Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

### enVision Math Common Core Grade K Volume 2 Answer Key | enVision Math Common Core Kindergarten Volume 2 Answers

Want to seek math homework help to complete your complex assignments? Check out the enVision Math Answer Key and finish your homework or assignments.

## enVision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes

Practice with the help of enVision Math Common Core Grade 1 Answer Key Topic 14 Reason with Shapes and Their Attributes regularly and improve your accuracy in solving questions.

## enVision Math Common Core 1st Grade Answers Key Topic 14 Reason with Shapes and Their Attributes

Essential Question:
How can you define shapes and compose new shapes?

Find Out Talk to friends and relatives about everyday objects that have special shapes. Discuss how the shape is important for its use.
Journal: Make a Book Show what you found out. In your book, also:

• Draw different buildings using circles, squares, rectangles, cylinders, and rectangular prisms.
• In your drawings, show how shapes can be put together to make new shapes.

Review What You Know

Vocabulary
Question 1.
Scott sorted these shapes. Put an X on the one that does not belong.

Explanation:
In the above image we can observe 4 shapes one is square, second is rectangle, third is also rectangle and fourth is circle. Both Square and rectangle have four edges and four vertices. Circle has 0 edges and 0 vertices. So draw X on the circle which is different from the above three shapes.
Question 2.
Circle the object that is a different shape.

Explanation:
In the above image we can observe four shapes. First shape is different from the remaining three shapes. So circle first shape.

Question 3.
Circle the triangle.

Explanation:
In the above image we can observe four different shapes one is circle and second one is rectangle and third is square, fourth is triangle. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. Here we have to draw a circle for triangle. So draw a circle for triangle.

Same and Different
Question 4.
Draw a shape that is the same as the one below.

Explanation:
Here we have to draw a shape that is same as the one above in the question. We can observe the circle shape in the above image. So drawn a circle shape which is similar to the above image.

Question 5.
Draw a shape that is different from the one below.

The above shape is right angled triangle which is different from the above shape.
Explanation:
Here we have to draw a shape which is different from the square shape. In geometry, a square is a regular quadrilateral, it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length.
Here I drawn right angled triangle. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry.
C1ount by 1s
Question 6.
Write the missing numbers.
1, ______, 3, 4, _______
1, 2, 3, 4, 5
The missing numbers are 2, 5
Explanation:
In the above number series we can observe 1, ______, 3, 4, _______. We have to find the missing numbers in the series. The missing numbers are 2, 5. The number series is 1, 2, 3, 4, 5.

Pick a Project

PROJECT 14A
Have you ever seen a building this crooked? Project: Build a Strong Tower

PROJECT 14B
Where can you see your reflection? Project: Reflect Shapes

PROJECT 14C
How can lots of little tiles make one big piece of art? Project: Design a Tile Picture

PROJECT 14D
What is a robot?
Project: Design and Build a Robot

### Lesson 14.1 Use Attributes to Define Two Dimensional (2-D) Shapes

Solve & Share
Tell how the 4 shapes are alike. Tell how the 4 shapes are different. Use a measuring tool to help..

I can … use attributes to describe shapes.

Visual Learning Bridge

Convince Me! Look at the blue triangle above. How would you define it by how it looks?

Guided Practice

For each shape, tell how many straight sides or vertices, and if it is closed or not.
Question 1.

Explanation:
In the above image we can observe trapezium shape. A trapezium is a quadrilateral, which is defined as a shape with four sides, which has one set of parallel sides. The trapezium is basically a types of quadrilaterals, with exactly one pair of parallel sides. Trapezium has four straight sides and it is a closed shape.

Question 2.

How many vertices? ________
Closed? _______
There are 2 vertices for the above image.
The above image is not a closed shape.
Explanation:
The above shape is not a triangle because it is not a closed shape and it has 2 vertices.

Question 3.

How many straight sides? __________
Closed? ___________
The above shape is hexagon. It has 6 straight sides.
The above shape is a closed shape.
Explanation:
The above shape is hexagon. Hexagon is a closed geometric figure having six angles and six sides. It has six straight sides and it is a closed shape.

Independent Practice

Draw each shape.
Question 4.
Draw a closed shape with 3 vertices.

Right angled triangle is a closed shape with three vertices.
Explanation:
A Right angled triangle is a closed shape with three vertices. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry.

Question 5.
Draw a closed shape with 0 straight sides.

Circle is a closed shape with 0 straight sides.
Explanation:
Circle is a closed shape with 0 straight sides. It is one of the 2D shapes.

Question 6.
Draw a closed shape with more than 3 vertices.

Square is a closed shape with more than 3 vertices.
Explanation:
Square is a closed shape with more than 3 vertices. In geometry, a square is a regular quadrilateral, which means that it has four equal sides and four equal angles. Square has 4 vertices and a closed shape.

Question 7.
Circle the closed shapes.

Explanation:
In the above image we can observe different types of shapes. Some are closed shapes some are not closed shapes. The closed figures are triangle, circle, and parallelogram. So draw a circle for the closed shapes.

Question 8.
Higher Order Thinking Look at the shapes in each group. Explain how the shapes are sorted.

In Group 1 all triangles are sorted with different shape and size. And all triangle shapes are closed figures.
In Group 2 only two shapes are closed figures. The closed shapes are circle and hexagon. Remaining two shapes are not closed shapes.

Problem Solving

Solve each problem below.
Question 9.
Be Precise Circle 3 shapes that have the same number of vertices and sides.

Explanation:
In the above image we can observe different types of shapes. The shapes are Hexagon, rectangle, square, triangle, circle. Square and rectangle have four sides and four vertices. Draw a circle for square and rectangle.

Question 10.
Be Precise Circle 3 shapes that do NOT have any vertices.

Explanation:
In the above image, we can observe different types of shapes. There are hexagons, squares, circles, and rhombus. Hexagon has six vertices and the square has four vertices, the circle has no vertices, and the rhombus has four vertices. So draw a circle for circle shape.

Question 11.
Higher Order Thinking Think about a 2-D shape. Write a riddle about the shape for a partner to solve.

Question 12.
Assessment Practice I have 6 vertices. I am a closed figure. Which shape or shapes can I NOT be? Choose three that apply.

Explanation:
In the above image, we can observe two closed shapes and two open shapes. The closed shapes are hexagon and triangle. Hexagon has 6 vertices and a closed figure. But here asked the shape should not be a hexagon. So select the remaining three shapes.

### Lesson 14.2 Defining and Non-Defining Attributes of 2-D Shapes

Solve & Share
Tell how the 5 shapes are alike. Tell how the 5 shapes are different. Use a tool to help.

I can … define 2-D shapes by their attributes.

Visual Learning Bridge

Convince Me! Why is this shape NOT a square?

It’s a rectangle.

Explanation:
The shown image is not square, because the image shows opposite sides are parallel which represents a rectangle.

Guided Practice

Circle the words that are true for Practice the shape.
Question 1.

are blue.
have 4 equal sides.
are closed shapes.
are small.
have 4 square corners.

Explanation:
In the above image we can observe two square shapes. Draw a circle for these words. All squares have 4 equal sides. All squares are closed shapes and all squares have 4 square corners.

Independent Practice

Circle the words that are true for each shape.
Question 2.

All triangles:
are orange.
have 3 sides.
have 3 equal sides.
are tall.
are closed figures.

Explanation:
In the above image we can observe a triangle. Draw a circle for these words. All triangles have 3 sides and all triangles are closed figures.

Question 3.

All circles:
are blue.
have 0 vertices.
are small.
have 0 straight sides.

Explanation:
In the above image we can observe a circle. Draw a circle for these words. All circles have 0 vertices and all circles have 0 straight sides.

Question 4.
Higher Order Thinking Tim says that this is a rectangle. Is he correct? Tell why or why not.

The above image is not a rectangle because it is not a closed shape.
Explanation:
Rectangle is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides, in contrast to a square. The rectangle is a closed figure. The above image is not a closed figure so the above shape is not a rectangle.

Problem Solving

Solve each problem below.
Question 5.
Use Tools Do all rectangles have equal sides? Circle Yes or No.
Yes
No
Choose a tool to show how you know.
No.

Explanation:
No, all rectangles do not have equal sides.

Question 6.
Higher Order Thinking Jake says both of these shapes are hexagons because they are closed, have 6 straight sides, and are red. Do you agree? Explain.

Hexagonal shape is a two-dimensional geometrical shape which is made of six sides, having the same or different dimensions of length. Hexagon is a closed figure.
The above shapes are hexagons. Hexagon is a closed shape and it has 6 straight sides. Color, overall size, or position do not define a shape. So I am not agree with Jake.

Question 7.
Assessment Practice Tanya says that this shape is NOT a square. Do you agree? Circle Yes or No.
Yes
No
Explain why or why not.

The above image is a square.
Explanation:
A square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length. The above shape is square because it has four equal sides.

### Lesson 14.3 Build and Draw 2-D Shapes by Attributes

Solve & Share
Find square corners and rectangle shapes in the classroom. Tell your partner why a shape you find is a rectangle. Count how many square corners you find. Use the chart to help keep track.

I can … use different materials to make shapes.

Visual Learning Bridge

Convince Me! Sue made the gray shape on the right. Is it also a hexagon? Tell how you know.

Guided Practice

Make a square. Use materials your teacher gives you. Glue or tape the square in the box. Explain how you know it is a square.
Question 1.
As we have glued the square in the box and all the sides are equal. So we know it is a square.

Independent Practice

Use materials your teacher gives you to make each shape. Glue or tape the shape in the box. Explain how you know the shape is correct.
Question 2.
Make a circle.

Question 3.
Make a rectangle.

Question 4.
Higher Order Thinking Carlos made the shapes below. He says they are both squares. Is he correct? Explain.

Carlos is not correct because in the above two images first, one is the square and the second one is a rectangle.
Explanation:
The first shape is square because the square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length.
The second shape is a rectangle because it is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides, in contrast to a square.

Problem Solving

Draw a picture to solve each problem below. Use pattern blocks to help you.
Question 5.
Reasoning Sandy makes a closed shape with 4 equal sides. What shape did she make?

Sandy made a square shape. It is a closed shape with 4 equal sides.
Explanation:
Sandy made a square shape because it is a closed shape with four equal sides. A square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length

Question 6.
Reasoning Miguel makes a closed shape with 3 straight sides and 3 vertices. What shape did Miguel make?

Miguel made a triangle. It is a closed shape with 3 straight sides and 3 vertices.
Explanation:
Miguel made a triangle. Because it is a closed shape with 3 straight sides and 3 vertices. A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry.

Question 7.
Higher Order Thinking Use a piece of paper to make a square. Then turn the square into a triangle. What did you do? Explain.
We have turned the square into a triangle.

Question 8.
Assessment Practice Mark wants to use straws to make a hexagon. Use the dots to draw straight lines that show Mark how the hexagon would look.

Explanation:
Mark used the dots to draw straight lines to draw the hexagon. The hexagon shape is a two-dimensional geometrical shape that is made of six sides, having the same or different dimensions of length. Here Mark drew the hexagon with the help of dots and straight lines.

### Lesson 14.4 Compose 2-D Shapes

Solve & Share
Use shapes to make a . Write how many of each shape you use. Then add the three numbers to find how many pieces in all. See if you can make the hexagon with less than 15 pieces in all!

________ pieces in all
I can .. put shapes together to make another shape.

Visual Learning Bridge

Convince Me! How can you make a large shape using smaller shapes?

Guided Practice

Use pattern blocks to make the large triangle shape.
Question 1.
Complete the chart.

Independent Practice

Use the smaller shapes to make larger shapes.
Question 2.
Complete the chart to show a list of ways you can make the hexagon. Use pattern blocks to help.

Question 3.
Use to make a . Draw the in the space below.

Question 4.
Higher Order Thinking Use 3 pattern blocks to make a new shape. Trace the pattern blocks. What shapes did you use? What shape did you make?

Problem Solving

Use smaller shapes to make bigger shapes.
Question 5.
Make Sense Two of which shape can make ?

Question 6.
Make Sense Two of which shape can make ?

Question 7.
Higher Order Thinking Name and draw the shape you will make if you put the orange pattern blocks together with their full sides touching. Explain how you know.

If I put the orange pattern blocks together with their full sides touching then we got the shape as a rectangle.
Explanation:
In the above image, we can observe two shapes which are squares. A square has four equal sides and four equal angles. When we combine these two squares then we get a rectangle shape. A rectangle is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides, in contrast to a square.

Question 8.
Assessment Practice Nicole wants to make a hexagon. She has I Which set of other shapes could she use to complete the ?

### Lesson 14.5 Compose New 2-D Shapes from 2-D Shapes

Solve & Share
Use exactly 10 pattern blocks to make a picture of a boat. Trace the shapes in the space below to show your boat.
Then use what you know about tens. How many pattern blocks would you need to make 6 boats?

I can … use shapes to make different shapes.

It would take _________ pattern blocks to make 6 boats.

Visual Learning Bridge

Convince Me! Use pattern blocks to make a picture of a tree. What shapes did you use? Explain.

Guided Practice

Start with a triangle and use pattern blocks to make a picture. Trace around your shapes to show your picture. Write how many of each shape you used.
Question 1.

Independent Practice

Use any of the pattern blocks shown to make pictures. Practice Trace around your shapes to show your pictures. Write how many of each shape you used for each picture.
Question 2.

Question 3.

Problem Solving

Solve the problems below.
Question 4.
Model Dana started making a flower using these pattern blocks. Draw more leaves and petals to help her finish.

Question 5.
Higher Order Thinking Use pattern blocks to make a picture of a fish.

Question 6.
Assessment Practice Jeff is making a model of this arrow. Which shape does he need to add to his model to finish it?

He needs to add a triangle to his model to finish the arrow.
Explanation:
Jeff needs to add one shape to the above arrow. Here we have four options. Option A is a hexagon and option B is a trapezium, option C is a parallelogram, and option D is a triangle. Here triangle is the correct match to the above image. So Jeff needs to add a triangle to his model to finish the arrow. So make a tick mark to option D.

### Lesson 14.6 Use Attributes to Define Three Dimensional (3-D) Shapes

Solve & Share
Can you find objects in the classroom that are shaped like the objects below? Find as many as you can and record the number of each shape you find. Circle the shape that you find the most.

I can … define 3-D shapes by their number of edges, vertices, and faces or flat surfaces.

Visual Learning Bridge

Convince Me! Do 3-D shapes always have either faces, flat surfaces, or vertices? Explain.

Guided Practice

Write how many faces or flat surfaces and vertices each 3-D shape has.
Question.

Explanation:
1. A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
2. A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). A cone has one flat surface, one vertex, and 0 edges.

Independent Practice

Write how many faces or flat surfaces, vertices, and edge each object has.
Question.

Explanation:
3. A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere. A Sphere has Zero vertices, zero faces, and zero edges.
4. In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets, or sides, with three meetings at each vertex. It has 6 faces, 12 edges, and 8 vertices.
5. The above image has two flat surfaces, zero vertices, and 2 edges.

Question 6.
Higher Order Thinking Lily has an object that looks like a 3-D shape. The object has 2 flat surfaces and 0 vertices.
Draw an object that Lily could have.

The above object has two flat surfaces and zero vertices. The object is a cylinder.
Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. The cylinder has two flat surfaces and zero vertices.

Problem Solving

Solve each problem below.
Question 7.
This shape is a cone. Which shape below is also a cone? How do you know?

Explanation:
In the above we can observe three shapes. First is cylinder, second is cone and third also cone. A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone. The circular base has measured value of radius. Cone has one flat surface and one vertex and zero edges.

Question 8.
Reasoning Nikki and Ben each buy I item from the store. Nikki’s item has 4 more edges than vertices. Ben’s item has the same number of flat surfaces and edges. Draw a circle around Nikki’s item. Draw a box around Ben’s item.

Explanation:
Nikki and Ben each buy one item from the store. Nikki’s item has 4 more edges than vertices. Ben’s item has the same number of flat surfaces and edges.
Nikki’s item has 8 vertices and 12 edges. The shape is a rectangular prism. So draw a circle for Nikki’s item.
Ben item has 2 flat surfaces and 2 edges. Draw a box to the ben’s item.

Question 9.
Higher Order Thinking Draw and label a 3-D shape. Then write a sentence describing your 3-D shape.

The above 3D shape is a cube.
Explanation:
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex. It has 6 faces, 12 edges, and 8 vertices.

Question 10.
Assessment Practice I have 6 faces. I have 8 vertices. Which 3-D shape could I be? Choose two that apply.
☐ sphere
☐ cube
☐ rectangular prism
☐ cylinder

Explanation:
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
A Cube is a solid three-dimensional figure, which has 6 square faces, 8 vertices and 12 edges.

### Lesson 14.7 Defining and Non-Defining Attributes of 3-D Shapes

Solve & Share
Measure the lengths of the cylinders. How could you make a tower 10 cubes tall using some of the cylinders? Tell what shape the tower would be.

I can … choose the defining attributes of 3-D shapes.

Visual Learning Bridge

Convince Me! Write 2 things that are true about all rectangular prisms. Write 2 things that do not define rectangular prisms.

Guided Practice

Circle the words that are true for the shape.
Question 1.
All cones:

Independent Practice

Circle the words that are true for each shape.
Question 2.
All cubes:

have 12 edges.
have 8 vertices.
cannot roll.
are blue.

Explanation:
A Cube is a solid three-dimensional figure, which has 6 square faces, 8 vertices and 12 edges. Draw a circle for the above words. All cubes have 12 edges and 8 vertices. All cubes cannot roll.

Question 3.
All cylinders:

have 2 flat surfaces.
cannot roll.
are red.
can roll.

Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. Draw a circle for the above words. All cylinder have two flat surface and all cylinders can roll.

Question 4.
en Vision® STEM Kevin wants to build a wall. Circle the 3-D shape or shapes he could stack to build the wall.

Explanation:
STEM Kevin can build the wall with these two shape one is cube and other one is rectangular prism.
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex. The cube is the only regular hexahedron. It has 6 faces, 12 edges, and 8 vertices.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
Problem Solving

Solve the problems below.
Question 5.
Explain Do all cubes have the same number of edges?
Yes
No
Yes all cubes have the same number of edges.
Explanation:
A cube has sides of equal length and each vertex forms a right angle between the edges. Hence, a cube has 6 faces, 12 edges, and 8 vertices. So all cubes have the same number of edges.

Explain or draw a picture to show how you know.

Explanation:
A cube has sides of equal length and each vertex forms a right angle between the edges. Hence, a cube has 6 faces, 12 edges, and 8 vertices.

Question 6.
Higher Order Thinking Steve says that both of these shapes are the same because they both have 6 faces and both are purple. Do you agree? Explain.

Question 7.
Assessment Practice Match each shape with the words that describe it.

Explanation:
A rectangular prism has 8 vertices. So match the rectangular prism with the 8 vertices.
A cube has 6 equal faces. So match the cube with the 6 equal faces.
A sphere has no flat surfaces or vertices. So match the sphere with the no flat surfaces or vertices.
A cone has one vertex. So match the cone with one vertex.

### Lesson 14.8 Compose with 3-D Shapes

Solve & Share
Use green cubes to build two different rectangular prisms. Draw and write about the shapes you made. How many cubes did you use to build both rectangular prisms?

I can … put 3-D shapes together to make another 3-D shape.

Visual Learning Bridge

Convince Me! How can you find the 3-D shapes that make an object?

Guided Practice

Circle the 3-D shapes that could be put together to make the object.
Question 1.

Question 2.

Explanation:
The 3-D shapes that makes an above object are rectangular prism and cube. Draw a circle for the 3-D shapes that could be put together to make the object are rectangular prism and cube.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex.

Independent Practice

Circle the 3-D shapes that could be put together to make the object.
Question 3.

Explanation:
The 3-D shapes that makes an above object are rectangular prism, cube, cylinder, and sphere. Draw a circle for the 3-D shapes that could be put together to make the object are rectangular prism, cube, cylinder, and sphere.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
A cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere.

Question 4.

Explanation:
The 3-D shapes that makes an above object are rectangular prism, cylinder, and cone. Draw a circle for the 3-D shapes that could be put together to make the object are rectangular prism, cylinder, and cone.
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone. The circular base has measured value of radius.

Question 5.

Explanation:
The 3-D shapes that makes an above object are cylinders. Draw a circle for the 3-D shapes that could be put together to make the object are cylinder.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
Question 6.
Higher Order Thinking Jon wants to combine 6 green cubes to make a bigger cube. Can Jon do this? Explain. Use cubes to help.

Jon can combine 6 green cubes to make bigger cube.
Explanation:
Jon can combine 6 green cubes to make bigger cube. In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex. The cube is the only regular hexahedron. It has 6 faces, 12 edges, and 8 vertices.

Problem Solving

Solve the problems below.
Question 7.
Make Sense Ralph made this shape below with 3-D shapes.

What 3-D shapes did Ralph use?
Ralph used two cones and one cylinder.
Explanation:
Ralph used two cones and one cylinder.
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone.

Question 8.
Make Sense Kirsten has 12 ice cubes. She wants to combine the ice cubes to make an ice sculpture.

What 3-D shape could Kirsten make with the ice cubes?
Kristen can make a 3D shape with ice cubes is rectangular prism.
Explanation:
A rectangular prism has 8 vertices, 12 sides and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross section. Rectangular prisms can be of two types, namely right rectangular prism and non-right rectangular prisms.

Question 9.
Higher Order Thinking Ellen uses two of the same shape to build a bigger 3-D shape. Her new figure has 2 flat surfaces and O vertices.
What 2 shapes did Ellen use?
_________________
What bigger shape did Ellen build?
__________________
Ellen used two same shape cylinders to build a bigger 3D shape.
The bigger shape is cylinder. A cylinder has 2 flat surfaces and 0 vertices.
Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.

Question 10.
Assessment Practice Which object could be made with a and a ?

Explanation:
The object that could be made with both cone and cylinder is crayon. Put a tick mark to the option A.

### Lesson 14.9 Problem Solving

Make Sense and Persevere
Solve & Share
Draw an X on all the objects that have flat surfaces that are circles. Tell how you know the flat surfaces are circles. Make sense of the problem by circling the words that are true about the objects you crossed out.

