\"Envision<\/p>\n

      Answer:
      \n4 x 3 = 12.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe number of jumps = 4.
      \nnumber in each jump = 3.
      \n4 x 3 = 12.
      \n4 + 4 + 4 = 12.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

      Set C<\/strong>
      \npages 13-16
      \nFind 4 \u00d7 6. The array shows 4 rows of 6 counters.
      \n\"Envision
      \nEach row is an equal group. You can use skip counting or multiplication to find the total.<\/p>\n

      Answer:
      \n4 x 6 = 24.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe number of rows = 4.
      \nnumber in each column = 6.
      \n4 x 6 = 24.<\/p>\n

      Remember<\/strong> that an array shows objects in equal rows.
      \nShow how to use skip counting and multiplication for each array.<\/p>\n

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

      Answer:
      \n2 x 4 = 8.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe number of rows = 2.
      \nnumber in each column = 4.
      \n2 x 4 = 8.
      \n2 + 2 + 2 + 2 = 8.<\/p>\n

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

      Answer:
      \n3 x 6 = 18.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe number of rows = 3.
      \nnumber in each column = 6.
      \n3 x 6 = 18.
      \n3 + 3 + 3 + 3 + 3 + 3 = 18.<\/p>\n

      pages 13-16
      \nThis array shows 3 rows of 4.
      \n3 \u00d7 4 = 12
      \n\"Envision
      \nThis array shows 4 rows of 3.
      \n4 \u00d7 3 = 12
      \n\"Envision
      \nSo, 3 \u00d7 4 = 4 \u00d7 3<\/p>\n

      Remember<\/strong> that the Commutative Property of Multiplication says you can multiply factors in any order and the product is the same.<\/p>\n

      Draw arrays and write the products.<\/p>\n

      Question 1.
      \n2 \u00d7 5 = ____ 5 \u00d7 2 = ___<\/p>\n

      Answer:
      \n2 x 5 = 10 and 5 x 2 = 10.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nthe number of rows = 2.
      \nnumber in each column = 5.
      \n2 x 5 = 10.
      \nwe can use commutative property.
      \n5 x 2 = 10.
      \n2 + 2 + 2 + 2 + 2 = 10.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

      Set D<\/strong>
      \npages 17-24<\/p>\n

      Two friends share 6 fruit snacks equally. How many fruit snacks does each friend get?
      \n6 \u00f7 2 = 3 fruit snacks
      \nYou can use repeated subtraction.
      \n\"Envision<\/p>\n

      Remember<\/strong> that division is an operation to find the number of equal groups or the number in each equal group.<\/p>\n

      Question 1.
      \nNine raisin boxes are shared by 3 children. Each child gets \"Envision raisin boxes.<\/p>\n

      Answer:
      \n9 \/ 3 = 3.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nNine raisin boxes are shared by 3 children.
      \n9 – 3 = 6.
      \n6 – 3 = 3.
      \n3 – 3 = 0.
      \n9 \/ 3 = 3.<\/p>\n

      Question 2.
      \n12 \u00f7 2 = ___<\/p>\n

      Answer:
      \n12 \/ 2 = 6.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n12 – 2 = 10.
      \n10 – 2 = 8.
      \n8 – 2 = 6.
      \n6 – 2 = 4.
      \n4 – 2 = 2.
      \n2 – 2 = 0.
      \n12 \/ 2 = 6.<\/p>\n

      Question 3.
      \n10 \u00f7 5 = ___<\/p>\n

      Answer:
      \n10 \/ 5 = 2.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n10 – 5 = 5.
      \n5 – 5 = 0.
      \n10 \/ 5 = 2.<\/p>\n

      Question 4.
      \n25 \u00f7 5 = ___<\/p>\n

      Answer:
      \n25 \/ 5 = 5.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n25 – 5 = 20.
      \n20 – 5 = 15.
      \n15 – 5 = 10.
      \n10 – 5 = 5.
      \n5 – 5 = 0.
      \n25 \/ 5 = 5.<\/p>\n

      Question 5.
      \n16 \u00f7 4 = ___<\/p>\n

      Answer:
      \n16 \/ 4 = 4.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n16 – 4 = 12.
      \n12 – 4 = 8.
      \n8 – 4 = 4.
      \n4 – 4 = 0.
      \n16 \/ 4 = 4.<\/p>\n

      Question 6.
      \n12 \u00f7 3 = __<\/p>\n

      Answer:
      \n12 \/ 3 = 4.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n12 – 3 = 9.
      \n9 – 3 = 6.
      \n6 – 3 = 3.
      \n3 – 3 = 0.
      \n12 \/ 3 = 9.<\/p>\n