I can … make sense of problems.
Thinking Habits What am I asked to find? What else can I try if I get stuck?

Visual Learning Bridge

Convince Me! What words can always be used to describe a rectangular prism?

Guided Practice

Circle the words that are true of the shapes.
Question 1.
All of these shapes are squares.

Independent Practice

Circle the words that are true of the shapes. Then explain how you know.
Question 2.
All of these shapes are cones.

All cones:
are blue
have I flat surface
have I edge
have | vertex

Explanation:
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). The distance from the vertex of the cone to the base is the height of the cone. The circular base has measured value of radius. All cones have one flat surface and one vertex.

Question 3.
All of these shapes are hexagons.

All hexagons:
are small
have 6 sides
are blue
have 6 vertices

Explanation:
Hexagon is a two-dimensional geometrical shape which is made of six sides, having the same or different dimensions of length. All hexagons have 6 sides and 6 vertices.

Problem Solving

Arts and Crafts Wes has cubes, spheres, cylinders, and cones. He wants to use these shapes to make art pieces for an arts and crafts sale at his school.

Wes wants to put together the right shapes for each piece of art.

Question 4.
Be Precise Wes wants to put together one shape that has 6 faces and one shape that has no flat surfaces. What shapes can he use? Explain.
He uses cube and sphere. The one shape that has 6 faces is called as cube and the one shape that has no flat surfaces is called as sphere.
Explanation:
In geometry, a cube is a three-dimensional solid object bounded by six square faces, facets or sides, with three meeting at each vertex.
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere.

Question 5.
Reasoning Wes puts two cubes together to make a new shape. Tell what shape Wes made and one thing that is true about the new shape.

### Topic 14 Fluency Practice Activity

Show the Word
Color these sums and differences. Leave the rest white.

I can … add and subtract within 10.

The word is
________ __________ ____________

The word is OFF
Explanation:
By coloring these sums and differences we got the word as OFF. For one I colored blue, for two I colored orange and for three I colored green.

### Topic 14 Vocabulary Review

Understand Vocabulary
Word List
• 2-D shape
• 3-D shape
• attributes
• cone
• cube
• cylinder
• edge
• face
• flat surface
• rectangle
• rectangular prism
• side
• sphere
• square
• triangle
• vertex/ vertices

Question 1.
Put an X on the 2-D shape that has no vertices. Circle the 2-D shape that has 4 vertices and 4 equal sides.

Explanation:
Here I put X to the circle because it has no vertices. A circle is a closed two-dimensional figure in which the set of all the points in the plane is equidistant from a given point called “center”.
Here I drawn a circle for square because it has four vertices and 4 equal sides. Square is a regular quadrilateral, which has all the four sides of equal length and all four angles are also equal.

Question 2.
Write what part of the shape is shown. Use the Word List.

In the above image we can observe a flat surface of the cone.
Explanation:
In the above image the arrow points to the flat surface of the cone. A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base(which does not contain the apex).
Question 3.
Complete the name of the shape. Use the Word List to help you.

________ prism
The name of the above shape is rectangular prism.
Explanation:
In the above image we can observe a rectangular prism. A rectangular prism is a three-dimensional shape. It has six faces, and all the faces of the prism are rectangles. Both the bases of a rectangular prism must be a rectangle. Also, the other lateral faces will be rectangles. It is also called a cuboid.

Use Vocabulary in Writing
Question 4.
Draw some shapes. Label the shapes using words from the Word List.

Explanation:
From the above word list I draw some shapes. Here I draw two 2D shapes and two 3D shapes. In 2D shapes I draw square and triangle. In 3D shapes I draw sphere and cone as we can observe in the above image.

### Topic 14 Reteaching

Set A

You can define 2-D shapes by their attributes.
A hexagon must be a closed figure. It must have 6 sides and 6 vertices.

Color, overall size, or position do not define a shape.

Solve each problem below.
Question 1.
Circle the shape that has 4 straight sides and 4 vertices.

Explanation:
In the above shapes I draw a circle for rectangle shape because it has four straight sides and 4 vertices. A rectangle is a two-dimensional figure, which has four sides (Quadrilateral) and four corners/vertices. All the interior angles are equal, which measures 90 degrees. The opposite sides of a rectangle are parallel and are of equal measure.

Question 2.
Circle the shape that has 0 vertices.

Explanation:
In the above shapes I draw a circle for circle shape because it has 0 vertices. A circle is a closed two-dimensional figure in which the set of all the points in the plane is equidistant from a given point called “center”.

Set B

You can make 2-D shapes using different kinds of materials.

Use materials your teacher gives you to make a rectangle. Glue or tape it in the box.
Question 3.

Set C

You can use pattern blocks to make a larger shape.

Question 4.
Make this shape in two different ways.

Set D

You can use pattern blocks to make a picture.

Write the number of blocks you used.

Question 5.
Make a picture. Write how many of each block you used.

Set E

Reteaching Continued
You can find faces, flat surfaces, edges, and vertices on 3-D shapes or objects.

Write how many flat surfaces, edges, and vertices for each shape.
Question 6.

_________ flat surfaces
________ vertices
________ edges
A cylinder has 2 Flat surfaces, 0 vertices and 2 edges.
Explanation:
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. A cylinder has 2 Flat surfaces, 0 vertices and 2 edges.

Question 7.

_________ flat surfaces
________ vertices
________ edges
A cone has 1 flat surfaces and 1 vertices and 0 edges.
Explanation:
A cone is a shape formed by using a set of line segments or the lines which connects a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). A cone has 1 flat surfaces and 1 vertices and 0 edges.

Set F

You can combine 3-D shapes to make bigger 3-D shapes. Combine 2 cubes.

Two shapes were combined to make a new shape. Write the number of flat surfaces, vertices, and edges for the new shape.
Question 8.

Explanation:
A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis. A cylinder has a curved lateral surface and two circular faces at its ends. A cylinder has no corner or vertex. A cylinder has 2 circular edges.

Set G

All of these are cylinders.

Cylinders are defined by:
0 vertices and 2 flat surfaces.
Cylinders are NOT defined by:
Color or Direction

Finish the sentences to define spheres.

Question 9.
Spheres are defined by:
________ and _________.
Spheres are defined by 0 vertices and 0 flat surfaces.
Explanation:
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere. Sphere has 0 vertices and 0 flat surfaces.

Question 10.
Spheres are NOT defined by:
____________ or ___________.
Spheres are not defined by color or directions.
Explanation:
A sphere is a three-dimensional figure (solid figure), which is made up of all points in the space, which lie at a constant distance called the radius, from a fixed point called the center of the sphere. Sphere has 0 vertices and 0 flat surfaces. Spheres are not defined by color or directions.

Set H

Thinking Habits
Persevere
What am I asked to find? What else can I try if I get stuck?

Circle the words that are true for all rectangles.

Question 11.
All rectangles:
have sides of different lengths.
are blue.
have 4 vertices.

Explanation:
A Rectangle is a four sided-polygon, having all the internal angles equal to 90 degrees. The two sides at each corner or vertex, meet at right angles. The opposite sides of the rectangle are equal in length which makes it different from a square. It has 4 vertices.

### Topic 14 Assessment Practice

Question 1.
Which shape has exactly 3 sides?
A. rectangle
B. triangle
C. circle
D. Square
B. Triangle
Explanation:
A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. Triangle is a plane figure with three straight sides and three angles.

Question 2.
How do you know if a shape is a square?
A. The shape has 0 edges and 0 vertices.
B. The shape has 3 edges and 3 vertices.
C. The shape has 4 edges and 4 vertices.
D. The shape has 4 edges that are the same length and 4 vertices.
D. The shape has 4 edges that are the same length and 4 vertices.
Explanation:
In geometry, a square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle in which two adjacent sides have equal length. A square has 4 edges that are the same length and 4 vertices.

Question 3.
How many flat surfaces and edges does a cone have?
________ flat surface(s)
________ edge(s)
Cone have 1 flat surface.
Cone have 0 edges.
Explanation:
A cone is a shape formed by using a set of line segments or the lines which connect a common point, called the apex or vertex, to all the points of a circular base (which does not contain the apex). A cone has 0 edges and has 1 flat surface.

Question 4.
Jaxon makes 3 triangles. Then he puts them together to make a new shape.
Draw a shape that Jaxon could have made.

Question 5.
Complete the sentence. Then explain how you know you are correct.

This 3-D shape is a _________.
This 3-D shape is a cylinder.
Explanation:
The above 3D shape is a cylinder. A cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.

Question 6.
Jazmin is making a butterfly. Use pattern blocks to draw in the pieces she is still missing.

Explanation:
Jazmin is making a butterfly. She missed some pieces. By using pattern blocks we can make a butterfly. The pattern blocks are trapezium and hexagon. She missed three pieces of hexagon and one piece of trapezium. By using these shapes we can complete the butterfly shape.

Question 7.
Choose two sets of shapes you can use to make .

Question 8.
All of these shapes are triangles. Circle two ways to describe all triangles.

Explanation:
A triangle is a polygon with three edges and three vertices. It is one of the basic shapes in geometry. All triangles have 3 sides and 3 vertices.

Question 9.
A. Which 3-D shape does NOT have a vertex?

Explanation:
In the above image, we can observe 4 different 3D shapes. The shapes are cube, rectangular prism, cone, and cylinder. The cylinder has 0 vertices.

B. What is the name of the shape you chose in A?
The name of the shape I choose in A is a cylinder.
Explanation:
In mathematics, a cylinder is a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance. These bases are normally circular in shape (like a circle) and the center of the two bases are joined by a line segment, which is called the axis.

Question 10.
Circle the two 3-D shapes that can be used to make this object.

Explanation:
The two 3D shapes that make the above objectives are rectangular prism and cube.
A rectangular prism has 8 vertices, 12 sides, and 6 rectangular faces. All the opposite faces of a rectangular prism are equal. A rectangular prism has a rectangular cross-section.
In Geometry, a Cube is a solid three-dimensional figure, which has 6 square faces, 8 vertices, and 12 edges.

Question 11.
A. Which 2-D shape has no straight sides?

Explanation:
In the above image, we can observe four different 2D shapes. The shapes are Hexagon, parallelogram, square, circle. The 2D shape that has no straight sides is the circle.

0 vertices
Explanation:
The circle doesn’t have vertices.

Question 12.
Match each 3-D shape with one way to describe it. Use each description once.

Explanation:
A cone has 1 vertex.
A sphere has no flat surfaces.
A rectangular prism has 12 edges.
A cube has 12 edges and 6 square faces.

Home Sweet Home! Leslie uses shapes to make this drawing of her house.

Question 1.
Color two of the rectangles in the drawing blue.

Question 2.
Explain how you know that the two shapes are rectangles.
As parallel sides are equal we can know that it is a rectangle

Question 3.
One of the windows of the house is in the shape of a hexagon.
Show 3 ways you could make a hexagon using smaller shapes. You can use pattern blocks to help you.

Question 4.
Leslie has these tents in her backyard.

She says that the doors of both tents are the shape of a triangle because they have 3 sides and 3 vertices.
Do you agree with Leslie’s reasoning? Circle Yes or No.
Yes
No
Yes.

Explanation:
As the tent is in triangle shape, so they have 3 sides and 3 vertices.

Question 5.
Leslie has a table in her house that is this shape.

Part A
What is the shape of her table?

Rectangle.

Explanation:
The shape of her table is rectangle as the parallel sides are equal.

Part B
How many of each does her table have?
faces ________
edges ________
vertices ________

Faces – 2.
Edges – 4.
Vertices – 4.

Explanation:
As the table is rectangle shape, so the number of faces of the rectangle is 2.
The edges of the rectangle is 4.
The vertices of the rectangle is 4.

Part C
What 3-D shapes could Leslie put together to make her table?
Right rectangular prism.

Explanation:
The 3-D shapes could be right rectangular prism.

## enVision Math Common Core Grade 1 Answer Key Topic 11 Use Models and Strategies to Subtract Tens

Practice with the help of enVision Math Common Core Grade 1 Answer Key Topic 11 Use Models and Strategies to Subtract Tens regularly and improve your accuracy in solving questions.

## enVision Math Common Core 1st Grade Answers Key Topic 11 Use Models and Strategies to Subtract Tens

enVision STEM Project: Tools Solve Problems

Find Out Talk to friends and relatives about different tools we use to solve problems. Ask them about tools they use in their everyday lives.
Journal: Make a Book Show what you found out. In your book, also:

• Draw some tools that solve simple problems. Make sure to describe the simple problems they solve.
• Make up and solve subtraction problems about tools.

Review What You Know

Vocabulary

Question 1.
How many tens are in this number?
23
__ tens
2 tens .
Explanation :
23 have 2 is in tens place and 3 is in Ones place .

Question 2.
Use the hundred chart to count by 10s.

30, 40, 50, ___, ___
30, 40, 50, 60, 70 .

Question 3.
Use the open number line to add.

7 + 9 = __

Explanation :
Start at 7 and to add 9 make 9 jumps from 7 you land at 16 which is the sum .

Count Back to Subtract

Question 4.
Mark takes 8 pictures. Julia takes 3 fewer pictures than Mark. Count back to find how many pictures Julia took.
8, __, ___, __ __ pictures
Number of Pictures taken by Mark = 8
Number of pictures taken by Julia = 3 fewer pictures than Mark = 8 – 3 = 5 Pictures .

Explanation :
Start at 8 and to subtract 3 from 8 . jump back 3 times you will land at 5 which is the difference .

Question 5.
Katie picks 15 flowers. Max picks 13 flowers. Count back to find how many fewer flowers Max picked than Katie.
15, ___, ___ ___ fewer flowers
Number of Flowers Katie picks = 15 flowers
Number of flowers Max picks = 13 flowers
Number of fewer flowers Max picked than Katie = 15 – 13 = 2 flowers .
Therefore, Number of fewer flowers Max picked than Katie = 2 flowers  .

Explanation :
Count back
Start at 15 and count back and make 13 jumps as we are subtracting 13 .
you land at 2 , which is the difference .

Subtraction Facts

Question 6.
Find each difference.
12 – 4 = ___
14 – 7 = ___
19 – 9 = ___
12 – 4 = 8
14 – 7 = 7
19 – 9 =10

Pick a Project

PROJECT 11A

Have you ever looked closely at money?
Project: Study Penny Collections

PROJECT 11B

Where are baby sea turtles born?
Project: Tell Sea Turtle Subtraction Stories

PROJECT 11C

What’s your favorite flavor of smoothie?
Project: Set Up a Smoothie Stand

3-ACT MATH PREVIEW

Math Modeling

So Many Colors

Before watching the video, think: When you clean up, how many toys can you clean up at the same time? How can you tell how many toys fit in a container?

### Lesson 11.1 Subtract Tens Using Models

Solve & Share

Visual Learning Bridge

Convince Me!
When you solve 40 – 10, how does the tens digit change? How does the ones digit change?
40 – 10 = 30
In tens digit only the tens values are subtracted and the ones digit will remain same as 0 .
In Ones digit only the subtracted values are written .

Guided Practice
Write the numbers to complete each equation.

Question 1.

Explanation :
70 – 10 is like subtracting 1 ten from groups of 10 .
7 tens – 1 tens = 6 tens .

Question 2.

___ tens – ___ tens = ___ tens.
__ – __ = ___

Explanation :
60 – 20 is like subtracting 1 ten from groups of 10 .
6 tens – 2 tens = 4 tens .

Independent Practice

Write the numbers to complete each equation.

Question 3.

___ tens – ___ tens = ___ tens.
__ – __ = ___

Explanation :
80 – 30 is like subtracting 1 ten from groups of 10 .
8 tens – 3 tens = 5 tens .

Question 4.

___ tens – ___ tens = ___ tens.
__ – __ = ___

Explanation :
50 – 10 is like subtracting 1 ten from groups of 10 .
5 tens – 1 tens = 4 tens .

Question 5.

___ tens – ___ tens = ___ tens.
__ – __ = ___

Explanation :
80 – 20 is like subtracting 1 ten from groups of 10 .
8 tens – 2 tens = 6 tens .

Question 6.

___ tens – ___ tens = ___ tens.
__ – __ = ___

Explanation :
60 – 30 is like subtracting 1 ten from groups of 10 .
6 tens – 3 tens = 3 tens .

Problem Solving

Solve each problem below.

Question 7.
Ethan has 30 crayons. He gives 10 crayons away. How many crayons does Ethan have now? Write the equation.
__ – ___ = ____ crayons
Number of Crayons with Ethan = 30 crayons
Number of Crayons given away = 10 crayons .
Number of crayons with Ethan now = 30 – 10 = 20 crayons .

Question 8.
Algebra Jacob solved these problems. Did Jacob subtract 1 or 10?
Finish the equations.
50 – = 40
60 – = 59

so, Jacob used both 10 and 1 to subtract the equations .
Explanation :
To get 40 as difference we need to subtract 10 from 50 .
To get 59 as difference we need to subtract 1 from 60 .

Question 9.
Higher Order Thinking Write and solve a story problem for 90 – 10.

Question 10.
Assessment Practice 20 teddy bears are for sale at the store. Then, 10 teddy bears are sold.

How many teddy bears are on sale at the store now?

Option c – 10
Explanation :
Number of teddy bears for sale = 20
Number of teddy bears are sold = 10
Number of teddy bears are left = 20 – 10 = 10 bears .

### Lesson 11.2 Subtract Tens Using a Hundred Chart

Solve & Share

Use a hundred chart to find these differences. 50 – 30 = ? 30 – 20 = ? 80 – 10 = ? Explain.

Visual Learning Bridge

Convince Me!
Find 80 – 50. Explain how you found the difference.

Explanation :
Start at 80
For every ten we subtract, move up 1 row – to subtract 50 that is 5 tens we move up 5 rows .
after moving 5 rows we land at 30 which is the difference .

Guided Practice

Question 1.
40 – 10 = 30

Question 2.
40 – 20 = __

Question 3.
30 – 20 = ___

Question 4.
10 – 10 = ___
10 – 10 = 0

Explanation :
start at 10
To subtract 10 from 10
cancel 10 numbers from 10 count back
it will land at 0 , the difference .

Independent Practice

Question 5.
50 – 30 = ___

Question 6.
80 – 60 = ___

Question 7.
30 – 30 = ___

Question 8.
90 – 30 = ___

Question 9.
70 – 20 = ___

Question 10.
20 – 10 = ___

Question 11.
60 – 30 = ___

Question 12.
90 – 50 = ___

Question 13.
90 – 40 = ___

Question 14.
80 – 40 = ___

Algebra Find the missing numbers.

Question 15.
30 – ___ = 20
30 – ___ = 20
30 – 20 = x
x = 10 .

Question 16.
___ – 30 = 10
40
Explanation :
___ – 30 = 10
x – 30 = 10
x = 30 + 10
x = 40 .

Question 17.
___ – 50 = 20
70
Explanation :
___ – 50 = 20
x – 50 = 20
x = 50 + 20
x = 70 .

Question 18.
20 – ___ = 0
20
Explanation :
20 – ___ = 0
20 – x = 0
x = 20 .

Question 19.
___ – 20 = 30
50
Explanation :
___ – 20 = 30
x – 20 = 30
x = 30 + 20
x = 50 .

Question 20.
70 – __ = 30
40
Explanation :
70 – __ = 30
70 – x = 30
x = 70 -30
x = 40 .

Problem Solving

Use the chart to solve each problem. Show your work.

Question 21.
Use Tools Colvin throws a dart at a target 70 times. 10 times, he misses the target. How many times did he hit the target?
__ – ___ = ___
___ times
Number of times he threw the dart = 70 times.
Number of times he misses the target = 10 times .
Number of times he targets = 70 – 10 = 60 times .

Question 22.
Use Tools Mal’s basketball team scores 40 points. They score 10 more points than the other team. How many points did the other team score?
__ – ___ = ___
___ points
Score of Mal’s basketball team = 40 points .
Score of other team = 10 more points than the other team = 40 – 10 = 30 points .

Question 23.
Higher Order Thinking Circle any number in the last row of the partial hundred chart above. Subtract 30. Write your equation.
Any number of last row of the partial hundred chart above = 70 .
70 – 30 = 40

Question 24.
Assessment Practice Leo makes 50 muffins for his class bake sale. He sells 10 muffins. How many muffins are left?
A. 10
B. 20
C. 30
D. 40
Number of muffins baked = 50
Number of muffins for sold = 10
Number of muffins left = 50 – 10 = 40 . muffins .
Therefore, Number of muffins left = 40 muffins .

### Lesson 11.3 Subtract Tens Using an Open Number Line

Solve & Share

Solve 50 – 20 by showing it on this open number line. Be ready to explain your work.

Visual Learning Bridge

Convince Me!
How can you use an open number line to subtract tens?
We can use open number line for subtraction by counting back .

Guided Practice

Use the open number line to subtract. Be ready to explain your work.

Question 1.
30 – 20 = ___

30 – 20 = 10 .
Explanation :
Start at 30 . Use place value take 20 as 2 groups of 10 .
count back 2 10’s from 30 .
we land on 10 which is the difference .

Question 2.
90 – 50 = ___

Explanation :
Start at 90 . Use place value take 50 as 5 groups of 10 .
count back 5 10’s from 90 .
we land on 40 which is the difference .

Independent Practice

Use the open number lines to subtract. Be ready to explain your work.

Question 3.
70 – 20 = ___

Explanation :
Start at 70 . Use place value take 20 as 2 groups of 10 .
count back 2 10’s from 70 .
we land on 50 which is the difference .

Question 4.
60 – 10 = __

Explanation :
Start at 60 . Use place value take 10 as 1 group of 10 .
count back 1 10’s from 60 .
we land on 50 which is the difference .

Question 5.
80 – 30 = __

Explanation :
Start at 80 . Use place value take 30 as 3 groups of 10 .
count back 3 10’s from 80 .
we land on 50 which is the difference .

Question 6.
40 – 40 = ___

Explanation :
Start at 40 . Use place value take 40 as 4 groups of 10 .
count back 4 10’s from 40 .
we land on 0 which is the difference .

Problem Solving

Use open number lines to solve the problems.

Question 7.
Model Dexter has 40 toothpicks. He uses 20 of them. How many toothpicks does he have left to use? Show your work.

___ – ___ = ___ Dexter has ___ toothpicks left.
Total Number of tooth picks = 40
Number of tooth picks used = 20 .
Number of tooth picks left = 40 – 20 = 20  tooth picks .

Question 8.
Higher Order Thinking Write an equation for what this number line shows.

50 – 30 = 20 .
Explanation :
started at 50 .
each jump represent – 10 .
3 jumps are made from 50 that is -30 .
lands on 20 which is the difference .

Question 9.
Assessment Practice Find 80 – 20. Explain your work.

Explanation :
Start at 80 . Use place value take 20 as 2 groups of 10 .
count back 2 10’s from 80 .
we land on 60 which is the difference .

### Lesson 1.4 Use Addition to Subtract Tens

Solve & Share

Mia has 70 stickers. Jack has 30 stickers. How many more stickers does Mia have than Jack has?

Visual Learning Bridge

Convince Me!
With addition, the parts are known, but not the total; with subtraction, the total and one of the parts are known, but not the other part. Because of this relationship between the two operations, using addition is the most effective thinking strategy for helping students learn the basic subtraction facts .

Guided Practice
Use addition to solve each subtraction problem. Show how to find the missing addend on the open number line.

Question 1.

Explanation :
Each jump represent + 10, 4 jumps are made 40 is added .
Start at 40 and make 4 jumps . You land on 80 , which is the sum .
From 80 , if we Subtract 40,we get 40 as difference.

Question 2.
30 + ___ = 90 so 90 – 30 = __

Explanation :
Each jump represent + 10, 6 jumps are made 60 is added .
Start at 30 and make 6 jumps . You land on 90 , which is the sum .
From 90 , if we Subtract 30, we get 60 as difference .

Independent Practice

Use addition to solve each subtraction problem. Show how to find the missing addend on the open number line.

Question 3.
20+ ___ = 60, so 60 – 20 = ___

Explanation :
Each jump represent + 10, 4 jumps are made 40 is added .
Start at 20 and make 4 jumps . You land on 60 , which is the sum .
From 60 , if we Subtract 20, we get 40 as difference .

Question 4.
30 + ___ = 80, so 80 – 30 = ___

Explanation :
Each jump represent + 10, 5 jumps are made 50 is added .
Start at 30 and make 5 jumps . You land on 80 , which is the sum .
From 80 , if we subtract 30, we get 50 as difference .

Use addition to solve each subtraction problem. Draw a picture to show your thinking.

Question 5.
30 + ___ = 50, so 50 – 30 = ___

Explanation :
Each jump represent + 10, 2 jumps are made 20 is added .
Start at 30 and make 2 jumps . You land on 50 , which is the sum .
From 50 , if we subtract 30, we get 20 as difference .

Question 6.
60 + __ = 80, so 80 – 60 = ___

Explanation :
Each jump represent + 10, 2 jumps are made 20 is added .
Start at 60 and make 2 jumps . You land on 80 , which is the sum .
From 80 , if we subtract 60, we get 20 as difference .

Problem Solving

Write an equation and solve the problems below.

Question 7.
Reasoning Mr. Andrews collects 90 papers from his students. He has already graded 40 papers. How many papers does Mr. Andrews have left to grade?

__ papers
Number of papers collected by Mr. Andrew = 90 papers
Number of papers graded = 40 papers .
Number of papers left to grade = 90 – 40 = 50 papers .
Therefore, Number of papers left to grade = 50 papers  .

Question 8.
Reasoning Stacy drives 40 miles to work. She has already driven some miles. Stacy has 20 miles left to drive. How many miles has Stacy already driven?

___ miles
Number of miles Stacy drives = 40 miles .
Number of miles left to drive = 20 miles.
Number of miles driven by Stacy = 40 – 20 = 20 miles .
Therefore, Number of miles driven by Stacy = 20 miles .

Question 9.
Higher Order Thinking Sam has 4 cases of juice boxes. There are 10 juice boxes in each case. He brings 3 cases to share with his class.
Write and solve an equation to show how many juice boxes Sam has left.
__ – __ = ___
___ juice boxes
Number of cases of juice boxes = 4
Number of juice boxes in each case = 10 .
Number of cases of juice boxes Sam took to share = 3
Number of cases of juice boxes left = 4 – 3 = 1 case .
Number of juice boxes in 1 case = 10 .juice boxes .
Therefore, Number of juice boxes left = 10 juice boxes .

Question 10.
Assessment Practice Dr. Tess had 20 patients to see today. She has already seen 10 of them. How many patients does Dr. Tess have left to see?
A 40
B 30
C 20
D 10
Option D – 10 .
Explanation :
Number of patients = 20 .
Number of patients already seen by Dr . = 10 .
Number of patients left to see = 20 – 10 = 10 patients .

### Lesson 11.5 Mental Math: Ten Less Than a Number

Solve & Share

Suppose you have 89 trading cards. How many cards would 10 more cards be? How many cards would 10 less cards be?

89 + 10 = 99
tens digit value is increased by 1, 8tens + 1 tens = 9 tens
ones digit value remains same . 9 ones .
89 – 10 = 79
tens digit value is decreased by 1, 8tens – 1 tens = 7 tens
ones digit value remains same . 9 ones .
Explanation :
Adding 10 increases the the digit in the tens place by 1 (as long as it is not 9).
Subtracting 1 decreases the the digit in the tens place by 1 (as long as it is not 0).

Visual Learning Bridge

Convince Me!
Explain why only the tens digit changes when you subtract 10 from 76.
Subtracting 10 from the 76 decreases one from the tens digit value
that is 7 – 1 = 6
and ones digit 6 remains the same as any number subtracted from 0 gives number itself .
so, no change takes place to the one’s digit value .
so, 76 – 10 = 66 .

Guided Practice
Use mental math to subtract. Use ten-frames if needed.

Question 1.

Explanation :
26 is represented in ten frame .
to subtract 10 from 26 complete 1 ten frame is removed
then difference = 16 .

Question 2.

32 – 10 = ___

Explanation :
32 is represented in ten frame .
to subtract 10 from 32 complete 1 ten frame is removed
then difference = 22 .

Question 3.
98 – 10 = ___

Explanation :
98 is represented in ten frame .
to subtract 10 from 98 complete 1 ten frame is removed
then difference = 88 .

Question 4.
44 – 10 = __

Explanation :
44 is represented in ten frame .
to subtract 10 from 44 complete 1 ten frame is removed
then difference = 34 .

Independent Practice

Use mental math to solve.

Question 5.
53 – 10 = ___

Explanation :
53 is represented in ten frame .
to subtract 10 from 53 complete 1 ten frame is removed
then difference = 43 .

Question 6.
20 – 10 = __

Explanation :
20 is represented in ten frame .
to subtract 10 from 20 complete 1 ten frame is removed
then difference = 10 .

Question 7.
32 – 10 = ___

Explanation :
32 is represented in ten frame .
to subtract 10 from 32 complete 1 ten frame is removed
then difference = 22 .

Question 8.
80 – 10 = __

Explanation :
80 is represented in ten frame .
to subtract 10 from 80 complete 1 ten frame is removed
then difference = 70 .

Question 9.
17 – 10 = ___

Explanation :
17 is represented in ten frame .
to subtract 10 from 17 complete 1 ten frame is removed
then difference = 7 .

Question 10.
60 – 10 = ___

Explanation :
60 is represented in ten frame .
to subtract 10 from 60 complete 1 ten frame is removed
then difference = 50 .

Question 11.
47 – 10 = ___

Explanation :
47 is represented in ten frame .
to subtract 10 from 47 complete 1 ten frame is removed
then difference = 37 .

Question 12.
85 – 10 = ___

Explanation :
85 is represented in ten frame .
to subtract 10 from 85 complete 1 ten frame is removed
then difference = 75 .

Question 13.
11 – 10 = ___

Explanation :
11 is represented in ten frame .
to subtract 10 from 11 complete 1 ten frame is removed
then difference = 34 .

Question 14.
Number Sense Subtract using ten-frames and mental math. Complete the related addition equation.

Explanation :
39 is represented in ten frame .
to subtract 10 from 39 complete 1 ten frame is removed
then difference = 29.

Problem Solving

Use mental math to solve the problems below.

Question 15.
Reasoning Jamal has 43 stamps on his desk. He puts 10 stamps in a notebook. How many stamps are left?

__ stamps

Explanation :
Number of stamps on desk = 43 stamps.
Number of stamps kept in book = 10 stamps.
Number of stamps left over = 43 – 10 stamps = 33 stamps.

Question 16.
Vocabulary Ed brings 27 oranges home. His family eats 10 of them. How many oranges does Ed have left? Find the difference.
27 – 10 = ___
___ oranges
Number of Oranges brought = 27
Number of Oranges family ate = 10
Number of oranges left = 27 – 10 = 17
Therefore, Number of oranges left = 17 oranges .

Question 17.
Higher Order Thinking Write a subtraction story about 56 – 10. Then solve your story.

Addy have 56 mangos to sell . he sold 10 mangos, How many mangos did Addy left with ?
Total Number of Mangoes = 56
Number of Mangoes sold = 10 .
Number of mangoes left = 56 – 10 = 46 mangoes .

Question 18.
Assessment Practice Use mental math to find 44 – 10.
A 54
B 45
C 43
D 34
Option D – 34.
Explanation :
Subtracting 10 from the 44 decreases one from the tens digit value
that is 4 – 1 = 3
and ones digit 4 remains the same as any number subtracted from 0 gives number itself .
so, no change takes place to the one’s digit value .
so, 44 – 10 = 34 .

### Lesson 11.6 Use Strategies to Practice Subtraction

Solve & Share

Make up a story about 60 – 40. Then solve the subtraction problem. Use the strategy you think works best.

Visual Learning Bridge

Convince Me!
Which strategy would you use to solve 50 – 40? Explain why.
Number line.

Explanation :
Each jump represent -10 .
Start at 50 and make 4 jumps that is – 40 .
it lands on 10 which is the difference .

Guided Practice
Use the partial hundred chart or another strategy to solve each subtraction problem.

Question 1.
70 – 10 = 60

Question 2.
60 – 20 = __

Question 3.
43 – 10 = ___

Question 4.
70 – 30 = __

Independent Practice

Use the strategy you think works best to solve each subtraction problem. Explain your reasoning.

Question 5.
90 – 40 = ___

Explanation :
Hundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .

Question 6.
40 – 20 = ___

Explanation :
Hundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .

Question 7.
80 – 60 = ___

Explanation :
Hundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .

Question 8.
50 – 20 = ___

Explanation :
Hundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .

Question 9.
74 – 10 = ___

Explanation :
Hundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .

Question 10.
80 – 40 = ___

Explanation :
Hundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .

Question 11.
enVision® STEM Students at a school plant flowers in a garden. They plant 50 flowers in a part that gets a lot of sunshine. They plant 30 flowers in a part that is shaded from the sun. How many fewer flowers did they plant in a shaded spot than in a sunny spot? Write an equation to show your work.
___ – ___ = ___ ___ fewer flowers
Number of flower plants planted in sunshine = 50 flowers .
Number of flower plants planted in sunny spot = 30 flowers .
Number of fewer flower plants planted in shaded spot than in a sunny spot = 50 – 30 = 20 fewer flowers .
Therefore, 20 fewer flower plants are planted in shaded spot than in a sunny spot .

Problem Solving

Choose one of the strategies you learned to solve each subtraction problem.

Question 12.
Use Tools Charlie puts baseball cards into an album. He already put 10 cards in the album. He has 83 cards in all.
How many baseball cards does Charlie have left to put in the album?
__ cards
Total Number of cards = 83 cards .
Number of cards kept in album = 10 cards .
Total number of cards left to put in album = 83 – 10 = 73 cards .
Explanation :

Question 13.
Use Tools Pearl’s basketball team scores 50 points in one game. They score some points in the first half. They score 20 points in the second half.
How many points did Pearl’s team score in the first half?
___ points
Number of points scored by pearl’s team = 50 points .
Number of points in second half = 20
Number of points scored in first half = 50 – 20 = 30 points .
Explanation :

Question 14.
Higher Order Thinking Write a subtraction problem for which you would think addition to subtract. Explain why this would be a good strategy to use to solve this problem.
Andy walks 80 miles from his house to school to park . he  walks 60 miles from school to park . How many miles did he walk from house to school?
Solution :
Number of miles andy walk = 80 miles.
Number of miles he walked from School to park = 60 miles.
Number of miles he walked from house to school = 80 – 60 = 20 .

Explanation :
Each jump represent + 10, 2 jumps are made 20 is added .
Start at 60 and make 2 jumps . You land on 80 , which is the sum .
From 80 , if we subtract 60, we get 20 as difference .

Question 15.
Assessment Practice Explain how you would use a hundred chart to solve 60 – 20.

### Lesson 11.7 Model with Math

Solve & Share

Val picks 40 strawberries. She shares 20 of them with her brother. How many strawberries did Val keep for herself?

Thinking Habits
Can I use a drawing, diagram, graph, or table to model this problem? How can I make my model better if it doesn’t work?

Visual Learning Bridge

Convince Me!
In the example above, how do the boxes of 10 help model the problem?
The sum is given in the multiples of ten so, each box represent 10 and 70 is represented as 7 boxes to subtract 40 we need to cancel 4 boxes .
it made calculation part easier and simple .

Guided Practice
Use drawings, models, or equations to solve.

Question 1.
A store has 60 muffins. It sells 30 of the muffins. How many muffins does the store have now?
30 muffins

Number of muffins at store = 60 muffins .
Number of muffins sold = 30 muffins .
Number of muffins left out = 60 – 30 = 30 muffins .

Therefore, Number of muffins left out = 30 muffins .

Question 2.
Andy has 84 baseball cards. He has 10 more cards than Tia has. How many cards does Tia have?
___ cards
Number of base ball cards with Andy = 84 .
Andy has 10 more cards than Tia that means Tia have 10 less cards than Andy
Number of base ball cards with Tia = 84 – 10 = 74 cards .

Independent Practice

Use drawings, models, or equations to solve. Explain your work.

Question 3.
Viola has 80 stickers. Dean has 60 stickers. How many more stickers does Viola have than Dean?
___ more stickers
Number of Stickers with Viola = 80 stickers.
Number of stickers with Dean = 60 stickers .
Number of More stickers Viola have than Dean – 80 – 60 = 20 stickers .
Explanation :

Question 4.
__ pages
Number of pages Read by Mary = 50 pages .
Number of pages read by Carla = 50 – 20 = 30 pages .

Question 5.
A store has 72 toy cars. It sells 10 cars. How many cars does the store have left?
___ cars
Number of car toys = 72 .
Number of car toys sold = 10 .
Number of car toys left = 72 – 10 = 62 toys .
Therefore, Number of car toys left = 62 toys .

Problem Solving

Dog Walking James, Emily, and Simon walk dogs after school.
On Monday, they have 40 dogs to walk. James and Emily take 20 of the dogs for a walk. How many dogs are left for Simon to walk?

Total Number of dogs = 40 dogs
Number of dogs James and Emily took for walking = 20 dogs .
Number of dogs left to take for walking by Simon = 40 – 20 = 20 dogs .
Therefore, Simon takes 20 dogs for walk .

Question 6.
Make Sense What problem do you need to solve?
Number of dogs left to take for walking by Simon .

Question 7.

Use Tools What tool or tools can you use to solve this problem?
Subtraction

Question 8.
Model Write an equation to show the problem. Then use pictures, words, or symbols to solve.

___ dogs
Number of dogs left to take for walking by Simon = 40 – 20 = 20 dogs .

### Topic 11 Fluency Practice Activity

Point & Tally

Find a partner. Get paper and a pencil. Each partner chooses a different color: light blue or dark blue.
Partner I and Partner 2 each point to a black number at the same time. Subtract Partner 2’s number from Partner 1’s number.
If the answer is on your color, you get a tally mark. Work until one partner gets twelve tally marks.

Topic Vocabulary Review

Understand Vocabulary

Question 1.
Subtract the tens shown by the model.

__ tens – __ tens = ___ tens

Explanation :
60 – 30 is like subtracting 1 ten from groups of 10 .
6 tens – 3 tens = 3 tens .

Question 2.
Subtract the tens shown by the model.

__ tens – __ tens = ___ tens

Explanation :
80 – 60 is like subtracting 1 ten from groups of 10 .
8 tens – 6 tens = 2 tens .

Question 3.
10 + 40 = 50
25 + 25 = 50
30 + 20 = 50
40 + 10 = 50

Explanation :
50 – 30 = 20
20 + 30 = 50 .

Question 4.
Solve 40 – 20 using a partial hundred chart. Circle the difference.

Question 5.
Use mental math to solve 70 – 10. Circle the difference.

70 – 10 = 60

Explanation :
70 is represented in ten frame .
to subtract 10 from 70 complete 1 ten frame is removed
then difference = 60 .

Use Vocabulary in Writing

Question 6.
Solve 80 – 50 using an open number line. Explain how you solved it using terms from the Word List.

Explanation :
Each jump represent – 10, 5 jumps are made that is -50 . .
Start at 80 and make 5 jumps . You land on 30 , which is the difference count back .

### Topic 11 Reteaching

Set A

You can subtract tens.
40 – 30 = ?
You need to subtract 30, which is 3 tens.
Cross out that many tens.

Count the tens and ones that are left.
40 – 30 = 10

Cross out the tens. Write the difference.

Question 1.

60 – 40 = ___

Explanation :
You need to subtract 40, which is 4 tens.
Cross out 4 tens.
Count the tens and ones that are left are 20 which is the difference .
60 – 40 = 20

Question 2.

50 – 20 = ___

Explanation :
You need to subtract 20, which is 2 tens.
Cross out 2 tens.
Count the tens and ones that are left are 30 which is the difference .
50 – 20 = 30

Set B

You can use a hundred chart to subtract tens.
80 – 20 = ?

Use this partial hundred chart to subtract tens.

Question 3.
70 – 20 = ___

Explanation :
Start at 70 .
For every 10 you subtract , move up 1 row .
20 , is 2 tens . so, move up 2 rows .
lands on 50 which is the difference .

Question 4.
60 – 10 = ___
60 – 10 = 50 .

Explanation :
Start at 60 .
For every 10 you subtract , move up 1 row .
10 , is 1 tens . so, move up 1 rows .
lands on 50 which is the difference .

Set C

You can use mental math to subtract tens. Find 46 – 10.

Subtract. Use mental math.

Question 5.
62 – 10 = ___
62 – 10 = 52 .

Explanation :
You need to subtract 10, which is 1 tens.
Cross out 1 tens.
6 tens – 1 tens = 5 tens .
so, 62 – 10 = 52 .

Question 6.
89 – 10 = ___

Explanation :
You need to subtract 10, which is 1 tens.
Cross out 1 tens.
8 tens – 1 tens = 7 tens .
so, 89 – 10 = 79 .

Question 7.
27 – 10 = ___

Explanation :
You need to subtract 10, which is 1 tens.
Cross out 1 tens.
2 tens – 1 tens = 1 tens .
so, 27 – 10 = 17 .

Set D

Thinking Habits
Model with Math

Can I use a drawing, diagram, table, or graph to model the problem? How can I make my model better if it doesn’t work?

Write an equation to solve. Use drawings or models to show your work.

Question 8.
A store has 50 toy boats. They sell 10 boats. How many toy boats does the store have now?
___ toy boats
Number of toy boats = 50 .
Number of toy boats sold = 10 .
Number of toy boats left = 50 – 10 = 40 .

### Topic 11 Assessment Practice

Question 1.
Use the partial hundred chart to subtract tens.

A 70
B 60
C 50
D 40
Option C .

Explanation :
Start at 70 .
For every 20 you subtract , move up 2 rows .
20 , is 2 tens . so, move up 2 rows .
lands on 50 which is the difference .

Question 2.
Use the place-value blocks. Find the difference.
A 10
B 20
C 30
D 40
Option A

Explanation :
You need to subtract 30, which is 3 tens.
Cross out 3 tens.
4 tens – 3 tens = 1 tens .
so, 40 – 30 = 10 .

Question 3.
Use the open number line to solve. Show your work. Explain how you used the number line to find the answer. 60 – 20 = ____

Explanation :
Start at 60 . Use place value take 20 as 2 groups of 10 .
count back 2 10’s from 60 .
we land on 40 which is the difference .

Question 4.
Solve the problem. Use any strategy. Explain why you picked the strategy. Write an addition equation to check your answer.
70 – 60 = ___

Explanation :
Start at 70 . Use place value take 60 as 6 groups of 10 .
count back 6 10’s from 70 .
we land on 10 which is the difference .

Question 5.
23 – 10 =

Explanation :
23 is represented in ten frame .
to subtract 10 from 23 complete 1 ten frame is removed
then difference = 13 .

Question 6.
94 – 10 = ___

Explanation :
94 is represented in ten frame .
to subtract 10 from 94 complete 1 ten frame is removed
then difference = 84 .

Question 7.
51 – 10 = ___

Explanation :
23 is represented in ten frame .
to subtract 10 from 23 complete 1 ten frame is removed
then difference = 13 .

Use addition to solve each subtraction problem.

Question 8.
50 + ___ = 80, so 80 – 50 = ___.
50 + 30 = 80,
so 80 – 50 = 30 .

Question 9.
20 + __ = 60, so 60 – 20 = ___.
20 + 40  = 60,
so 60 – 20 = 40.

Question 10.
A store has 90 sleds. It sells 30 sleds. How many sleds does the store have left?
Write an equation and solve. Use drawings or models to show your work.
___ sleds
Number of sleds = 90 .
Number of sleds sold = 30
Remaining Number of sleds = 90 – 30 = 60 .

Fred’s Farm
Fred sells different vegetables at his farm. He puts them in packages of 10.

Question 1.
Fred sells 3 packages of green peppers. How many green peppers does he have left to sell? Use the open number line to solve.