      Question 7.
      \n24 \u00f7 6 = ___<\/p>\n

      Answer:
      \n24 \/ 6 = 4.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n24 – 6 = 18.
      \n18 – 6 = 12.
      \n12 – 6 = 6.
      \n6 – 6 = 0.
      \n24 \/ 6 = 4.<\/p>\n

      Set E<\/strong>
      \npages 25 – 28
      \nThink about these questions to help you use appropriate tools strategically.<\/p>\n

      Thinking Habits<\/strong>
      \nWhich tools can I use?
      \nWhy should I use this tool to help me solve the problem?
      \nIs there a different tool I could use?
      \nAm I using the tool appropriately?
      \n\"Envision<\/p>\n

      Remember<\/strong> that you can use digital tools.<\/p>\n

      Sam makes enough muffins to give 8 of her friends 3 muffins each. Each tray holds 6 muffins. How many trays does she need?<\/p>\n

      Question 1.
      \nChoose a tool to represent the problem. Explain why you chose that tool.<\/p>\n

      Answer:
      \nThe number of trays she needs = 16 trays.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSam makes enough muffins to give 8 of her friends 3 muffins each.
      \nEach tray holds 6 muffins.
      \n8 \/ 3 = 2.6.
      \n2.6 x 6 = 15.6.
      \nso the number of trays she needs = 16 trays.<\/p>\n

      Question 2.
      \nSolve. Explain how the tool helped.
      \nAnswer:<\/p>\n

      Topic 1 Assessment Practice<\/h3>\n

      Question 1.
      \nJace drew a picture. Which multiplication expression represents the total number of circles?
      \n\"Envision
      \nA. 4 \u00d7 3
      \nB. 4 \u00d7 1
      \nC. 4 \u00d7 2
      \nD. 4 \u00d7 8<\/p>\n

      Answer:
      \nOption C is correct.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n4 groups of 2.
      \n2 + 2 + 2 + 2 = 8.
      \n4 x 2 = 8.
      \nso option C is correct.<\/p>\n

      Question 2.
      \nAidan has 2 turtles in each of 4 aquariums.
      \nA. Write an equation that represents how many turtles Aidan has in all.
      \nB. How many turtles does Aidan have in all?
      \n\"Envision turtles<\/p>\n

      Answer:
      \nA. 4 x 2.
      \nB. The number of turtles do Aidan has in all = 8.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nAidan has 2 turtles in each of 4 aquariums.
      \n4 groups of 2.
      \n2 + 2 + 2 + 2 = 8.
      \n4 x 2 = 8.
      \nso the number of turtles do aidan have in all = 8.<\/p>\n

      Question 3.
      \nNoah’s watering can holds enough water for watering 4 plants. How many plants can Noah water if he fills his watering can 3 times?
      \n\"Envision plants<\/p>\n

      Answer:
      \nThe number of plants can Noah water if he fills his watering can 3 times = 12 plants.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nNoah’s watering can holds enough water for watering 4 plants.
      \n4 x 3 = 12.
      \nthat means she can water 3 plants one time.
      \n3 + 3 + 3 = 12.
      \nso the number of plants can Noah water = 12 plants.<\/p>\n

      Question 4.
      \nMegan organized her photos in this array. What is the multiplication equation for the array? Draw a different array that has the same factors.
      \n\"Envision<\/p>\n

      Answer:
      \nThe different array that has the same factors = 3 and 4.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMegan organized her photos in this array.
      \n4 x 3.
      \n3 + 3 + 3 + 3 = 12.
      \n4 x 3 = 12.
      \nwe can write it as 3 x 4.
      \n4 + 4 + 4 = 12.
      \n3 x 4 = 12.
      \nso the new array = 3 x 4.
      \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n

      Question 5.
      \nJosiah kicked six 3-point field goals in his football game. Which multiplication equation represents the number of points that Josiah scored?
      \nA. 6 \u00d7 3 = 18
      \nB. 6 \u00d7 1 = 6
      \nC. 3 \u00d7 3 = 9
      \nD. 6 \u00d7 6 = 36<\/p>\n

      Answer:
      \nOption A is correct.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nJosiah kicked six 3-point field goals in his football game.
      \nsix groups of 3.
      \n3 + 3 + 3 + 3 + 3 + 3 = 18.
      \n6 x 3 = 18.
      \nso option A is correct.<\/p>\n

      Question 6.
      \nTeresa is growing 2 rows of tomato plants, with 4 plants in each row. Write an expression that represents the total number of plants. Find the total number of plants.<\/p>\n