____ green Peppers
Number of peppers in each bag contains = 10 peppers
Total number of green peppers = 7 bags .
Number of peppers bags sold = 3 bags .
Number of peppers bags left = 7 – 3 = 4 bags .

Question 2.
Fred feeds 10 carrots to his horse. How many carrots does he have left?
___ carrots
Number of carrots = 6 bags
each bag contains 10 carrots .
Number of carrots = 6 × 10 = 60 carrots
Number of carrots feeds to Horse = 10
Number of carrots left = 60 – 10 = 50 carrots .

Question 3.
Fred sells 30 potatoes on Monday. He sells the rest on Tuesday. How many potatoes were sold on Tuesday?
Use the partial hundred chart to solve the problem. Write the missing numbers in the equation.

___ potatoes
Total Number of potatoes = 60
Number of potatoes sold on Monday = 30 .
Number of potatoes sold on Tuesday = ? = 60 – 30 = 30 potatoes .

Explanation :
Hundred chart is the best for subtraction problems for tens . it just move up 1 row for every 10 we subtract .
30 is 3 tens move up 3 rows .
we get 30 as the difference .

Question 4.
Debbie buys 4 packages of carrots at the farm. She uses 10 carrots to make soup. How many carrots does she have left? Solve the problem. Use one of the strategies you learned. Show how you solved the problem.

___ carrots
Number of carrots in each package = 10
Number of packages = 4
Number of carrots in 4 packages = 10 + 10 + 10 +10 = 40 carrots .
Number of carrots used for soup = 10
Number of carrots left = 40 -10 = 30 carrots .

Hundred chart is used to solve the above problem .

Question 5.
Ty buys 36 vegetables. Lee buys 10 fewer vegetables than Ty. How many vegetables does Lee buy?

Part A
What strategy could you use to solve the problem?
Hundred chart strategy .
Part B
Write an equation and solve the problem. Show how you solved it.

___ vegetables
Number of vegetables ty bought = 36
Number of vegetables lee buys = 10 fewer vegetables than Ty. = 36 – 10 = 26 .

26 vegetables .

## enVision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value

Practice with the help of enVision Math Common Core Grade 1 Answer Key Topic 8 Understand Place Value regularly and improve your accuracy in solving questions.

## enVision Math Common Core 1st Grade Answers Key Topic 8 Understand Place Value

enVision STEM Project: Daylight Throughout the Year
Find Out Talk to friends and relatives about why there is more daylight in summer than in winter.

Journal: Make a Book Draw pictures of the tilting globe and the sun at different times of the year. In your book, also:

• Add labels to show summer and winter.
• Write a sentence to describe the pattern of the seasons in your own words.

Review What You Know

Vocabulary

Question 1.
Circle the tens digit.

Explanation:
Given 2 digit number 48.
Two digit number have tens place and ones place.
4 is in tens place and 8 in ones place
4 is circled as tens digit.

Question 2.
Circle the ones digit.

Explanation:
Given 2 digit number 76.
Two digit number have tens place and ones place.
7 is in tens place and 6 in ones place
6 is circled as ones digit.

Question 3.
Use the ten-frames to find the sum.
7 + 9 = ___

Counting to 120

Question 4.
Write the number that comes next when counting forward by Is. Use a hundred chart to help you.
110, 111, 112, ____
110, 111, 112, 113
Explanation:
Given
A sequence of  3 digit numbers
110, 111, 112, ____ and asked to find the 4th digit by counting forward by Is
3 digit number have hundreds place  tens place and ones place
Since counting forward by 1s
we add the 1 to the ones place of 3rd digit to get the 4th digit keeping the tens place and hundreds place constant.
112 + 001 = 113.
Missing number is 113.

Question 5.
Maria counts by 10s. She starts at 30. Write the missing numbers.
30, ___, ___
60, ___
30, _40__, _50__
60, _70__
Explanation:
Maria counts by 10s
Given
30, ___, ___ and 2 number missing to find the missing number we add 1 to the tens place keeping ones place constant.
given
30 = 3 is tens digit and 0 ones digit.
3 + 1 = 4, 4 + 1 = 5.
30, _40__,_50__
60 = 6 tens digit and 0 ones digit
60 + 10 = 70
60, _70__

Hundred Chart

Question 6.
Write the missing numbers in this part of the hundred chart.

pick a Project

PROJECT 8A
What do you put on your hot dog?
Project: Act Out Serving Up Hot Dogs

Topping on the Hot dog
1. Hot dog bun.
2. Veg- dog or Non- Veg dog
3. Onion
4. Jalapenos
5. Lattice
6. Herbs
7. Sauces.

PROJECT 8B
Project: Make a Color Poster

PROJECT 8C
Can you eat a tiger?
Project: Play a Cracker Stack Game

PROJECT 8D
Which sea creatures have 10 legs?
Project: Make a Finger Painting

### Lesson 8.1 Make Numbers 11 to 19

Solve & Share

Use counters and ten-frames to show 12, then 15, and then 18. Draw your counters in the ten-frames below. Tell what is the same and different about each number you show.

Visual Learning Bridge

Convince Me!
How could you use ten-frames to show 13 counters?

Explanation:
one group of 10 ones = 1 ten
13 is made up of one group of 10 ones and 3 ones
13 is 1 ten and  3 ones.

Guided Practice

Use counters to make each number. Then write each number as I ten and some ones.

Question 1.
twelve
is 1 ten and ones.

Explanation:
one group of 10 ones = 1 ten
12 is made up of one group of 10 ones and 2 ones
12 = 10 + 2
12 is 1 ten and  2 ones.

Question 2.
fourteen
is 1 ten and ___ ones.

Explanation:
one group of 10 ones = 1 ten
14 is made up of one group of 10 ones and 4 ones
14 = 10 + 4
14 is 1 ten and  4 ones.

Question 3.
fifteen
is 1 ten and __ ones.

Explanation:
one group of 10 ones = 1 ten
15 is made up of one group of 10 ones and 5 ones
15 = 10 + 5
15 is 1 ten and  5 ones.

Independent Practice

Use counters to make each number. Then write the word or number.

Question 4.
sixteen
is ___ ten and 6 ones.

Explanation:
one group of 10 ones = 1 ten
16 is made up of one group of 10 ones and 6 ones
16 = 10 + 6
16 is 1 ten and  6 ones.

Question 5.
____
is 1 ten and 8 ones.

Explanation:
one group of 10 ones = 1 ten
18 is made up of one group of 10 ones and 8 ones
18 = 10 + 8
18 is 1 ten and  8 ones.

Question 6.
thirteen
is 1 ten and __ ones.

is 1 ten and __ ones.
Explanation:
one group of 10 ones = 1 ten
13 is made up of one group of 10 ones and 3 ones
13 = 10 + 3
13 is 1 ten and 3 ones.

Question 7.
eleven
is ___ ten and 1 one.

Explanation:
one group of 10 ones = 1 ten
11 is made up of one group of 10 ones and 1 ones
11 = 10 + 1
11 is 1 ten and  1 ones.

Question 8.
_____
is 1 and 7 ones.

Explanation:
one group of 10 ones = 1 ten
17 is made up of one group of 10 ones and  7 ones
17 = 10 + 7
17 is 1 ten and  7 ones.

Question 9.
nineteen
is 1 ten and 9 ones.

Explanation:
one group of 10 ones = 1 ten
19 is made up of one group of 10 ones and 9 ones
19 = 10 + 9
19 is 1 ten and  9 ones.

Question 10.
Vocabulary Circle the tens and ones that match the words shown.

Explanation:
one group of 10 ones = 1 ten
12 is made up of one group of 10 ones and 2 ones
12 = 10 + 2
12 is 1 ten and 2  ones.
Explanation:
one group of 10 ones = 1 ten
15 is made up of one group of 10 ones and 5 ones
15 = 10 + 5
15 is 1 ten and  5 ones.

Problem Solving

Solve each problem below.

Question 11.
Use Tools Jill has 14 buttons and 2 boxes. She puts 10 buttons in one box. How many buttons does Jill put in the other box? Draw counters to solve. Write the numbers.
___ buttons
__ is ___ ten and __ ones.

Question 12.
Higher Order Thinking Choose a number between 11 and 14. Draw a picture to show how to make the number with ten-frames. Write the number and the number word.

Question 13.
Assessment Practice Match the groups or numbers on the left with the number word on the right.

### Lesson 8.2 Numbers Made with Tens

Solve & Share

How are 2 tens and 20 ones alike and different?

Visual Learning Bridge

Convince Me!
How many tens are in 90? How do you know?

Explanation:
10 cubes make 1 ten.
To count the number of tens in 90
we count by 10’s as  10,20,30,40,50,60,70,80,90.
we count by tens as 1 ten, 2 tens, 3 tens, 4 tens, 5 tens, 6 tens, 7 tens, 8 tens, 9 tens.
There are 90 cubes
90 is 9 tens and 0 ones.

Guided Practice

Use cubes. Count by 10s. Write the numbers.

Question 1

Explanation:
10 cubes make 1 ten.
Here are 3 ten.
Count by 10’s to
10, 20, 30.
There are 30 cubes in all.
3 tens and 0 ones is 30.

Question 2.

___ tens and ___ ones is ____.

Explanation:
10 cubes make 1 ten.
Here are 5 ten.
Count by 10’s to
10, 20, 30, 40, 50.
There are 50 cubes in all.
5 tens and 0 ones is 50.

Independent Practice

Use cubes. Count by 10s. Draw the cubes. Write the numbers.

Question 3.

6 tens and 0 ones is ___.

Explanation:
10 cubes make 1 ten.
Here are 6 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60.
There are 60 cubes in all.
6 × 10 = 60.
6 tens and 0 ones is Sixty.

Question 4.

___ tens and ___ ones is 90.

Explanation:
10 cubes make 1 ten.
Here are 9 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60, 70, 80, 90.
There are 90 cubes in all.
9 × 10 = 90.
9 tens and 0 ones is Ninety.

Question 5.

8 tens and 0 ones is ___.

Explanation:
10 cubes make 1 ten.
Here are 8 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60, 70, 80.
There are 80 cubes in all.
8 × 10 = 80.
8 tens and 0 ones is Eighty.

Question 6.

__ tens and ___ ones is 70.

Explanation:
10 cubes make 1 ten.
Here are 7 ten.
Count by 10’s to
10, 20, 30, 40, 50, 60, 70.
There are 70 cubes in all.
7 × 10 = 70.
7 tens and 0 ones is Seventy

Question 7.
Number Sense Joey has 2 tens. He wants to trade the tens for ones. How many ones should Joey get?
____ ones

Number of tens Joey has = 2 tens
Joey wants to trade tens for ones.
1 ten = 10 ones
So, 2 tens  = 2 × 10 = 20 ones.
Joel gets 20 ones foe 2 tens.

Problem Solving

Solve the problems below.

Question 8.
Reasoning There are 2 buses. 10 people are in each bus. How many people ride in the buses? Count by 10s. Draw a picture to solve.

Question 9.
Reasoning George has 3 boxes of pens. 10 pens are in each box. How many pens does George have?
___ pens

Question 10.
Higher Order Thinking Brian has a book. He reads 10 pages every day. Show how many pages Brian reads in 5 days. Use pictures, numbers, or words.

Question 11.
Assessment Practice
Beth has 4 jars. Each jar has 10 bouncy balls in it. How many bouncy balls does Beth have in all?

Number of Jars Beth has = 4
Number of bouncy balls in each jar = 10
Total number of bouncy balls in the 4  jars = 10 + 10 + 10 + 10 = 40
4 × 10 = 40.
There are 40 bouncy balls in the jars.

### Lesson 8.3 Count with Groups of Tens and Ones

Solve & Share

Tara has 34 cubes. How many groups of 10 can she make with the cubes? Show your work in the space below.

Visual Learning Bridge

Convince Me!
Why does 37 have 3 groups of 10 and not 4 groups of 10?
37 = 10 + 10 + 10 + 7
= 3 tens and 7 ones
= 3 groups of 10 and 7 ones.
4 groups of 10 = 10 + 10 + 10 + 10  = 40
So, 37 has 3 groups of 10 and 7 ones.

Guided Practice
Circle groups of 10. Write the numbers.

Question 1.

Explanation:
2 sets of 5 cubes make 10.
Here 5 sets of 5 cubes and 2 cubes
out of 5 set of 5 cubes 4 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
2 group of  10’s are formed.
The left over cubes are ones  = 5 + 2 = 7 ones.
2 groups of 10’s and 7 ones = 27 .

Question 2.

Explanation:
2 sets of 5 cubes make 10.
Here 7 sets of 5 cubes and 9 cubes
out of 7 set of 5 cubes 6 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
3 group of  10’s are formed.
The left over cubes are ones  = 5 + 4 = 9 ones.
3 groups of 10’s and 9 ones = 39.

Independent Practice

Circle the groups of 10. Write the numbers.

Question 3.

___ groups of 10 and ___ ones is ___.

Explanation:
2 sets of 5 cubes make 10.
Here 8 sets of 5 cubes and 3 cubes
8 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
4 group of  10’s are formed.
The left over cubes are ones  = 3 = 3 ones.
4 groups of 10’s and 3 ones = 43.

Question 4.

___ groups of 10 and __ ones is ____.

Explanation:
2 sets of 5 cubes make 10.
Here 7 sets of 5 cubes
out of 7 set of 5 cubes 6 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
3 group of  10’s are formed.
The left over cubes are ones  = 5 = 5 ones.
3 groups of 10’s and 5 ones = 35.

Question 5.

___ group of 10 and ___ ones is ___.

Explanation:
2 sets of 5 cubes make 10.
Here 3 sets of 5 cubes and 1 cubes
out of 3 set of 5 cubes 2 sets of 5 cubes make a
5 + 5 = 10
1 group of  10’s are formed.
The left over cubes are ones  = 5 + 1 = 6 ones.
1 groups of 10’s and 6 ones = 16.

Question 6.

___ groups of 10 and ___ ones is ___.

Write the number of groups of 10 and the number of ones. Then write the total.

Explanation:
2 sets of 5 cubes make 10.
Here 9 sets of 5 cubes and 3 cubes
out of 9 set of 5 cubes 8 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
5 + 5 = 10
4 group of  10’s are formed.
The left over cubes are ones  = 5 +3 = 8 ones.
4 groups of 10’s and 8 ones = 48.

Question 7.

___ groups of 10 and ___ ones is ___.

Explanation:
2 sets of 5 cubes make 10.
Here 5 sets of 5 cubes
out of 5 set of 5 cubes 4 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
2 group of  10’s are formed.
The left over cubes are ones  = 5  = 5 ones.
2 groups of 10’s and 5 ones = 25.

Question 8.

__ groups of 10 and ___ ones is __.

Explanation:
2 sets of 5 cubes make 10.
Here 4 sets of 5 cubes
4 sets of 5 cubes make a
5 + 5 = 10
5 + 5 = 10
2 group of  10’s are formed.
The left over cubes are ones  = 2  = 2 ones.
2 groups of 10’s and 2 ones = 22.

Problem Solving

Draw a picture and write the numbers to solve each Solving problem below.

Question 9.
Model A monkey has 32 bananas. 10 bananas are in each bunch.

How many bunches are there? ____
How many bananas are left over? ___

Question 10.
Model The dogs have 21 bones. 10 bones are in each bowl.

How many bowls are there? ____
How many bones are left over? ____

Question 11.
Higher Order Thinking
Amil writes a number. His number has 5 groups of 10. His number has less than 9 ones. What number could Amil have written? ____
Number of groups of 10’s Amil number has = 5
10 + 10 + 10 + 10 + 10 = 50
Number of ones Amil number has = less than 9
less than 9 may be = 1,2, 3, 4, 5, 6, 7, 8.
The number may be
5 groups of 10’s and 1 ones = 51
5 groups of 10’s and 2 ones = 52
5 groups of 10’s and 3 ones = 53
5 groups of 10’s and 4 ones = 54
5 groups of 10’s and 5 ones = 55
5 groups of 10’s and 6 ones = 56
5 groups of 10’s and 7 ones = 57
5 groups of 10’s and 8 ones = 58.
Amil number may be 51, 52, 53, 54, 55, 56, 57, 58.

Question 12.
Assessment Practice
A store has 5 bunches of grapes and 3 left over. Each bunch has 10 grapes. How many grapes are there in all? Explain.
Number of bunches of grapes in the store = 5
Number of grapes in each bunch = 10 grapes
Number of left over = 3
Number of grapes in 5 bunches = 10 + 10 + 10 + 10 + 10 = 50 grapes.
Total number of grapes = 50 grapes and 3 left over is 53 grapes.

### Lesson 8.4 Tens and Ones

Solve & Share

Estimate how many cubes are in your bag. Then empty the bag in the space below. Without counting each cube, estimate how many cubes there are. Write each estimate.

Now count the cubes and write the total number of cubes.

Estimate 1: ___ cubes
Estimate 2: ___ cubes
Actual amount: ___ cubes

Visual Learning Bridge

Convince Me!
How are these numbers alike? How are they different?

46 and 64 are two digit numbers
Two digit number have tens and ones.
Both the number have tens and ones digits only.
They are different as the place values of the number are different.
46 has 4 in tens place and 6 in ones place
64 has 6 in tens place and 4 in ones place .

Guided Practice
Use cubes. Count the tens and ones. Then write the numbers.

Question 1.

Explanation:
Given
3 sets of 10 cubes in tens place
5 + 3 = 8 cubes in ones place
30 + 8 = 38.
3 tens and 8 ones  is 38.
3 in  38 is the tens digit
8 in 38 is the ones digit.

Question 2.

Explanation:
Given
4 sets of 10 cubes in tens place
1 cubes in ones place
40 + 1 = 41
4 tens and 1 ones  is 41.
4 in  41 is the tens digit
1 in 41 is the ones digit.

Independent Practice

Use cubes. Count the tens and ones. Then write the numbers.

Question 3.

___ Ten and ___ ones is ___.

Explanation:
Given
1 sets of 10 cubes in tens place
5 + 4 = 9 cubes in ones place
10 + 9 = 19
1 ten and 9 ones  is 19.
1 in  19 is the tens digit
9 in 19 is the ones digit.

Question 4.

___ tens and ___ ones is ___.

Explanation:
Given
2 sets of 10 cubes in tens place
3 cubes in ones place
20 + 3 = 23
2 tens and 3 ones  is 23.
2 in  23 is the tens digit
3 in 23 is the ones digit.

Question 5.

___ tens and ___ ones is ___.

Explanation:
Given
4 sets of 10 cubes in tens place
5 + 3 = 8 cubes in ones place
40 + 8 = 48
4 tens and 8 ones  is 48.
4 in  48 is the tens digit
8 in 48 is the ones digit.

Solve the problem below any way you choose.

Question 6.
Number Sense Bill writes a number. It has the same number of tens and ones. What could Bill’s number be?
The number Bill wrote has same number of tens and ones.
Bills number may be any of these numbers.
1 ten and 1 one is 11
2 tens and 2 ones is 22
3 tens and 3 ones is 33
4 tens and 4 ones is 44
5 tens and 5 ones is 55
6 tens and  6 ones is 66
7 tens and  7 ones is 77
8 tens and 8 ones is 88
9 tens and 9 ones is 99.
Bill number may be 11, 22, 33, 44, 55, 66, 77, 88, 99.

Problem Solving

Solve each problem below.

Question 7.
Reasoning Luz has juice boxes at her party. There are 3 packages of 10 and 7 extra juice boxes.
How many juice boxes are there in all?
Write the number of tens and ones. Then write the total number of juice boxes.

Question 8.
Higher Order Thinking Draw a picture to show a number greater than 25 and less than 75. Then write the number.

Question 9.
Assessment Practice Kai brought 2 packages of 10 juice boxes and 5 extra juice boxes. How many juice boxes did Kai bring? Write the number of tens and ones. Then write the total number of juice boxes.

### Lesson 8.5 Continue with Tens and Ones

Solve & Share

Laylani has 28 buttons. Draw her buttons so that a friend can see that there are 28 buttons without counting them one by one.

Visual Learning Bridge

Convince Me!
When you draw to model a number, which digit tells you how many lines to draw? Which digit tells you how many dots to draw?
When we draw a model a number
Tens place digit tells us to draw the number of lines.
Ones place digit tells us to draw the number of dots.

Guided Practice

Write the numbers and draw a model to show each number. Count by tens and ones to check.

Question 1.

Explanation:
Given number 17
17 is 1 ten and 7 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
17 is represented with 1 line and 7 dots.

Question 2.
29 is ___ tens and ___ ones.

Explanation:
Given number 29
29 is 2 ten and 9 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
29 is represented with 2 line and 9 dots.

Independent Practice

Write the numbers and draw a model to show each number. Count by tens and ones to check.

Question 3.
There are ___ tens and ___ ones in 43.

There are 4 tens and 3 ones.
Explanation:
Given number 43
43 is 4 ten and 3 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
43 is represented with 4 line and 3 dots.

Question 4.
There are ___ tens and ___ ones in 86.

Explanation:
Given number 86
86 is 8 ten and 6 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
86 is represented with 8 line and 6 dots.

Question 5.
There are ___ ten and __ ones in 15.

Explanation:
Given number 15
15 is 1 ten and 5 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
15 is represented with 1 line and 5 dots.

Question 6.
There are ___ tens and ___ ones in 37.

Explanation:
Given number 37
37 is 3 ten and 7 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
37 is represented with 3 line and 7 dots.

Question 7.
There are ___ tens and ___ ones in 62.

Explanation:
Given number 62
62 is 6 ten and 2 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
62 is represented with 6 line and 2 dots.

Question 8.
There are ___ tens and __ ones in 24.

Explanation:
Given number 24
24 is 2 ten and 4 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
24 is represented with 2 line and 4 dots.

Problem Solving

Solve the problems below.

Question 9.
Model Kevin draws the model below to show a number. What number is Kevin showing?

Question 10.
enVision® STEM Gina is collecting
data on the number of hours of daylight in the fall and winter. She records data for 68 days. Draw a model to show 68.

Question 11.
Higher Order Thinking Peyton starts drawing a model for the number 48, but she is interrupted. Help her finish her model.

Question 12.
Assessment Practice Which number is represented here?

Given
2 lines and 3 dots
Line represent Tens
Dot represents Ones.
2 lines = 10 + 10 = 20
3 dots  = 3
The number which is represented is 20 + 3 = 23.

### Lesson 8.6 Different Names for the Same Number

Solve & Share

Use cubes. Show two different ways to make 28. Draw each way in the spaces below.

Visual Learning Bridge

Convince Me!
How could you break apart 24 using only I ten? Explain.
24 is 2 tens and 4 left over
24 is 2 tens and 4 ones
breaking 24 using only 1 ten
Breaking other  ten to make 10 more ones
24 is 1 ten and 14 ones.

Guided Practice

Count the tens and ones. Write different Practice ways to show the number.

Question 1.
Write two ways to break apart 34.

Explanation:
Given a model of number 34 in two different ways
34 is represented as
34 is 3 tens and 4 ones in 1st case.
In 2nd case
out of 3 tens. 1 ten is broken down to make 10 more ones.
34 is 2 tens and 14 ones.

Independent Practice

Count the tens and ones. Write different ways to show each number.

Question 2.
Write two ways to break apart 21.

21 is ___ ten and __ one.

Explanation:
Given to break apart 21 in two way
Case 1.
21 is represented as
21 is 2 tens and 1 ones
21 = 20 + 1
In 2nd case
out of 2 tens. 1 ten is broken down to make 10 more ones.
21 is 1 tens and 11 ones.
21 = 10 + 11.

Question 3.
Draw models and write two ways to break apart 59.

59 is ___ tens and ___ ones.

59 is __ tens and ___ ones.

Explanation:
Given to break apart 59 in two way
Case 1.
59 is represented as
59 is 5 tens and 9 ones
59 = 50 + 9
In 2nd case
out of 5 tens. 1 ten is broken down to make 10 more ones.
59 is 4 tens and 19 ones.
59 = 40 + 19 .

Write each number in two different ways. Use cubes to help if needed.

Question 4.
Show two ways to break apart 44.
44 is __ tens and ___ ones.

Explanation:
Given to break apart 44 in two way
Case 1.
44 is represented as
44 is 4 tens and 4 ones
44 = 40 + 4
In 2nd case
out of 4 tens. 1 ten is broken down to make 10 more ones.
44 is 3 tens and 14 ones.
44 = 30 + 14.

Question 5.
Show two ways to break apart 25.
25 is __ tens and __ones.
25 is __ tens and ___ ones.

Explanation:
Given to break apart 25 in two way
Case 1.
25 is represented as
25 is 2 tens and 5 ones
25 = 20 + 5
In 2nd case
out of 2 tens. 1 ten is broken down to make 10 more ones.
25 is 1 tens and 15 ones.
25 = 10 + 15.

Problem Solving

Solve the problems below.

Question 6.
Explain Nate says 5 tens and 3 ones shows the same number as 3 tens and 13 ones. Do you agree? Explain.

5 tens and 3 ones shows
50 + 3 = 53
3 tens and 13 ones shows
30 + 13 = 43
No, they both don’t show the same number.
To show the same number as
5 tens and 3 ones = 50 + 3 = 53
It should be 4 tens and 13 ones = 40 + 13 = 53 or
as given 3 tens and 13 ones add 10 more ones
3 tens and 23 ones = 30 + 23 = 53.

Question 7.
Number Sense Nancy shows a number as 4 tens and 16 ones. What number does she show?
Nancy’s number shows 4 tens and 16 ones
4 tens and 16 ones = 40 + 16 = 56.
Nancy’s number is 56

Question 8.
What number is shown on the mat?

Question 9.
Jeff picks 36 apples. He puts some of the apples in bags. Each bag holds 10 apples. Show two ways Jeff can put the apples in bags.

___ bags and __ apples left over
__ bags and __ apples left over

Question 10.
Higher Order Thinking Meg breaks apart the number 80 three ways. What could be those ways?
___ tens and ___ ones
___ tens and ___ ones
___ tens and ___ ones
Three ways Meg breaks apart the number 80 are
_80__ tens and _0__ ones
80 + 0 = 80
_70__ tens and _10__ ones
70 + 10 = 80
_60__ tens and _20__ ones
60 + 20 = 80.

Question 11.
Assessment Practice which is a way to break apart 38? Choose two that apply.
2 tens and 18 ones
2 tens and 8 ones
1 ten and 28 ones
8 tens and 3 ones
The ways to break 38 are
3 tens and 8 ones
2 tens and 18 ones
1 ten and 28 ones
0 tens and 38 ones
In the above option given
2 tens and 18 ones is 38
1 ten and 28 ones is 38 make 38 other 2 options make
2 tens and 8 ones is 28
8 tens and 3 ones is 83.

### Lesson 8.7 Look For and Use Structure

Solve & Share

Barry showed the number 42 with cubes. What are some of the ways he could have shown 42? Write the tens and ones to show the ways. Describe any patterns you see in the table.

Thinking Habits

Is there a pattern to the answers? How does the pattern help me? What do the answers have in common?

Visual Learning Bridge

Convince Me!
How can you help you. Talk to a partner about patterns use patterns to show all the ways to break apart a number into tens and ones?

Guided Practice

Question 1.
Carly lists all the ways to 25 as tens and ones. What ways does she list?

Explanation:
Here different way of 25 are represented
as you look at the ways you can notice a pattern
Ten decrease by 1 and Ones increase by 10.

Question 2.
Andy wants to show 31 as tens and ones. What are all the ways?

Explanation:
Here different way of 31 are represented
as you look at the ways you can notice a pattern
Ten decrease by 1 and Ones increase by 10.

Independent Practice

Question 3.
Alma lists all the ways to show 46 as tens and ones. What ways does she list?

Question 4.
Seth wants to show 33 as tens and ones. What are all the ways?

Question 5.
Higher Order Thinking Dana says there are 4 ways to show 25 using tens and ones. Is she right? How do you know?

Problem Solving

Bake Sale Rose brings 48 muffins to a bake sale. She only uses trays for groups of 10 muffins. Each plate holds only I muffin. How many trays and plates could Rose use to display the muffins?

Question 6.
Look For Patterns Fill in the table to show how many trays and plates Rose could use to display the muffins. Describe a pattern you see in the table.

Question 7.
Reasoning Is there any way Rose can display her muffins using only trays? Explain how you know.
No, Rose can not display her muffins using only trays.
Number of muffins Rose brought = 48
As she used trays for group of 10 muffins.
48 is 4 tens and 8 ones.
If she only uses trays then their will be 8 muffins left over. As she can only display 40 muffins in trays.

### Topic 8 Fluency Practice Activity

Point&Tally

Find a partner. Get paper and a pencil. Each partner chooses a different color: light blue or dark blue. Partner I and Partner 2 each point to a black number at the same time. Both partners add those numbers.

If the answer is on your color, you get a tally mark. Work until one partner gets twelve tally marks.

TOPIC 8 Vocabulary Review

Understand Vocabulary

Question 1.
Write the number word that is one more than fourteen.
one more than fourteen is fifteen
1 + 14 = 15.

Question 2.
Write the number word that is one fewer than eighteen.
Seventeen is one fewer than eighteen.
18 – 1 = 17.

Question 3.
Circle the cubes that make 2 tens.

Explanation:
Given a set of 5 cubes.
There are 7 sets of 5 cubes.
To make 2 tens
2 sets of 5 cubes make 1 ten
So, to make 2 tens we need 4 sets of 5 cubes.
4 sets of 5 cubes make 2 tens.

Question 4.
Circle the cubes that make 1 ten and 5 ones.

Explanation:
Given a set of 5 cubes.
There are 7 sets of 5 cubes.
To make 1 tens  and 5 ones
2 sets of 5 cubes make 1 ten
So, to make 1 tens we need 2 sets of 5 cubes.
2 sets of 5 cubes make 1 tens.
1 set of 5 cubes make 5 ones.

Question 5.
Circle the cubes that make 3 tens and 3 ones.

Explanation:
Given a set of 5 cubes.
There are 7 sets of 5 cubes.
To make 3 tens  and 3 ones
2 sets of 5 cubes make 1 ten
So, to make 3 tens we need 6 sets of 5 cubes.
6 sets of 5 cubes make 3 tens.
3 cubes make 3 ones.

Use Vocabulary in Writing

Question 6.
Ben shows 33 as 3 tens and 3 ones. Show 33 a different way. Use tens and ones. Explain using a word from the Word List.

33 is 2 tens and 13 ones
33 is 2 groups of 10 and 13 ones left overs.

### TOPIC 8 Reteaching

Set A

You can group objects by 10 to count.

Circle groups of 10. Write the numbers.

Question 1.

___ is ___ groups of 10 and __ ones left over.

Explanation:
Given a set of 5 cubes.
There are 5 sets of 5 cubes.
To make groups of 10
2 sets of 5 cubes make 10
So, to make 10 we join 2 sets 5 cubes.
We get 2 groups of 10 and 5 more cubes left over.
2 tens and 5 ones is 25.

Question 2.

___ is ___ groups of 10 and __ ones left over.

Set B

You can show a two-digit number as tens and ones.

Count the tens and ones. Then write the number.

Explanation:
Given a two digit number.
Two digit number has Tens and Ones.
Here given 4 tens cubes in tens place and 3 one cubes is the table.
4 tens = 40
3 ones = 3
4 tens and 3 one is 43.

Question 3.

Explanation:
Given a two digit number.
Two digit number has Tens and Ones.
Here given 5 tens cubes in tens place and 4 one cubes is the table.
5 tens = 50
4 ones = 4
5 tens and 4 one is 54.

Set C

You can draw a model to show tens and ones.

Draw a model to show tens and ones.

Question 4.
There are __ tens and __ ones in 78.

Explanation:
Given number 78
78 is 7 ten and 8 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
78 is represented with 7 line and 8 dots.

Set D

Thinking Habits
Look For and Use Structure

Is there a pattern to the answers? How does the pattern help me? What do the answers have in common?

Use patterns and make a list to solve.

Question 5.
Lupita wants to show all the ways to break apart 54 as tens and ones. What are all the ways?

### Topic 8 Assessment Practice

Question 1.
A. Which of these is a way to show 16?
A. 1 ten and 11 ones
B. 1 ten and 6 ones
C. 16 tens and 0 ones
D. 9 tens and 5 ones

A. 1 ten and 11 ones is 10 + 11 = 21
B. 1 ten and 6 ones is 10 + 6 = 16
C. 16 tens and 0 ones is 160 + 0 = 160
D. 9 tens and 5 ones is 90 + 5 = 95
way to show 16 is B.

A. 10+ 11 = 21
B 10+ 6 = 16
C 16 + 2 = 18
D 9 +5 = 14

way to show 16
16 is 1 ten and 6 ones
16 is 0 tens and 16 ones.
16 = 10 + 6
So, B 10 + 6 = 16 is correct.

Question 2.
A. Write a way to show 42.
__ groups of ten and __ ones.

42 is 4 groups of 10 and 2 ones.

B. Write another way to show 42.
___ groups of ten and ___ ones
42 is 3 groups of ten and 12 ones.

Question 3.

___ Tens and ___ Ones is ___.

Question 4.
Write two ways to show 1 1.

Ways to show 11
11 is 1 ten and 1 one
11 is 0 tens and 11 ones.
These are the ways to show 11.

Question 5.
A. What number does 5 groups of ten represent?

5 groups of ten represents
10 + 10+ 10+10+10 = 50.
5 groups of 10 represents 50.
B. What is another way to write 5 groups of ten?
___ groups of ten and ___ ones

Another way to represent 5 group of ten
5 group of ten  is 50
50 is 4 tens and 10 ones
4 groups of 10 and 10 ones is 50.

Question 6.
A. Which of these is another way to show 4 groups of ten and 9 ones?
A 3 tens and 19 ones
B 5 tens and 0 ones
C 3 tens and 9 ones
D 5 tens and 8 ones
A 3 tens and 19 ones is 30 + 19 = 49
B 5 tens and 0 ones is 50 + 0 = 50
C 3 tens and 9 ones is 30 + 9 = 39
D 5 tens and 8 ones is  50 + 8 = 58
Way to show 4 groups of tens and 9 ones is
4 groups of tens and 9 ones = 40 + 9 = 49.
A. 3 tens and 19 ones. is another way to represent 4 groups of tens and 9 ones.

Question 7.
Nicole found 2 ways to make 41. Complete the list to show all of the ways. Then draw a model to show one of the ways.

Snack Time

Manuel’s class has a snack every day.

Question 1.
On Monday, Manuel and Ryan share 19 crackers. 10 crackers are in one bag. How many crackers are in the other bag?
Explain your answer. Use pictures, numbers, or words. Draw counters to solve. Write the word and numbers.

Explanation:
one group of 10 ones = 1 ten
19 is made up of one group of 10 ones and  9 ones
19 = 10 + 9
19 is 1 ten and  9 ones.

Question 2.
On Tuesday, Manuel’s class has 3 packages of juice boxes. There are 10 juice boxes in each package.
How many juice boxes does his class have?
___ juice boxes

Explanation:
Given
3 packages of juice boxes
1 package has 10 juice boxes
3 packages of 10 juice boxes each
10 + 10 + 10 = 30
3 tens and 0 ones  is 30.
3 in  30 is the tens digit
0 in 30 is the ones digit.

Question 3.
On Wednesday, Manuel’s class has 28 bottles of water.
Manuel starts drawing a model for the bottles. Use lines and dots to finish his drawing.

Explain what the drawing shows.

Explanation:
Given number 28
28 is 2 ten and 8 ones.
Tens are represented with a LINE.
Ones are represented with DOTS.
Manuel drew 1 line and 3 dots
To complete the 28 number model
we need to draw more 1 line and 5 dots.
2 line – 1 line = 1 line
8 dots – 3 dots = 5 dots.
28 is represented with 2 line and 8 dots.

Question 4.
On Thursday, Manuel’s class had 34 packages of raisins. How many ways could the packages of raisins be grouped as tens and ones? Make a list to show all of the ways.

Question 5.
On Friday, Manuel’s class had 26 bags of grapes. Manuel said that there are 2 ways to group the 26 bags as tens and ones. Do you agree? Circle Yes or No. Explain your answer. Use numbers, pictures, or words.

## enVision Math Common Core Grade 1 Answer Key Topic 4 Subtraction Facts to 20: Use Strategies

Practice with the help of enVision Math Common Core Grade 1 Answer Key Topic 4 Subtraction Facts to 20: Use Strategies regularly and improve your accuracy in solving questions.

## enVision Math Common Core 1st Grade Answers Key Topic 4 Subtraction Facts to 20: Use Strategies

enVision STEM Project: Pattern of Day and Night
Find Out Talk to friends or relatives about how day and night changes on Earth.
How do day and night change as the Earth turns?
Journal: Make a Book Draw pictures of the day sky and the night sky. In your book, also:

• Draw objects that appear in the day and night skies.
• Write subtraction problems about objects that appear in the sky.

Review What You Know

Vocabulary

Question 1.
Circle the number that is 4 fewer than 8.
10
6
4
0

Explanation:
The number that is 4 fewer than 8 is
8 – 4 = 4
Thus the correct answer is 4.

Question 2.
Circle the doubles fact.
3 + 7 = 10
8 + 0 = 8
3 + 4 = 7
6 + 6 = 12
Answer: 3 + 4 = 7

Question 3.
Circle the doubles-plus fact.
4 +5 = 9
3 + 6 = 9
2 + 5 = 7
4 + 4 = 8
Answer: 3 + 6 = 9

Subtraction Stories

Question 4.
Molly has 6 goldfish. She gives 3 goldfish to Nick. How many gold fish does Molly have now? Write an equation to show the difference.
__ – ___ = ____
Given.
Molly has 6 goldfish. She gives 3 goldfish to Nick.
The subtraction equation would be
6 – 3 = 3
Therefore Molly has 3 goldfish now.

Question 5.
Katie has 7 stamps. She gives 2 stamps to Jamie. How many stamps does Katie have now? Write an equation to show the difference.
__ – ___ = ____
Given that,
Katie has 7 stamps. She gives 2 stamps to Jamie.
7 – 2 = 5
Thus Katie has 5 stamps now.

Parts and Whole

Question 6.
Write the parts and the whole for 9 – 1 = 8.
Whole: ___
Part: ____
Whole: 9
Part: 1
Part: 8

Explanation:
As per the number bond concept, 9 is called the whole part, 8 and 1 are called parts of the whole.

Pick a Project

PROJECT 4A
What pizza topping would make you laugh?
Project: Write a Funny Pizza Poem

PROJECT 4B
Project: Play Vegetable Subtraction

PROJECT 4C
How can you play baseball without a ball?
Project: Play Baseball!

PROJECT 4D
How much do some classroom items cost?

### Lesson 4.1 Count to Subtract

Solve & Share

Marc has 13 erasers. He gives 5 of them to Troy. How many erasers does Marc have now? Show your thinking in the space below.

Marc has ____ erasers now.

Given that,
Marc has 13 erasers. He gives 5 of them to Troy.
13 – 5 = 8
Thus Marc has 8 erasers.

Visual Learning Bridge

Convince Me!
How can you use a number line to solve 9 – 5?

Guided Practice

Find the difference. Use the number line.

Question 1.
11 – 3 = 8

Question 2.
__ = 15 – 6

Independent Practice

Find the difference. Use the number line.

Question 3.
11 – 6 = ___

Question 4.
___ = 7 – 7

Question 5.
15 – __ = 7

Problem Solving
Solve the problems.

Question 6.
Use Tools
Help David find 16 – 7 on a number line. Fill in the blanks.

Start at ___. Count back ___. 16 – 7 = ___
Start at 16.
Count back 7.
16 – 7 = 9

Question 7.
Higher Order Thinking
Jenny draws 14 frogs. Adam draws 6 frogs. How many more frogs does Jenny draw than Adam? Write an equation.

Given,
Jenny draws 14 frogs.
6 + 8 = 14
14 – 6 = 8
Thus Jenny draw 8 frogs more than Adam.

Question 8.
Assessment Practice
Use the number line to find 15 – 9. Show your work.

15 – 9 = ___

### Lesson 4.2 Make 10 to Subtract

Sove & Share

Convince Me!
How can finding 14 – 4 help you find 14 – 6?

Guided Practice

Make 10 to subtract. Complete each subtraction fact.

Question 1.
16 – 7 = ?

Question 2.
13 – 8 = ?

13 – __ = 10
10 – __ = ___
So, 13 – 8 = ___

13 – 3 = 10
10 – 2 = 8
13 – 8 = 5

Independent Practice

Make 10 to subtract. Complete each subtraction fact.

Question 3.

12 – 4 = ____

Explanation:
12 – 2 = 10
10 – 2 = 8

Question 4.

14 – 6 = ___

Explanation:
14 – 4 = 10
10 – 2 = 8

Question 5.

16 – 9 = __

Explanation:
16 – 6 = 10
10 – 3 = 7

Question 6.

17 – 8 = __

Explanation:
17 – 7 = 10
10 – 1 = 9

Question 7.

15 – 7 = __

Explanation:
15 – 5 = 10
10 – 2 = 8

Question 8.

14 – 9 = __

Explanation:
14 – 4 = 10
10 – 5 = 5

Show your work. Draw counters in the ten-frames.

Question 9.
Number Sense
Show how you can make 10 to find 13 – 6. 13 – 6=

13 – 3 = 10
10 – 3 = 7
Thus 13 – 6 = 7

Problem Solving

Solve each problem.

Question 10.
Use Tools
Kyle bakes 12 muffins. His friends eat 6 muffins. How many muffins are left? Make 10 to subtract.

Given,
Kyle bakes 12 muffins. His friends eat 6 muffins.
12 – 2 = 10
10 – 4 = 6 muffins
Thus 6 muffins are left.

Question 11.
Higher Order Thinking
Zak makes 10 to solve 12 – 5. He changes the problem to 12 – 2 – 3. How does Zak make 10?
12 – 2 = 10
10 – 3 = 7
Thus 12 – 5 = 7

Question 12.
Assessment Practice Draw lines. Match each pair of ten-frames with the equations that show how to subtract by making 10.

### Lesson 4.3 Continue to Make 10 to Subtract

Solve & Share
Emily counts on to find 13 – 6. She makes 10 while counting. Use the ten-frames to explain what Emily could have done.

Visual Learning Bridge

Convince Me!
How can counting on to make 10 help you find 15 – 8?

Guided Practice
Subtract. Count on to make 10. Complete each fact to find the difference.

Question 1.
13 – 9 = ?

9 + 1 = 10
10 + 3 = 13
9 + 4 = 13
13 – 9 = 4

Independent Practice

Subtract. Count on to make 10. Show your work, and complete the facts.

Question 2.
12 – 8 = ?

8 + 2 = 10
10 + 2 = 12
8 + 4 = 12, so 12 – 8 = 4

Question 3.
15 – 7 = ?

7 + 3 = 10
10 + 5 = 15
7 + 8 = 15, so 15 – 7 = 8

Question 4.
14 – 5 = ___

5 + 5 = 10
10 + 4 = 14
5 + 9 = 14, so 14 – 5 = 9

Question 5.
16 – 9 = __

9 + 1 = 10
10 + 6 = 16
9 + 7 = 16, so 16 – 9 = 7

Question 6.
enVision® STEM

5 + 5 = 10
10 + 3 = 13
5 + 8 = 13, so 13 – 5 = 8 sunrises

Solve the problems.

Question 7.
Make Sense
Sage has 13 stickers. She gives 7 to her brother. How many stickers does Sage have left?

Given,
Sage has 13 stickers. She gives 7 to her brother.
13 – 7 = 6
Sage has 6 stickers left.

Question 8.
Higher Order Thinking
Colin has 12 toys. He gives 9 toys away. How many toys does Colin have left? Make 10 to solve. Show your work.

Given,
Colin has 12 toys. He gives 9 toys away.
9 + 1 = 10
10 + 2 = 12
9 + 3 = 12, so 12 – 9 = 3
Thus Colin has 3 toys left.