      Answer:
      \nThe total number of plants = 8.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nTeresa is growing 2 rows of tomato plants, with 4 plants in each row.
      \n2 groups of 4 plants.
      \n2 x 4 = 8.
      \n2 + 2 + 2 + 2 = 8.
      \nso the number of plants = 8.<\/p>\n

      Question 7.
      \nAnn has 24 tennis balls. She separates them equally into 3 different baskets.
      \nA. Write a division equation that shows the number of tennis balls in each basket.
      \nB. How many tennis balls are in each basket?
      \n\"Envision tennis balls<\/p>\n

      Answer:
      \nA. 24 \/ 3 = 8.
      \nB. The number of tennis balls in each basket = 8 balls.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nAnn has 24 tennis balls.
      \nShe separates them equally into 3 different baskets.
      \n24 \/ 3 = 8.
      \n8 + 8 + 8 = 24.
      \n24 \/ 8 = 3.
      \nso the number of tennis balls in each basket = 8 balls.<\/p>\n

      Question 8.
      \nMikael gave 3 pencils each to 7 of his friends. Which equation represents the number of pencils Mikael gave away?
      \nA 3 \u00d7 1 = 3
      \nB. 7 \u00d7 1 = 7
      \nC. 7 \u00d7 3 = 21
      \nD. 3 \u00d7 3 = 9<\/p>\n

      Answer:
      \nThe number of pencils Mikael gave away = 21.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nMikael gave 3 pencils each to 7 of his friends.
      \n3 x 7 = 21.
      \n7 + 7 + 7 = 21.
      \nso option C is correct.<\/p>\n

      Question 9.
      \nAl needs to put 9 hats in each box. He has 45 hats. Write and solve an equation that shows how many boxes Al can fill.<\/p>\n

      Answer:
      \nThe number of boxes AI can fill =\u00a0 45 hats.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nAl needs to put 9 hats in each box.
      \nhe has 45 hats.
      \n45 \/ 9 = 5.
      \n9 x 5 = 45.
      \n9 + 9 + 9 + 9 + 9 = 45.
      \nso the number of boxes AI can fill = 45 hats.<\/p>\n

      Question 10.
      \nThere are 48 students in a class. The teacher puts them into 8 equal groups. How many students are in each group?
      \n\"Envision students<\/p>\n

      Answer:
      \nThe number of students in each group = 6 students.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nThere are 48 students in a class.
      \nthe teacher puts them into 8 equal groups.
      \n48 \/ 8 = 6.
      \n6 x 8 = 48.
      \nso the number of students in each group = 6 students.<\/p>\n

      Question 11.
      \nSaima makes 14 muffins to give to her friends. She wants to give 2 muffins to each friend at her party. How many friends can Saima invite to her party? Explain how Saima can figure out how many friends to invite.<\/p>\n

      Answer:
      \nThe number of friends can Saima invite to her party = 7 friends.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \nSaima makes 14 muffins to give to her friends.
      \nShe wants to give 2 muffins to each friend at her party.
      \n14 \/ 2 = 7.
      \nshe figures out 7 friends for her party.
      \n2 + 2 + 2 + 2 + 2 + 2 + 2 = 14.
      \nso the number of friends can Saima invite to her party = 7 friends.<\/p>\n

      Question 12.
      \nWhich of the following contexts does the expression 15 \u00f7 3 represent?
      \nA. 15 books arranged equally on 3 shelves
      \nB. 15 books arranged equally on 15 shelves
      \nC. 3 books arranged equally on 15 shelves
      \nD. 3 books arranged equally on 3 shelves<\/p>\n

      Answer:
      \nOption A is correct.<\/p>\n

      Explanation:
      \nIn the above-given question,
      \ngiven that,
      \n15 books arranged equally on 3 shelves.
      \n15 \/ 3 = 5.
      \n5 + 5 + 5 = 15.
      \non each shelf, we can arrange 5 books.
      \nso option A is correct.<\/p>\n

      Topic 1 Performance Task<\/h3>\n

      Sticker Collection<\/strong>
      \nJamie saved money to buy a sticker album.
      \nThe money he has saved each week is shown in the table.
      \nSticker Prices<\/strong><\/p>\n

        \n
      • Green sticker albums cost $6.<\/li>\n
      • Blue sticker albums cost $9.<\/li>\n
      • Yellow sticker albums cost $12.<\/li>\n
      • Stickers cost $1 for 3 stickers.<\/li>\n<\/ul>\n

        \"Envision<\/p>\n

        Use the Money Saved Each Week table to answer Exercise 1.<\/p>\n

        Question 1.
        \nHow much money has Jamie saved after 4 weeks? Write a multiplication equation to solve.<\/p>\n