Question 9.
Assessment Practice
Which equations show how to make 10 to solve 16 – 7 = ?
A. 16 – 10 = 6
B. 7 + 3 = 10, 10 + 6 = 16, 3 + 6 = 9
C. 7 + 3 = 10, 10 + 7 = 17, 3 + 7 = 10
D. 10 + 7 = 17
Answer: 7 + 3 = 10, 10 + 6 = 16, 3 + 6 = 9

### Lesson 4.4 Fact Families

Solve & Share

Write 2 addition and 2 subtraction facts. Use the numbers 8, 9, and 17. Use cubes to help you.

Visual Learning Bridge

Convince Me!
How are 15 – 6 = 9 and 15 – 9 = 6 related?

Guided Practice
Write the fact family for each model.

Question 1.

Question 2.

16 = 9 + 7
16 = 7 + 9
9 = 16 – 7
7 = 16 – 9

Independent Practice

Write the fact family for each model.

Question 3.

17 = 9 + 8
17 = 8 + 9
9 = 17 – 8
8 = 17 – 9

Question 4.

13 = 7 + 6
13 = 6 + 7
6 = 13 – 7
7 = 13 – 6

Question 5.

12 = 4 + 8
12 = 8 + 4
4 = 12 – 8
8 = 12 – 4

Question 6.
Number Sense
9 + 5 = 14 ______________
15 – 5 = 10 ______________
4 + 4 = 8 ______________
15 = 6 + 9 _____________

No, the equations do not have the same whole and same parts. They use different numbers.

Problem Solving
Solve the problems.

Question 7.

The order of the facts may vary.
13 = 9 + 4
13 = 4 + 9
4 = 13 – 9
9 = 13 – 4

Question 8.
Higher Order Thinking
Tanya has 8 stickers. Miguel gives her 5 more. How many stickers does Tanya have in all? Write an equation to solve the problem. Then complete the fact family.

8 + 5 = 13
5 + 8 = 13
13 – 5 = 8
13 – 8 = 5

Question 9.
Assessment Practice
Write a fact family to match the picture of the yellow robots and green robots.

8 + 9 = 17
9 + 8 = 17
17 – 8 = 9
17 – 9 = 8

### Lesson 4.5 Use Addition to Subtract

Solve & Share

12 – 9 = ? How can a related fact help you find 12 – 9? Write the related addition and subtraction facts. You can use counters to help.

___ + __ = _____         ____ + ___ = ______
9 + 1 – 10
10 + 2 = 12
12 – 3 = 9
9 + 3 = 12
So, 12 – 9 = 3

Visual Learning Bridge

Convince Me!
How could you use addition to solve 16 – 9?

Guided Practice

Complete each model. Then complete the equations.

Question 1.
14 – 8 = ?

Question 2.
17 – 9 = ?

9 + __ = 17
17 – 9 = ___
9 + 8 = 17
17 – 9 = 8

Independent Practice

Complete each model. Then complete the equations.

Question 3.
13 – 9 = ?

9 + ___ = 13
13 – 9 = ____

9 + 4 = 13
13 – 9 = 4

Question 4.
20 – 10 = ?

10 + __ = 20
20 – 10 = ___

10 + 10 = 20
20 – 10 = 10

Question 5.
15 – 7 = ?

7 + __ = 15
15 – 7 = __

7 + 8 = 15
15 – 7 = 8

Question 6.
Algebra

Question 7.
Algebra

Problem Solving

Question 8.
Generalize
There are 17 robot parts. Fred uses some of the parts. Now there are 8 left. How many parts did Fred use?
___ + ___ = ___
___ – ___ = ___ ___ parts
Given,
There are 17 robot parts. Fred uses some of the parts. Now there are 8 left.
8 + 9 = 17
17 – 9 = 8

Question 9.
Generalize
Maria invites 10 friends to her party. 3 cannot come. How many friends will be at Maria’s party?

Maria invites 10 friends to her party. 3 cannot come.
7 + 3 = 10
10 – 3 = 7

Question 10.
Higher Order Thinking
Write a subtraction equation with 11. Then write a related addition fact you could use to solve it.

7 + 4 = 11
11 – 7 = 4

Question 11.
Assessment Practice
___ + ___ = ___
6 + 7 = 13

### Lesson 4.6 Continue to Use Addition to Subtract

Solve & Share

Complete the subtraction facts. Draw lines from the subtraction facts to the addition facts that can help you. How are the subtraction facts and the addition facts alike?

Visual Learning Bridge

Convince Me!
How does the fact 6 + 9 = 15 help you solve 15 – 6?

Guided Practice
Complete the addition fact. Then solve the related subtraction fact.

Question 1.

Question 2.

Question 3.

Question 4.

Independent Practice

Think addition to solve each subtraction fact.

Question 5.

Question 6.

Question 7.

Question 8.

Question 9.

Question 10.

Question 11.

Question 12.

Vocabulary Circle Yes or No to show whether or not the related facts are correct.

Question 13.
If 8 + 8 = 16, then 16 – 8 = 8.

Question 14.
If 7 + 6 = 13, then 16 – 7 = 3.

Problem Solving

Solve each problem. Write a related subtraction fact and addition fact to help.

Question 15.
Reasoning
Sam has some crayons. He finds 6 more. Now Sam has 13 crayons. How many crayons did Sam have before he found more?
___ + ___ = _____
___ – ___ = _____
____ crayons

Given,
Sam has some crayons. He finds 6 more. Now Sam has 13 crayons.
6 + 7 = 13
13 – 6 = 7
Thus Sam have 7 crayons before he found more.

Question 16.
Higher Order Thinking
Solve 13 – 4. Use pictures, numbers, or words to show how you solved it.

Question 17.
Assessment Practice
Which related addition fact helps you solve 14 – 6 = ?
A. 8 + 8 = 16
B. 6+ 8 = 14
C. 7 + 7 = 14
D. 6 + 9 = 15
Answer: B. 6+ 8 = 14

### Lesson 4.7 Explain Subtraction Strategies

Choose a strategy to solve the problem. Jeff has 12 apples. He gives away 6 apples. How many apples are left? Use words, objects, or pictures to explain your work.

Given,
Jeff has 12 apples. He gives away 6 apples.
12 – 6 = 6
Thus 6 apples are left.

Visual Learning Bridge

Convince Me!
Use the number line above. How can you count on to find 10 – 3?

Guided Practice

Find each difference. Be ready to tell how you solved.

Question 1.

Question 2.

Question 3.

Question 4.

Independent Practice

Choose a strategy to find each difference.

Question 5.

Question 6.

Question 7.

Question 8.

Question 9.

Question 10.

Write a subtraction equation to solve the problem. Explain which strategy you used.

Question 11.
Higher Order Thinking
Maya has a box of 16 crayons. 7 crayons are broken. How many crayons are NOT broken?
___ – ___ = ___
___ crayons

Given,
Maya has a box of 16 crayons. 7 crayons are broken.
16 – 7 = 9
9 crayons are not broken.

Problem Solving
Solve each problem.

Question 12.
Make Sense
Holly has 11 books. She has 4 more books than Jack. How many books does Jack have?
Jack has ____ books.

Given,
Holly has 11 books. She has 4 more books than Jack.
11 – 4 = 7
Thus Jack has 7 books.

Question 13.
Higher Order Thinking
What strategy would you use to solve 10 – 6?

Question 14.
Assessment Practice

Answer: 9 + 7 = 16, 7 + 9 = 16

### Lesson 4.8 Solve Word Problems with Facts to 20

Solve & Share

Some books are on a shelf. Aiden puts 4 more books on the shelf. Now there are 12 books. How many books were on the shelf to start?

Given,
Some books are on a shelf. Aiden puts 4 more books on the shelf. Now there are 12 books.
12 – 4 = 8
Thus there were 8 books on the shelf to start.

Visual Learning Bridge

Convince Me!
Sue has 8 crayons. She gets 8 more. How many crayons does she have now? Would you add or subtract to solve the problem? Explain.

Given,
Sue has 8 crayons. She gets 8 more.
We have to add to solve the problem.
8 + 8 = 16
Therefore she has 16 crayons now.

Guided Practice
Write an equation to match the story and solve. Draw a picture to help.

Question 1.
Cal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all. How many miles did Cal ride on Monday?

Given,
Cal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all.
x + 8 = 14
x = 14 – 8
x = 6
Thus Cal rides 6 miles on monday.

Visual Learning Bridge

Convince Me!
Sue has 8 crayons. She gets 8 more. How many crayons does she have now? Would you add or subtract to solve the problem? Explain.

Given,
Sue has 8 crayons. She gets 8 more.
We have to add to solve the problem.
8 + 8 = 16
Therefore she has 16 crayons now.

Guided Practice

Write an equation to match the story and solve. Draw a picture to help.

Question 1.
Cal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all. How many miles did Cal ride on Monday?

Given,
Cal rides his bike on Monday. He rides 8 miles on Tuesday. He rides 14 miles in all.
x + 8 = 14
x = 14 – 8
x = 6
Thus Cal rides 6 miles on monday

Independent Practice
Write an equation to match the story. Then solve. Draw a picture to help.

Question 2.
Maggie wrote 9 pages of a story yesterday. She writes some more pages today. She writes 15 pages in all. How many pages did Maggie write today?

Given,
Maggie wrote 9 pages of a story yesterday.
She writes some more pages today.
She writes 15 pages in all.
9 + 6 = 15 pages
15 – 9 = 6 pages
Thus Maggie write 6 pages.

Question 3.
Gemma has 6 games. Chris has 13 games. How many fewer games does Gemma have than Chris?

___ fewer games
Given,
Gemma has 6 games. Chris has 13 games.
13 – 6 = 7
6 + 7 = 13
Gemma have 7 fewer pages than Chris..

Question 4.
Lily has 7 fewer ribbons than Dora. Lily has 13 ribbons. How many ribbons does Dora have?

___ ribbons
Given,
Lily has 7 fewer ribbons than Dora. Lily has 13 ribbons.
13 – 7 = 4
Thus Dora have 4 ribbons.

Problem Solving

Solve the problems below.

Question 5.
Reasoning
Will has 11 toy cars. How many can he put in his red case? How many can he put in his blue case? Draw a picture and write an equation to solve.

Given,
11 = 6 + 5

Question 6.
Higher Order Thinking

9 + 8 = 17
or 8 + 9 = 17
17 – 9 = 8
or 17 – 8 = 9
Tiana has 9 more oranges than Jan.

Question 7.
Assessment Practice
Mackenzie picks some apples. She eats 3 apples. Now she has 9 apples. How many apples did Mackenzie pick to start?
A. 3 apples
B. 6 apples
C. 9 apples
D. 12 apples
Given,
Mackenzie picks some apples. She eats 3 apples. Now she has 9 apples.
9 + 3 = 12
Thus the correct answer is option D.

### Lesson 4.9 Reasoning

Solve & share

Write a number story for 14 – 8. Then write an equation to match your story.

Answer: 14 – 8 = 6

Visual Learning Bridge

Convince Me!
How would a story about 12 – 7 be alike and different from a story about 5 + 7?

Guided Practice

Complete the number story. Then complete the equation to match the story. Draw a picture to help.

Question 1.
17 – 9 =
Carlos has 17 dog treats. Tom has 9 dog treats. How many more treats does Carlos have?
___ more dog treats
Given,
Carlos has 17 dog treats. Tom has 9 dog treats.
17 – 9 = 8
Carlos has 8 more dog treats.

Independent Practice

Write a number story to show the problem. Complete the equation to match your story.

Question 2.
9 + 4 = ___

Question 3.
12 – 4 = ___

Question 4.
19 – 10 = ___

Problem Solving

School Books Jon takes 2 books home. He leaves 4 books at school. How can Jon write an addition story about his school books?

Question 5.
Answer: How many books did Jon have in all?

Question 6.

2 + 4 = 6

Question 7.
Explain Is 6 – 4 = 2 in the same fact family as your addition equation? Circle Yes or No. Yes No Use words, pictures, or equations to explain.

The fact family for 2 + 4 = 6 would also have the facts 4 + 2 = 6, 6 – 2 = 4 and 6 – 4 = 2

### Topic 4 Fluency Practice Activity

Color these sums and differences. Leave the rest white.

Topic 4 Vocabulary Review

Understand Vocabulary

Question 1.
Cross out the numbers below that do NOT show the difference for 18 -8.

Question 2.
Cross out the problems below that do NOT show a doubles fact.

Question 3.
Write the related fact.
12 – 7 = 5

12 = 5 + 7

Question 4.
Write the related fact.
10 + 9 = 19

19 – 9 = 10

Question 5.
Write the related fact.
6 = 14 – 8

8 + 6 = 14

Use Vocabulary in Writing

Question 6.
Write equations using the numbers shown in the model. Then explain what the equations are called using a word from the Word List.

These equations are called a fact family.
6 + 9 = 15
9 + 6 = 15
15 – 6 = 9
15 – 9 = 6

### Topic 4 Reteaching

Set A

You can count back on a number line to subtract.
Find 10 -6.

Start at 10 and count back 6 to get to 4. 10 – 6 = 4
You can also count on to subtract.

Start at 6 and count on 4 to get to 10.
6 + 4 = 10, so 10 – 6 = 4.
10 – 6 = 4

Find the difference. Use the number line to count back or count on.

Question 1.
Find 9 – 6.

9 – 6 = ___

Question 2.
Find 10 – 5.

10 – 5 = ___

Set B

You can make 10 to subtract.
15 – 6 = ?

First subtract 5 from 15 to get to 10.
15 – 5 = 10
Then take away I more to get to 6.
15 – 6 = 9

Make 10 to subtract. Then complete the subtraction fact.

Question 3.
16 – 7 = ___
16 – ___ = 10
10 – __ = ___

16 – 7 = 9
16 – 6 = 10
10 – 1 = 9

Question 4.
13 – 6=___
13 – __= 10
10 – __ = __

13 – 6 = 7
13 – 3 = 10
10 – 3 = 7

Set C
You can write a fact family to match the model.

Write a fact family to match the model.

Question 5.

8 + 7 = 15
7 + 8 = 15
15 – 7 = 8
15 – 8 = 7

Set D

Think:
7 + 8 = 15
The missing part is 8. So, 15 – 7 = 8.

Use addition to subtract. Complete the equations.

Question 6.

13 – 8 = ?
Think
8 + __ = 13
So, 13 – 8 = ___

8 + 5 = 13
So, 13 – 8 = 5

Set E

You can use different strategies to subtract 14 – 6.

Find each difference. Choose a strategy to use.

Question 7.

Question 8.

Set F

You can write an equation to show a word problem. Jaime mows some lawns on Saturday and Sunday. He mows 8 lawns on Sunday. He mows 13 lawns in all. How many lawns did Jaime mow on Saturday?

Question 9.
Davis has some pens. He gives 4 to Glenn. Now he has 7 pens. How many pens did Davis start with? Write an equation to solve. Draw a picture to help.

___ pens

Given,
Davis has some pens. He gives 4 to Glenn. Now he has 7 pens.
11 – 4 = 7

Set G

Thinking Habits

Reasoning

What do the numbers stand for?
How can I use a word problem to show what an equation means?

Write a number story for the problem. Then complete the equation.

Question 10.
9 + 4 = ___

Answer: 9 + 4 = 13
Sage drew 9 blue flowers. Then she drew 4 red flowers. How many flowers did sage draw in all?

### Topic 4 Assessment Practice

Question 1.
Frank has 15 books to read. He reads 9 of them. How many books does Frank have left to read?
__ books
Given that,
15 – 9 = 6
Therefore Frank have 6 books left to read.

Question 2.
Mark has some red marbles. He has 8 blue marbles. Mark has 13 marbles in all. How many red marbles does he have?
A. 4
B. 5
C. 6
D. 7
Given,
Mark has some red marbles. He has 8 blue marbles.
Mark has 13 marbles in all.
13 – 8 = 5
Thus he has 5 red marbles.
Thus the correct answer is option B.

Question 3.
Which fact family matches the picture of the big ducks and small ducks?

Question 4.
Which related subtraction fact can be solved using 7 + 8 = 15?

A. 15 – 8 = 7
B. 14 – 7 = 7
C. 8 – 7 = 1
D. 8 – 8 = 0
Answer: 15 – 8 = 7

Question 5.
There are 13 birds in a tree. Then 6 birds fly away. How many birds are still in the tree? Make 10 to solve. Complete the missing numbers.

13 – ___ = 10
10 – __ = __
13 – 6 = ___

Given,
There are 13 birds in a tree. Then 6 birds fly away.
By using the Make a 10 method we can find the missing numbers.
13 – 3 = 10
10 – 3 = 7
13 – 6 = 7

Question 6.
Gloria has 7 yellow pencils. She has 9 red pencils. Which strategy would NOT help you find 9 – 7?
A. Make 10
C. Count to Subtract
D. My Way

Question 7.
Nina bakes 14 corn muffins. She gives away 8 corn muffins. How many are left? Write an equation to explain.
___ corn muffins

Given,
Nina bakes 14 corn muffins. She gives away 8 corn muffins.
The equation would be 14 – 8 = 6

Question 8.
Find 16 – 7.
Write a related addition fact to help.
16 – 7 = __
The related addition fact would be
9 + 7 = 16
7 + 6 = 16

Question 9.
Use the number line to count on or count back to find the difference. Show your work.
12 – 4 = ___

12 – 4 = 8

Question 10.
Ming has 14 books. She sells 8 books.
How many books does she have left?
Make 10 to solve. Use counters and the ten-frame.
____ books

Given,
Ming has 14 books. She sells 8 books.
14 – 8 = 6
By using make 10 method we can find the number of books she have left.
14 – 4 = 10
10 – 4 = 6
Thus she have left 6 books.

Question 11.
A box has 16 skateboard parts. Maria used some of the parts. Now there are 7 parts left.
Write a subtraction equation to show how many parts Maria used.
___ – ___ = ____
Maria used ___ parts.
Given,
A box has 16 skateboard parts. Maria used some of the parts.
Now there are 7 parts left.
16 – 9 = 7
Maria used 9 parts.

Question 12.
Write a number story for 19 – 10.
Then write an equation to match your story and solve the problem.
David has 19 pens. He gives 10 of them to Lee. How many pens does David have now? 19 – 10 = 9

Maria’s Stickers Maria collects stickers. The chart shows the different stickers she has.

Question 1.
How many more moon stickers than sun stickers does Maria have? Count, make 10, or think addition to solve.
___ more moon stickers

Question 2.
Maria gives some cloud stickers to Tom. Now she has 5 cloud stickers. How many cloud stickers did Maria give away?
Write an equation to solve the problem.

___ cloud stickers

Given,
Maria gives some cloud stickers to Tom. Now she has 5 cloud stickers.
7 – 5 = 2
Thus Maria give away 2 cloud stickers.

Question 3.
Complete the fact family using the number of cloud and rainbow stickers.

The related facts for the given equation is
7 + 8 = 15
8 + 7 = 15
15 – 8 = 7
15 – 7 = 8

Question 4.
Wendy gives Maria 3 more rainbow stickers. How many rainbow stickers does Maria have now? Complete the equation to solve.

___ rainbow stickers

Given,
Wendy gives Maria 3 more rainbow stickers.
8 + 3 = 11
Therefore Maria has 11 rainbow stickers.

Question 5.
Write a story to show and solve 12 – 8. Make your problem about star stickers. Draw a picture and write an equation to match your story.

Maria has 12 star stickers. She gives 8 star stickers to Pat. How many star stickers does she have now?
12 – 8 = 4

Practice with the help of enVision Math Common Core Grade 1 Answer Key Topic 1 Understand Addition and Subtraction regularly and improve your accuracy in solving questions.

Essential Question:

Look at the adult and baby giraffes.

How are they the same? How are they different?

envision STEM Project: Parents and Babies

Find Out Talk to friends and relatives about different animals and their babies.
Ask them how the parents and babies are the same and how they are different.

Journal: Make a Book Show what you found.

• Draw some animals, including the parents and babies.
• Create and solve addition and subtraction stories about some animals and their babies.

Review What You Know
Vocabulary

Question 1.
Count the fish. Write the number that tells how many.

Number of fishes given in the picture = 5 or Five.

Explanation:
Number of fishes given in the picture = 5 or Five.

Question 2.
Join the two groups and write how many.

Total number of apples in the figure = 4 or Four.

Explanation:
Number of black apples in the figure = 2 or Two.
Number of grey apples in the figure = 2 or Two.
Total number of apples in the figure = Number of black apples in the figure + Number of grey apples in the figure
= 2 + 2
= 4 or Four.

Question 3.
Write how many soccer balls there are in all.

Total number of balls in the figure = 4 or Four.

Explanation:
Number of foot balls in the figure = 3 or Three.
Number of tennis balls in the figure =1 or One.
Total number of balls in the figure = Number of foot balls in the figure + Number of tennis balls in the figure
= 3 + 1
= 4 or Four.

Counting
Question 4.
Tammy has 4 balloons. Draw a picture of her balloons.
Number of balloons Tammy has = 4 or Four.

Explanation:
Number of balloons Tammy has = 4 or Four.

Question 5.
Write the number that tells how many cats.

Number of cats in the given picture = 3 or Three.

Explanation:
Number of cats in the given picture = 3 or Three.

Sums
Question 6.
Circle the number that shows how many crabs you see.

Number of crabs in the given picture = 3 or Three.

Explanation:
Number of crabs in the given picture = 3 or Three.
Number of scorpions in the given picture = 2 or Two.

Pick a Project
Project 1A

Where do birds lay their eggs?
Project: Draw a bird Clutch

Birds lay their Eggs in their nests.

Explanation:

Project 1B
What is the most popular fruit juice in the world?
Project: Find Fruit Facts

The most popular fruit juice in the world  is orange juice.

Explanation:
The most popular fruit juice in the world  is orange juice.

Project 1C
What are different homes made of?
Project: Build a model

Many houses are now made with steel frames put together with rivets and bolts.

Explanation:
Generally houses are made of steel , iron, mud ,clay ,stones , cement.

### Lesson 1.1 Add To Solve and Share

4 dogs
Some dogs join.
How many dogs now?
Show how you solve.