        Answer:
        \nThe money Jamie saved after 4 weeks = $12.<\/p>\n

        Explanation:
        \nIn the above-given question,
        \ngiven that,
        \nJamie saved in ist week = $3.
        \nhe saved in 2nd week = $3.
        \nhe saved in 3rd week = $3.
        \nhe saved in 4th week = $3.
        \n3 + 3 + 3 + 3 = 12.
        \n4 x $ 3 = $12.
        \nso the money Jamie saved after 4 weeks = $12.<\/p>\n

        Use the Sticker Prices list to answer Exercises 2-4.<\/p>\n

        Question 2.
        \nJamie divides his money into two equal parts. Jamie spends 1 part on a sticker album. Which of the albums can Jamie buy?<\/p>\n

        Answer:
        \nJamies buy a green sticker album.<\/p>\n

        Explanation:
        \nIn the above-given question,
        \ngiven that,
        \nJamie divides his money into two equal parts.
        \nJamie spends 1 part on a sticker album.
        \n12 \/ 2 = 6.
        \nthe cost of the green sticker = $6.
        \nso Jamies buy a green sticker album.<\/p>\n

        Question 3.
        \nJamie spends the other part of his money on stickers. How many stickers can Jamie buy?<\/p>\n

        Answer:
        \nJamie buys 3 stickers.<\/p>\n

        Explanation:
        \nIn the above-given question,
        \ngiven that,
        \nJamie spends the other part of his money on stickers.
        \nhe buys 3 stickers for $1.
        \nso Jamies buys 3 stickers.<\/p>\n

        Question 4.
        \nAfter spending his money, Jamie decides that he wants a second album. He plans to save $3 per week until he can also buy a blue sticker album. How many weeks does Jamie need to save money?<\/p>\n

        Answer:
        \nThe number of weeks Jamie needs to save money = 3 weeks.<\/p>\n

        Explanation:
        \nIn the above-given question,
        \ngiven that,
        \nJamie decides that he wants a second album.
        \nHe plans to save $3 per week.
        \nthe second album is the blue album.
        \nthe blue album costs $9.
        \nso he wants to save 3 weeks.
        \n3 + 3 + 3 = 9.<\/p>\n

        Use the Sticker Arrays table to answer Exercise 5.<\/p>\n

        Question 5.
        \nJamie wants to organize his stickers into arrays on a page of the album. Jamie started to make a table to show three ways he could do this.
        \n\"Envision
        \nPart A<\/strong>
        \nDraw arrays to show the two ways Jamie planned to organize his stickers.
        \n\"Envision
        \nPart B<\/strong>
        \nDraw an array to show another way Jamie could organize his stickers.
        \nComplete the Sticker Arrays table for Way 3.
        \n\"Envision<\/p>\n

        Answer:
        \nA. 6 x 3 and 2 x 9.
        \nB. 3 x 6.<\/p>\n

        Explanation:
        \nIn the above-given question:
        \ngiven that,
        \nin way 1 number of rows = 6.
        \nnumber of columns = 3.
        \n6 x 3 = 18.
        \nin way 2 number of rows = 2.
        \nthe number of columns = 9.
        \n2 x 9 = 18.
        \nin way 3 number of rows = 3.
        \nnumber of columns = 6.
        \n3 x 6 = 18.
        \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand
        \nQuestion 6.
        \nWrite multiplication equations for each array to check that Jamie uses all of his stickers in each plan. Are there two ways that show the same factors? Explain.<\/p>\n

        Answer:
        \nYes, there are two ways that show the same factors.<\/p>\n

        Explanation:
        \nIn the above-given question,
        \ngiven that,
        \nway 1 and way 2 are the same.
        \n3 x 6 and 6 x 3.
        \n3 x 6 = 18.
        \n3 and 6 are the factors.
        \n6 x 3 = 18.
        \n6 and 3 are the factors.
        \nso there are two ways that show the same factors.
        \n\"Envision-Math-Common-Core-2nd-Grade-Answer-Key-Topic-1-Undarstand<\/p>\n","protected":false},"excerpt":{"rendered":"

        Go through the\u00a0enVision Math Common Core Grade 3 Answer Key\u00a0Topic 1 Understand Multiplication and Division of Whole Numbers\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 2nd Grade Answers Key Topic 1 Understand Multiplication and Division of Whole Numbers Essential Question: How can thinking about equal groups help you understand the connection …<\/p>\n","protected":false},"author":1,"featured_media":25583,"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-3-Answer-Key-Topic-1-Understand-Multiplication-and-Division-of-Whole-Numbers.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7050"}],"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=7050"}],"version-history":[{"count":5,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7050\/revisions"}],"predecessor-version":[{"id":28051,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7050\/revisions\/28051"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25583"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=7050"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=7050"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=7050"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}