_______ dogs now
Total number of dogs = 8 or Eight.
___8____ dogs now.

Explanation:
Number of dogs given in the picture = 4 or Four.
Number of dogs joined more = 4 or Four.
Total number of dogs = Number of dogs given in the picture  + Number of dogs joined more
= 4 + 4
= 8 or Eight.

Visual Learning Bridge

Convince Me!
Cubes helps to solve the problem easier in counting.

Explanation:
Cubes helps to solve the problem easier in counting without any confusion.

Guided Practice
Solve. Use cubes to help.

Question 1.
3 cows

3 cows join.

How many cows now?

Total number of cows now = 6 or Six.

Explanation:
Number of cows in the given picture = 3 or Three.
Number of cows more joined = 3 or Three.
Total number of cows now = Number of cows in the given picture + Number of cows more joined
= 3 + 3
= 6 or Six.

Question 2.
2 birds

6 birds join.

How many birds now?

Total number of birds now = 8 or Eight.

Explanation:
Number of birds in the given picture = 2 or Two.
Number of birds more joined = 6 or Six.
Total number of birds now = Number of birds in the given picture + Number of birds more joined
= 2 + 6
= 8 or Eight.

Question 3.
4 bees

4 bees join

How many bees now?

Total number of bees now = 8 or Eight.

Explanation:
Number of bees in the given picture = 4 or Four.
Number of bees more joined = 4 or Four.
Total number of bees now = Number of bees in the given picture + Number of bees more joined
= 4 + 4
= 8 or Eight.

Question 4.
3 bugs

6 bugs join.

How many bugs now?

Total number of bugs now = 9 or Nine.

Explanation:
Number of bugs in the given picture = 3 or Three.
Number of bugs more joined = 6 or Six.
Total number of bugs now = Number of bugs in the given picture + Number of bugs more joined
= 3 + 6
= 9 or Nine.

Solve the problem.
Draw a picture to help.

Question 5.
Higher Order Thinking
6 ducks
4 chickens
2 ducks join.
How many ducks in all?
_____ ducks in all.
Total number of ducks now in all = 8 or Eight.
__8___ ducks in all.

Explanation:
Number of ducks  given = 6 or Six.
Number of chickens given = 4 or Four.
Number of ducks more joined = 2 or Two.
Total number of ducks now in all = Number of ducks given + Number of ducks more joined
= 6 + 2
= 8 or Eight.

1

Problem Solving
Solve each problem.

Question 6.
Vocabulary
3 dogs
4 dogs join.

Total number of dogs now in all = 7 or Seven.

Explanation:
Number of dogs given = 3 or Three.
Number of dogs more joined = 4 or Four.
Total number of dogs now in all = Number of dogs given + Number of dogs more joined
= 3 + 4
= 7 or Seven.

Question 7.
Model
8 cats
1 cat joins.
How many cats now?

Total number of cats now in all = 9 or Nine.

Explanation:
Number of cats given in the picture = 8 or Eight.
Number of cats more joined = 1 or One.
Total number of cats now in all = Number of cats given in the picture + Number of cats more joined
= 8 + 1
= 9 or Nine.

Question 8.
Higher Order Thinking

There are 3 birds on a tree sitting. Later 1 bird joined them. How many birds are in all.
Total number of birds in all now = 4 or Four.

Explanation:
Number of birds sitting on tree = 3 or Three.
Number of birds joined later = 1 or One.
Total number of birds in all now = Number of birds sitting on tree + Number of birds joined later
= 3 + 1
= 4 or Four.

Question 9.
Assessment Practice

5 frogs

3 frogs join

How many frogs now?
A. 5 + 1 = 6 frogs
B. 5 + 2 = 7 frogs
C. 5 + 3 = 8 frogs
D. 5 + 4 = 9 frogs
Total number of frogs now in all = 8 or Eight.
C. 5 + 3 = 8 frogs.

Explanation:
Number of frogs given = 5 or Five.
Number of frogs more joined = 3 or Three.
Total number of frogs now in all = Number of frogs given + Number of frogs more joined
= 5 + 3
= 8 or Eight.

### Lesson 1.2 Put Together

4 red apples and 4 green apples How many apples in all?
Show how you solve.
Use cubes to help.

___ apples in all
Total number of apples now in all = 8 or Eight.
_8__ apples in all.

Explanation:
Number of red apples = 4 or Four.
Number of green apples = 4 or Four.
Total number of apples now in all = Number of red apples + Number of green apples
= 4 + 4
= 8 or Eight.

Visual Learning Bridge

Convince Me!

Use cubes.
show 4 + 2.
Then show 2 + 4.
What do you notice?
Sum of 4 + 2 = ??
4 + 2 = 6 or Six.
Sum of 2 + 4 = ??
2 + 4 = 6 or Six.

It is noticed the sum of (4 + 2) is same as (2 + 4) = 6 or Six.

Explanation:
Sum of 4 + 2 = ??
4 + 2 = 6 or Six.

Sum of 2 + 4 = ??
2 + 4 = 6 or Six.

Guided Practice
Solve. Use cubes to help. Write an addition equation.

Question 1.
3 yellow birds and 5 blue birds

How many birds in all?

Total number of birds in all = 8 or Eight.

Explanation:
Number of yellow birds = 3 or Three.
Number of blue birds = 5 or Five.
Total number of birds in all = Number of yellow birds + Number of blue birds
= 3 + 5
= 8 or Eight.

Question 2.
1 white egg and 6 blue eggs

How many eggs in all?

Total number of eggs in all = 7 or Seven.

Explanation:
Number of white eggs = 1 or One.
Number of blue eggs = 6 or Six.
Total number of eggs in all = Number of white eggs + Number of blue eggs
= 1 + 6
= 7 or Seven.

Independent Practice
Solve. Use cubes or draw a picture. Write an addition equation.

Question 3.
3 little pigs and 4 big pigs

How many pigs in all?

Total number of pigs in all = 7 or Seven.

Explanation:
Number of little pigs = 3 or Three.
Number of big pigs = 4 or Four.
Total number of pigs in all = Number of little pigs + Number of big pigs
= 3 + 4
= 7 or Seven.

Question 4.
3 box cars and 3 tank cars

How many cars in all?

Total number of cars in all = 6 or Six.

Explanation:
Number of box cars = 3 or Three.
Number of tank cars = 3 or Three.
Total number of cars in all = Number of box cars + Number of tank cars
= 3 + 3
= 6 or Six.

Question 5.
Higher Order Thinking
2 red hats
3 shoes
7 blue hats
How many hats in all?
Draw a picture.

Total number of hats in all = 9 or Nine.

Explanation:
Number of red hats = 2 or Two.
Number of shoes = 3 or Three.
Number of blue hats = 7 or Seven.
Total number of hats in all = Number of red hats + Number of blue hats
= 2 + 7
= 9 or Nine.

Problem Solving
Solve each problem.
Question 6.
Make Sense
Jen has 2 red flowers and 5 blue flowers. How many flowers in all? Write an equation.

Total number of flowers Jen has in all = 7 or Seven.

Explanation:
Number of red flowers Jen has = 2 or Two.
Number of blue flowers Jen has = 5 or Five.
Total number of flowers Jen has in all = Number of red flowers Jen has + Number of blue flowers Jen has
= 2 + 5
= 7 or Seven.

Question 7.
Higher Order Thinking
Write a picture story. Show blue fish and green fish. Write an addition equation. Tell how many fish in all.

There are 2 blue fishes in a tank. 2 green fishes were added into the tank. How many fishes are all in the tank.
Total number of fishes all in the tank = 4 or Four.

Explanation:
There are 2 blue fishes in a tank. 2 green fishes were added into the tank. How many fishes are all in the tank.
Number of blue fishes in the tank = 2 or Two.
Number of green fishes in the tank = 2 or Two.
Total number of fishes all in the tank = Number of blue fishes in the tank + Number of green fishes in the tank
= 2 + 2
= 4 or Four.

Question 8.
Assessment Practice
4 red apples and 5 green apples

How many apples in all?

Total number of  apples in all = 9 or Nine.
B. 4 + 5 = 9 apples.

Explanation:
Number of red apples = 4 or Four.
Number of green apples = 5 or Five.
Total number of  apples in all = Number of red apples + Number of green apples
= 4 + 5
= 9 or Nine.

### Lesson 1.3 Both Addends Unknown

Sarah has 5 pencils.
She puts some in the green cup.
She puts some in the red cup.
How many pencils could be in each cup?

Number of pencils Sarah puts in green cup = 3 or Three.
Number of pencils Sarah puts in red cup = 2 or Two.

Number of pencils Sarah’s partner puts in green cup = 2 or Two.
Number of pencils Sarah’s partner puts in red cup = 3 or Three.

Explanation:
Total number of pencils Sarah has = 5 or Five.
IF
Number of pencils Sarah puts in green cup = 3 or Three.
Number of pencils Sarah puts in red cup = Total number of pencils Sarah has – Number of pencils Sarah puts in green cup
= 5 – 3
= 2 or Two.

Total number of pencils Sarah has = 5 or Five.
IF
Number of pencils Sarah’s partner puts in green cup = 2 or Two.
Number of pencils Sarah’s partner puts in red cup = Total number of pencils Sarah’s partner has – Number of pencils Sarah’s partner puts in green cup
= 5 – 2
= 3 or Three.

Visual Learning Bridge

Convince Me!
With 7 penguins, could 4 be inside the cave, and 4 be outside the cave? Why or why not?
With 7 penguins, could 4 be inside the cave, and 4 be outside the cave cannot happen because the total number of penguins count does not match, it shows more (4 + 4 = 8 not 7).

Explanation:
It cannot happen because the total number of penguins count does not match, it shows more (4 + 4 = 8 not 7).

Guided Practice
How many penguins are inside and outside? Use cubes or draw a picture. Write an equation.
Case:1:
Number of penguins inside the cave = 4 or Four.
Number of penguins outside the cave = 3 or Three.
Case:2:
Number of penguins outside the cave = 4 or Four.
Number of penguins inside the cave = 3 or Three.

Explanation:
Case:1:
Number of penguins inside the cave = 4 or Four.
Number of penguins outside the cave = 3 or Three.
Total number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 4 + 3
= 7 or Seven.

Case:2:
Number of penguins outside the cave = 4 or Four.
Number of penguins inside the cave = 3 or Three.
Total number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 3 + 4
= 7 or Seven.

Question 1.
5 penguins in all

Total number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 3 + 2
= 5 or Five.

Explanation:
Number of penguins inside the cave = 3 or Three.
Number of penguins outside the cave = 2 or Two.
Total number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 3 + 2
= 5 or Five.

Question 2.
8 penguins in all

Total number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 4 + 4
= 8 or Eight.

Explanation:
Number of penguins inside the cave = 4 or Four.
Number of penguins outside the cave = 4 or Four.
Total number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 4 + 4
= 8 or Eight.

Independent Practice
How many bats are inside and outside? Use cubes or draw a picture. Write an equation.

Question 3.
9 bats in all

Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 5 + 4
= 9 or Nine.

Explanation:
Number of bats inside the cave = 5 or Five.
Number of bats outside the cave = 4 or Four.
Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 5 + 4
= 9 or Nine.

Question 4.
8 bats in all

Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 4 + 4
= 8 or Eight.

Explanation:
Number of bats inside the cave = 4 or Four.
Number of bats outside the cave = 4 or Four.
Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 4 + 4
= 8 or Eight.

Question 5.
5 bats in all

Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 3 + 2
= 5 or Five.

Explanation:
Number of bats inside the cave = 3 or Three.
Number of bats outside the cave = 2 or Two.
Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 3 + 2
= 5 or Five.

Question 6.
4 bats in all

Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 2 + 2
= 4  or Four.

Explanation:
Number of bats inside the cave = 2 or Two.
Number of bats outside the cave = 2 or Two.
Total number of bats in all = Number of bats inside the cave + Number of bats outside the cave
= 2 + 2
= 4  or Four.

Problem Solving
Solve each problem.

Question 7.
envision® STEM
8 monkeys in all. Some live in trees. Some live on the ground. Show one way.

Total number of monkeys in all = Number of monkeys live in trees + Number of monkeys live on the ground
= 4 + 4
= 8 or Eight.

Explanation:
Number of monkeys live in trees = 4 or Four.
Number of monkeys live on the ground =4 or Four.
Total number of monkeys in all = Number of monkeys live in trees + Number of monkeys live on the ground
= 4 + 4
= 8 or Eight.

Question 8.
Reasoning
Anna draws 2 cats. She draws 5 more cats. How many cats in all? Write an equation.

Total number of cats Anna draws in all = 7 or Seven.

Explanation:
Number of cats Anna draws = 2 or Two.
Number of cats Anna draws more = 5 or Five.
Total number of cats Anna draws in all = Number of cats Anna draws + Number of cats Anna draws more
= 2 + 5
= 7 or Seven.

Question 9.
Higher Order Thinking
Andy has 10 balls. 1 or 2 balls are inside the toy box. How many balls are outside the toy box? Tell how you know.

Total number of outside the toy box = 8 or Eight.

Explanation:
Number of balls Andy has = 10 or Ten.
Number of balls inside the toy box = 2 or Two.
Total number of outside the toy box = Number of balls Andy has + Number of balls inside the toy box
= 10 – 2
= 8 or Eight.

Question 10.
Assessment Practice
9 birds in all. Some birds are flying. Some birds are in a tree.

Which shows one way?
A. 4 flying, 3 in a tree
B. 5 flying, 4 in a tree
C. 1 flying, 7 in a tree
D. 8 flying, 2 in a tree
Total number of birds in all = Number of birds flying + Number of birds in a tree
= 5 + 4
= 9 or Nine.
B. 5 flying, 4 in a tree shows one way.

Explanation:
Number of birds flying = 5 or Five.
Number of birds in a tree = 4 or Four.
Total number of birds in all = Number of birds flying + Number of birds in a tree
= 5 + 4
= 9 or Nine.

### Lesson 1.4 Take from

Solve and Share

There are 6 ducks. Some fly away. How many ducks are left?

Number of ducks left = 4 or Four.

Explanation:
Total number of ducks = 6 or Six.
Number of ducks flying away = 2 or Two.
Number of ducks left = Total number of ducks – Number of ducks flying away
= 6 – 2
= 4 or Four.

Visual Learning Bridge

Convince Me!
The cubes strategy is a simple tool that helps in step-by-step calculation of addition or subtraction and to solve the problem asked.

Explanation:
The cubes strategy is a simple tool that helps in step-by-step calculation of addition or subtraction and to solve the problem asked. It helps in easy calculation  and to understand the problem and solve it.

Guided Practice
Solve. Use cubes to help. Write a subtraction equation.

Question 1.
There are 6 frogs. 2 frogs jump off.

How many frogs are left?

Number of frogs are left = 4 or Four.

Explanation:
Total number of frogs in all = 6 or Six.
Number of frogs jump off = 2 Or Two.
Number of frogs are left = Total number of frogs in all  – Number of frogs jump off
= 6 – 2
= 4 or Four.

Question 2.
There are 7 bunnies. 1 bunny hops away.

How many bunnies are left?

Number of bunnies are left = 6 or Six.

Explanation:
Total number of bunnies in all = 7 or Seven.
Number of bunnies hops away = 1 or One.
Number of bunnies are left = Total number of bunnies in all – Number of bunnies hops away
= 7 – 1
= 6 or Six.

Independent Practice
Solve. Use cubes or draw a picture. Write a subtraction equation.

Question 3.
There are 8 bugs. 4 bugs fly away.

How many bugs are left?

Number of bugs are left = 4 or Four.

Explanation:
Total number of bugs in all = 8 or Eight.
Number of bugs fly away = 4 or Four.
Number of bugs are left = Total number of bugs in all – Number of bugs fly away
= 8 – 4
= 4 or Four.

Question 4.
There are 9 cats. 6 cats run away.

How many cats are left?

Number of cats are left = 3 or Three.

Explanation:
Total number of cats in all = 9 or Nine.
Number of cats run away = 6 or Six.
Number of cats are left = Total number of cats in all – Number of cats run away
= 9 – 6
= 3 or Three.

Question 5.
Higher Order thinking
There are 7 dogs. Some run away. 3 dogs are left. How many dogs ran away.

____ dogs
Number of dogs run away = 4 or Four.

Explanation:
Total number of dogs in all = 7 or Seven.
Number of dogs left = 3 or Three.
Number of dogs run away = Total number of dogs in all – Number of dogs left
= 7 – 3
= 4 or Four.

Problem Solving
Solve each problem.

Question 6.
Reasoning
Lin has 9 stamps. She gives away 4 stamps. How many stamps are left?

Number of stamps left with Lin = 5 or Five.

Explanation:
Total number of stamps Lin has in all = 9 or Nine.
Number of stamps Lin gives away = 4 or Four.
Number of stamps left with Lin = Total number of stamps Lin has in all – Number of stamps Lin gives away
= 9 – 4
= 5 or Five.

Question 7.
Reasoning
Gloria has 8 flowers. She gives away 5 flowers. How many flowers are left?

Number of flowers left with Gloria = 3 or Three.

Explanation:
Total number of flowers Gloria has in all = 8 or Eight.
Number of flowers Gloria gives away = 5 or Five.
Number of flowers left with Gloria = Total number of flowers Gloria has in all – Number of flowers Gloria gives away
= 8 – 5
= 3 or Three.

Question 8.
Higher Order Thinking
Find the missing number. Write a subtraction story for the equation.

Mrs. Shas has 7 balloons. She gives away 2 balloons. How many balloons are left?
Number of balloons left with Mrs. Shas = 5 or Five.

Explanation:
Mrs. Shas has 7 balloons. She gives away 2 balloons. How many balloons are left?
Total number of balloons Mrs. Shas has in all = 7 or Seven.
Number of balloons Mrs. Shas gives away = 2 or Two.
Number of balloons left with Mrs. Shas = Total number of balloons Mrs. Shas has in all – Number of balloons Mrs. Shas gives away
= 7 – 2
= 5 or Five.

Question 9.
Assessment Practice
There are 8 bees. 6 bees fly away. How many bees are left?

A. 8 – 2 = 6 bees
B. 8 – 7 = 1 bees
C. 7 – 2 = 5 bees
D. 8 – 6 = 2 bees
Number of bees are left = 2 or Two.
D. 8 – 6 = 2 bees

Explanation:
Total number of bees in all = 8 or Eight.
Number of bees fly away = 6 or Six.
Number of bees are left = Total number of bees in all – Number of bees fly away
= 8 – 6
= 2 or Two.

### Lesson 1.5 Compare Situations

There are 5 red cars and 3 blue cars. Are there more red cars or blue cars? How many more? Show how you know.

There are 2 red cars more than the blue cars.

Explanation:
Number of red cars = 5 or Five.
Number of blue cars = 3 or Three.
Difference = Number of red cars – Number of blue cars
= 5 – 3
= 2 or Two.

Convince Mel
Can you also add to solve the problem above? Explain.
No, you can not add to solve the problem because you need to find the difference between the blue hats and orange hats to know how many more.

Explanation:
You need to find the difference between the blue hats and orange hats to know how many more.

Guided Practice
Use cubes to help. Write an equation. Then solve.

Question 1.
6 yellow frogs 3 green frogs

How many more yellow frogs than green frogs are there? more yellow frogs

There are 3 yellow frogs more than the green frogs.

Explanation:
Number of yellow frogs = 6 or Six.
Number of green frogs = 3 or Three.
Difference = Number of yellow frogs – Number of green frogs
= 6 – 3
= 3 or Three.

Independent Practice
Use cubes or draw a picture. Write an equation. Then solve.

Question 2.
3 brown dogs I black dog

How many more brown dogs than black dogs are there?

____ more brown dogs
There are 2 brown dogs more than the black dogs.
_2__ more brown dogs.

Explanation:
Number of brown dogs = 3 or Three.
Number of black dogs = 1 or One.
Difference = Number of brown dogs – Number of black dogs
= 3 – 1
= 2 or Two.

Question 3.

Explanation:
Number of red beads= 7 or Seven.
Number of green beads = 4 or Four.
= 7 – 4
= 3 or Three.

Higher Order Thinking

There are more blue birds than yellow birds. Write 2 equations to show. Then solve.

Question 4.

Equation:1:
Difference = Number of blue birds – Number of yellow birds
= 5 – 3
= 2 or Two.

Equation:2:
Number of blue birds  = Number of birds flu away + Number of yellow birds
= 2 + 3
= 5 or Five.

Explanation:
Equation:1:
Number of blue birds = 5 or Five.
Number of yellow birds = 3 or Three.
Difference = Number of blue birds – Number of yellow birds
= 5 – 3
= 2 or Two.

Equation:2:
Number of birds flu away = 2 or Two.
Number of yellow birds = 3 or Three.
Number of blue birds  = Number of birds flu away + Number of yellow birds
= 2 + 3
= 5 or Five.

Problem Solving
Solve each problem. Use cubes or draw a picture.

Question 5.
Number Sense 4 fish are in a tank. 2 fish are sold. How many fish are left?

Number of fishes left in the tank = 2 or Two.

Explanation:
Number of fishes in a tank = 4 or Four.
Number of fishes sold = 2 or Two.
Number of fishes left in the tank = Number of fishes in a tank – Number of fishes sold
= 4 – 2
= 2 or Two.

Question 6.
Model
Luis sees 5 green frogs. He sees I blue frog. How many more green frogs than blue frogs does Luis see?

___ more green frogs
There are 4 green frogs seen by Luis more than the blue frogs seen by her.
_4__ more green frogs.

Explanation:
Number of green frogs Luis sees = 5 or Five.
Number of blue frogs Luis sees = 1 or One.
Difference = Number of green frogs Luis sees – Number of blue frogs Luis sees
= 5 – 1
= 4 or Four.

Question 7.
Higher Order Thinking
Draw some yellow flowers. Draw more red flowers than yellow flowers. How many more red flowers than yellow flowers are there?

There are 2 red flowers more than the yellow flowers.

Explanation:
Number of red flowers = 6 or Six.
Number of yellow flowers = 4 or Four.
Difference = Number of red flowers – Number of yellow flowers
= 6 – 4
= 2 or Two.

Question 8.
Assessment Practice
6 gray cats
4 white cats
How many more gray cats than white cats are there?
A. 2 more gray cats
B. 4 more gray cats
C. 6 more gray cats
D. 10 more gray cats

There are 2 gray cats more than the white cats.
A. 2 more gray cats

Explanation:
Number of gray cats = 6 or Six.
Number of white cats = 4 or Four.
Difference = Number of gray cats – Number of white cats
= 6 – 4
= 2 or Two.

### Lesson 1.6 More Compare Situations

Amy has 7 stickers. Tim has 5 stickers. Who has fewer stickers? How many fewer? Show how you know.
Tim has 2 stickers fewer than Amy.

Explanation:
Number of  stickers Amy has = 7 or Seven.
Number of  stickers Tim has = 5 or Five.
Difference = Number of  stickers Amy has – Number of  stickers Tim has
= 7 – 5
= 2 or Two.

Visual Learning Bridge

Convince Me!

How is finding how many fewer like finding how many more?
Finding how many fewer is same like finding how many more because the process is to find how much and how many.

Explanation:
Finding how many fewer is same like finding how many more because the process is to find how much and how many. They are just in difference of calculation terms one is adding and other is subtracting.

Guided Practice
Use cubes to help. Write an equation. Then solve.

Question 1.
Juan has 8 red crayons. Sue has 2 blue crayons.

How many fewer crayons does Sue have than Juan?

6 fewer crayons Sue has than Juan has.

Explanation:
Number of  red crayons Juan has = 8 or Eight.
Number of  blue crayons Sue has = 2 or Two,.
Difference = Number of red crayons Juan has – Number of blue crayons Sue has
= 8 – 2
= 6 or Six.

Question 2.
Ann has 4 purple grapes. Sam has 7 green grapes.

How many fewer grapes does Ann have than Sam?

3 fewer grapes Ann have than Sam.

Explanation:
Number of purple grapes Ann has = 4 or Four.
Number of green grapes Sam has = 7 or Seven,.
Difference = Number of green grapes Sam has – Number of purple grapes Ann has
= 7 – 4
= 3 or Three.

Independent Practice
Use cubes or draw a picture. Write an equation. Then solve.

Question 3.

How many fewer green apples than red apples does Emma buy?

5 fewer green apples than red apples Emma buys.

Explanation:
Number of red apples Emma buys = 10 or Ten.
Number of green apples Emma buys = 5 or Five.
Difference = Number of red apples Emma buys – Number of green apples Emma buys
= 10 – 5
= 5 or Five.

Question 4.
Beth writes on 3 cards. Joe writes on 9 cards.

How many fewer cards does Beth write on than Joe?

6 fewer cards Beth writes on than Joe.

Explanation:
Number of cards Beth writes = 3 or Three.
Number of cards Joe writes = 9 or Nine.
Difference = Number of cards Joe writes – Number of cards Beth writes
= 9 – 3
= 6 or Six.

Question 5.
Higher Order Thinking
There are fewer white kites than blue kites. Write 2 equations to show. Then solve.

Equation:1:
Difference = Number of blue kites – Number of white kites
= 13 – 8
= 5 or Five.

Equation:2:
Number of white kites = Number of blue kites + Difference between the white and blue kites
= 8 + 5
= 13 or Thirteen.

Explanation:
Equation:1:
Number of white kites = 8 or Eight.
Number of blue kites = 13 or Thirteen.
Difference = Number of blue kites – Number of white kites
= 13 – 8
= 5 or Five.

Equation:2:
Number of white kites = ??
Number of blue kites = 13 or Thirteen.
Difference between the white and blue kites = 5 or Five.
Number of white kites = Number of blue kites + Difference between the white and blue kites
= 8 + 5
= 13 or Thirteen.

Problem Solving
Question 6.
Reasoning
Leah has 3 pens. Scott has 6 pens. How many pens do they have in all?

Total number of pens they have in all = 9 or Nine.

Explanation:
Number of pens Leah has = 3 or Three.
Number of pens Scott has = 6 or Six.
Total number of pens they have in all = Number of pens Leah has + Number of pens Scott has
= 3 + 6
= 9 or Nine.

Question 7.
Reasoning
There are 7 oranges on a branch. 3 oranges fall off.

How many oranges are left?

Number of oranges left = 4 or Four.

Explanation:
Number of oranges on a branch = 7 or Seven
Number of oranges fell off = 3 or Three.
Number of oranges left = Number of oranges on a branch – Number of oranges fell off
= 7 – 3
= 4 or Four.

Question 8.
Higher Order Thinking
Draw some blue balloons. Draw fewer yellow balloons. How many fewer yellow balloons than blue balloons are there?

There are 2 fewer yellow balloons than blue balloons.

Explanation:
Number of blue balloons = 5 or Five.
Number of yellow balloons = 3 or Three.
Difference =  Number of blue balloons – Number of yellow balloons
= 5 – 3
= 2 or Two.

Question 9.
Assessment Practice
8 apple trees
6 pear trees
How many fewer pear trees than apple trees are there?
A. 2 fewer pear trees
B. 3 fewer pear trees
C. 6 fewer pear trees
D. 8 fewer pear trees
There are 2 fewer pear trees than apple trees.
A. 2 fewer pear trees

Explanation:
Number of apple trees = 8 or eight.
Number of  pear trees = 6 or Six.
Difference =  Number of apple trees – Number of  pear trees
= 8 – 6
= 2 or Two.

### Lesson 1.7 Change Unknown

Solve and Share

There are 5 train cars. More train cars join. Now there are 9 train cars. How many train cars joined?

__ trains cars joined.
Number of trains cars joined = 4 or Four.
__4__ trains cars joined.

Explanation:
Number of train cars = 5 or Five.
Number of train cars now = 9 or nine.
Number of trains cars joined = Number of train cars now – Number of train cars
= 9 – 5
= 4 or Four.

Visual Learning Bridge

Convince Me!

Can you also subtract to solve the problem above? Explain.
Yes, you can subtract to solve the problem above.
Number of cars = 5 or Five
Number of cars now = 9 or Nine.
Number of cars came more = Number of cars now – Number of cars
= 9 – 5
= 4 or Four.

Explanation:
Number of cars = 5 or Five
Number of cars now = 9 or Nine.
Difference:
Number of cars came more = Number of cars now – Number of cars
= 9 – 5
= 4 or Four.

Guided Practice
Use cubes to help. Write an equation. Then solve.

Question 1.
Bobby has 4 fish.

He buys more fish. Now he has 7 fish. How many fish did Bobby buy?

Number of fishes Bobby buys = 3 or Three.

Explanation:
Number of fishes Bobby has = 4 or Four.
Number of fishes Bobby has now = 7 or seven.
Number of fishes Bobby buys = Number of fishes Bobby has now – Number of fishes Bobby has
= 7 – 4
= 3 or Three.

Independent Practice

Use cubes or draw a picture. Write an equation. Then solve.

Question 2.
Mary has 4 stickers.

Pat gives her more stickers. Now Mary has 8 stickers. How many stickers did Pat give Mary?

Number of stickers Pat gives her more = 4 or Four.

Explanation:
Number of stickers Mary has = 4 or Four.
Number of stickers Mary has now = 8 or Eight.
Number of stickers Pat gives her more = Number of stickers Mary has now – Number of stickers Mary has
= 8 – 4
= 4 or Four.

Question 3.
Billy draws 4 red cars.

Then he draws some blue cars. Now there are 10 cars. How many blue cars did Billy draw?

Number of blue cars Billy draws = 6 or Six.

Explanation:
Number of red cars Billy draws = 4 or Four.
Number of cars Billy has now = 10 or Ten.
Number of blue cars Billy draws = Number of cars Billy has now – Number of red cars Billy draws
= 10 – 4
= 6 or Six.

Question 4.
Higher Order Thinking
Some girls are on the bus. 2 boys get on the bus. Now there are 7 children on the bus. How many girls are on the bus? Write 2 equations to show. Then solve.

Equation:1:
Number of girls are on the bus = Number of children on the bus now – Number of boys get on the bus
= 7 – 2
= 5 or Five.

Equation:2:
Number of children on the bus now = Number of boys get on the bus + Number of girls are on the bus
=> 7 = 2 + Number of girls are on the bus
=> 7 – 2 = Number of girls are on the bus
=> 5 or Five = Number of girls are on the bus.

Explanation:
Equation:1:
Number of boys get on the bus = 2 or Two.
Number of children on the bus now =7 or Seven.
Number of girls are on the bus = Number of children on the bus now – Number of boys get on the bus
= 7 – 2
= 5 or Five.

Equation:2:
Number of children on the bus now =7 or Seven.
Number of boys get on the bus = 2 or Two.
Number of girls are on the bus = ??
Number of children on the bus now = Number of boys get on the bus + Number of girls are on the bus
=> 7 = 2 + Number of girls are on the bus
=> 7 – 2 = Number of girls are on the bus
=> 5 = Number of girls are on the bus.

Problem Solving
Solve each problem.

Question 5.
6 pencils are on the desk.

Bob adds more pencils. Now there are 9 pencils. How many pencils did Bob add?
Number of pencils Bob added more = 3 or Three.

Explanation:
Number of pencils are on the desk = 6 or Six.
Number of pencils now = 9 or Nine.
Number of pencils Bob added more = Number of pencils now – Number of pencils are on the desk
= 9 – 6
= 3 or Three.

Question 6.
Use Tools
Nora has 3 pretzels and 7 crackers. How many snacks does she have in all?

Number of snacks Nora has in all = 10 or Ten.

Explanation:
Number of pretzels Nora has = 3 or Three.
Number of crackers Nora has = 7 or Seven.
Number of snacks Nora has in all = Number of pretzels Nora has + Number of crackers Nora has
= 3 + 7
= 10 or Ten.

Question 7.
Higher Order Thinking
Some yellow birds are in a tree. Some blue birds join them. Now there are 5 birds in the tree. How many yellow birds and blue birds could there be?

___ yellow birds and _____ blue birds
Case:1: _2__ yellow birds and _3____ blue birds
Total number of birds in a tree = Number of yellow birds in a tree + Number of blue birds joined them
= 2 + 3
= 5 or Five.

Case:2: __3__ yellow birds and __2___ blue birds
Total number of birds in a tree = Number of yellow birds in a tree + Number of blue birds joined them
= 3 + 2
= 5 or Five.

Explanation:
Case:1:
Number of yellow birds in a tree = 2 or Two.
Number of blue birds joined them = 3 or Three.
Total number of birds in a tree = Number of yellow birds in a tree + Number of blue birds joined them
= 2 + 3
= 5 or Five.

Case:2:
Number of yellow birds in a tree= 3 or Three.
Number of blue birds joined them  = 2 or Two.
Total number of birds in a tree = Number of yellow birds in a tree + Number of blue birds joined them
= 3 + 2
= 5 or Five.

Question 8.
Assessment Practice
4 puppies play. More puppies join them. Now there are 7 puppies. How many puppies joined?
A. 5 puppies
B. 4 puppies
C. 3 puppies
D. 2 puppies
Total number of puppies joined = 3 or Three.
C. 3 puppies

Explanation:
Number of puppies play = 4 or Four.
Number of puppies now  = 7 or Seven.
Total number of puppies joined = Number of puppies now + Number of puppies play
= 7 – 4
= 3 or Three.

### Lesson 1.8 Practice Adding and Subtracting

Solve & Share

5 pebbles are brown. The other pebbles are black. There are 7 pebbles in all. How many black pebbles are there?

Number of black pebbles = 2 or Two.

Explanation:
Number of brown pebbles = 5 or Five.
Number of pebbles in all = 7 or Seven.
Number of black pebbles =  Number of pebbles in all – Number of brown pebbles
= 7 – 5
= 2 or Two.

Visual Learning Bridge

Convince Me!
Compare the addition and subtraction equations. What do you notice about the numbers?

Its noticed that both the addition equation and subtraction equation results of finding the girls strength are same.

Explanation:
Number of boys in the class = 5 or Five.
Total number of students in the class = 8 or Eight.
Number of girls in the class + Number of boys in the class = Total number of students in the class
=> ?? + 5 = 8.
=> 3 + 5 = 8

Subtraction equation:
Number of boys in the class = 5 or Five.
Total number of students in the class = 8 or Eight.
Number of girls in the class = Total number of students in the class – Number of boys in the class
= 8 – 5
= 3 or Three.

Guided Practice
Use cubes to help.
Write an equation. Then solve.

Question 1.
Nick has 9 robots. 3 of the robots can talk.

How many robots cannot talk?

Number of robots cannot walk = 6 or Six.

Explanation:
Number of robots Nick has = 9 or Nine.
Number of robots can walk = 3 or Three.
Number of robots Nick has = Number of robots can walk + Number of robots cannot walk
=> 9 = 3 + ??
=> 9 = 3 + 6

Question 2.
6 children play at the beach. 2 children are girls.

How many are boys?

Number of boys playing at the beach = 4 or Four.

Explanation:
Number of girls playing at the beach = 2 or Two.
Total number of children playing at the beach = 6 or Six.
Number of boys playing at the beach = Total number of children playing at the beach – Number of girls playing at the beach
= 6 – 2
= 4 or Four.

Independent Practice
Use cubes or draw a picture. Write an equation. Then solve.

Question 3.
Jill has 9 cards. 5 cards are soccer cards.

The rest are baseball cards. How many baseball cards are there?

___ baseball cards
Number of baseball cards = 4 or Four.
__4__ baseball cards.

Explanation:
Total number of cards Jill has = 9  or Nine.
Number of soccer cards = 5 or Five.
Number of baseball cards = Total number of cards Jill has – Number of soccer cards
= 9 – 5
= 4 or Four.

Question 4.
Rita has 7 Shells.

3 shells are big. The rest are small. How many small shells does Rita have?

__ small shells
Number of shells are small = 4 or Four.
_4_ small shells.

Explanation:
Number of shells are big = 3 or Three.
Total number of shells Rita has = 7 or Seven.
Number of shells are small = Total number of shells Rita has – Number of shells are big
= 7 – 3
= 4 or Four.

Question 5.
Higher Order Thinking
Henry has 6 candles on his cake. I candle is green. The rest are blue. How many blue candles are there? Write 2 equations to show. Then solve.

Equation:1:
Number of blue candles = Total number of candles on Henry cake – Number of green candles
= 6 – 1
= 5 or five.

Equation:2:
Number of green candles  + Number of blue candles = Total number of candles on Henry cake
=> 1 + ?? = 6
=> 1 + 5 = 6.

Number of blue candles = 5 or five.

Explanation:
Equation:1:
Number of green candles = 1 or One.
Total number of candles on Henry cake = 6 or Six.
Number of blue candles = Total number of candles on Henry cake – Number of green candles
= 6 – 1
= 5 or five.

Equation:2:
Number of green candles = 1 or One.
Total number of candles on Henry cake = 6 or Six.
Number of green candles  + Number of blue candles = Total number of candles on Henry cake
=> 1 + ?? = 6
=> 1 + 5 = 6.

Problem Solving
Solve each problem.

Question 6.
Make Sense
Joe buys 2 red fish. He buys some blue fish. He buys 9 fish in all. How many blue fish does Joe buy?

____ blue fish
Number of blue fishes Joe buys = 7 or Seven.
__7__ blue fish.

Explanation:
Number of red fishes Joe buys = 2  or Two.
Total number of fishes Joe buys in all  = 9 or Nine.
Number of blue fishes Joe buys = Total number of fishes Joe buys in all – Number of red fishes Joe buys
= 9 – 2
= 7 or Seven.

Question 7.
Make Sense
Rachel has 8 nickels. She gives away 4 nickels. How many nickels are left?

__ nickels
Number of nickels left = 4 or Four.
__4__ nickels.

Explanation:
Number of nickels Rachel gives away = 4 or Four.
Total number of nickels Rachel has in all  = 8 or Eight.
Number of nickels left = Total number of nickels Rachel has in all  – Number of nickels Rachel gives away
= 8 – 4
= 4 or Four.

Question 8.
Higher Order Thinking
Nina has 8 stuffed animals. Some are bears. Some are tigers. How many of each animal could Nina have?

__ bears and __ tigers
Nina can have 4 bears and 4 tigers each.
_4_ bears and _4_ tigers.

Explanation:
Total number of stuffed animals Nina has = 8 or Eight.
Number of bears + Number of tigers = Total  number of stuffed animals Nina has
=> ?? + ?? = 8
=> 4 + 4 = 8.

Question 9.
Assessment Practice
Liz and Mary have 7 fish in all. Liz has 2 fish. How many fish does Mary have? Which equation matches the story?
A. 9 – 2 = 7 fish
B. 7 – 1 = 6 fish
C. 7 – 2 = 5 fish
D. 8 – 7 = 1 fish

Number of fishes Mary has = 5 or Five.
C. 7 – 2 = 5 fish

Explanation:
Number of fishes Liz has = 2 or Two.
Number of fishes Liz and Mary have in all = 7 or Seven.
Number of fishes Mary has = Number of fishes Liz and Mary have in all – Number of fishes Liz has
= 7 – 2
= 5 or Five.

### Lesson 1.9 Construct Arguments

Do you add or subtract to solve the problem? Tell why. Show how to solve. Use pictures, numbers, or words

Number of more rabbits than turtles = 4 or Four.

Explanation:
Number of rabbits = 7 or Seven.
Number of turtles = 3 or Three.
Number of more rabbits than turtles = Number of rabbits – Number of turtles
= 7 – 3
= 4 or Four.

Thinking Habits
How can I use math to explain my work?
Is my explanation clear?

I can use math to explain my work by taking the support of pictures ,diagrams to explain to solve the problem in a simple and easy way.
Yes, my is explanation clear.

Explanation:
I can use math to explain my work by taking the support of pictures ,diagrams to explain to solve the problem in a simple and easy way.
Yes, my is explanation clear because it is simple and easy to understand.

Visual Learning Bridge

Convince Me!

Look at the two ways to find the number of red crayons. How are the ways alike? How are the ways different?

The two ways to find the number of red crayons are alike because the process is done to find the count how many are red crayons. The ways are different because the process differs as one is addition and other is subtraction.

Explanation:
Way:1:
Number of blue crayons = 6 or Six.
Total number of crayons in all = 9 or Nine.
Number of red crayons = Total number of crayons in all – Number of blue crayons
= 9 – 6
= 3 or Three.

Way:2:
Number of blue crayons = 6 or Six.
Total number of crayons in all = 9 or Nine.
Number of red crayons + Number of blue crayons = Total number of crayons in all
=> ?? + 6 = 9
=> 3 + 6 = 9.

Guided Practice
Solve. Use pictures, numbers, or words to explain.

Question 1.
Manny draws 6 tiles. 4 tiles are red. The others are green. How many green tiles does Manny draw?

Number of green tiles Manny draws = 2 or Two.

Explanation:
Number of tiles Manny draws = 6 or Six.
Number of red tiles Manny draws = 4 or Four.
Number of green tiles Manny draws = Number of tiles Manny draws – Number of red tiles
= 6 – 4
= 2 or Two.

Independent Practice
Solve. Use pictures, numbers, or words to explain.

Question 2.
Jan has 8 pennies. She spends 5 pennies. How many pennies does Jan have left?
Number of pennies left = 3 or Three.

Explanation:
Number of pennies Jan has = 8 or Eight.
Number of pennies Jan spends = 5 or Five.
Number of pennies left = Number of pennies Jan has – Number of pennies Jan spends
= 8 – 5
= 3 or Three.

Question 3.
Lidia has 7 pencils. Jon has 2 pencils. Who has fewer pencils? How many fewer?
Jon has fewer pencils by 5 or five.

Explanation:
Number of  pencils Lidia has = 7 or Seven
Number of pencils Jon has = 2 or Two.
Difference =Number of  pencils Lidia has – Number of pencils Jon has
= 7 – 2
= 5 or Five.

Question 4.
Higher Order Thinking
Max has 3 apples. He buys 2 more apples. He gives away 4 apples. How many apples does Max have left? Explain.
Number of apples left = 1 or One.

Explanation:
Number of apples Max has = 3 or Three.
Number of more apples Max buys = 2 or Two.
Total number of apples Max has = Number of apples Max has + Number of more apples Max buys
= 3 + 2
= 5 or Five.

Number of apples Max gives away = 4 or Four.
Number of apples left = Total number of apples Max has – Number of apples Max gives away
= 5 – 4
= 1 or One.

Problem Solving
Some friends sell lemonade. Solve each problem. Use pictures, numbers, or words to explain.

Question 5.
Explain
Alex sells 3 cups. Mark sells 5 cups. How many cups do they sell in all? Here is Alex’s work.

Is his work correct? Tell why.
Total number of cups sold in all = 8 or Eight.
His work is correct has the answer is correct.

Explanation:
Number of cups Alex sells = 3 or Three.
Number of cups Mark sells = 5 or Five.
Total number of cups sold in all = Number of cups Alex sells + Number of cups Mark sells
= 3 + 5
= 8 or Eight.

Question 6.
Be Precise
Mia sells 2 cups.
Gina sells 6 cups.
How many more cups does Gina sell than Mia?
4 more cups Gina sells than Mia.

Explanation:
Number of cups Mia sells = 2 or Two.
Number of cups Gina sells = 6 or Six.
Difference = Number of cups Gina sells – Number of cups Mia sells
= 6 – 2
= 4 or Four.

### Fluency Review Activity

Color these sums and differences. Leave the rest white.

Vocabulary Review
Understand Vocabulary

Question 1.

2  +  2  =  4.

Explanation:

Question 2.
Write a subtraction equation.

Subtraction equation:
8  –  3  =  5.

Explanation:
Subtraction equation:

Question 3.
Circle the difference
8 – 2 = 6

Explanation:
Difference:
8 – 2 = 6.

Question 4.
Circle one part.
5 + 3 = 8

Explanation:
5 + 3 = 8.

Question 5.
Circle the plus sign.
3 + 4 = 7

Explanation:
3 + 4 = 7.

Use Vocabulary in Writing

Question 6.
Tell how to find 8-4. Use at least one word from the Word List.
Eight – Four = Four.

Explanation:
Eight – Four = Four.
8- 4 = 4 or Four.

Set A
3 turtles
1 more joins.
How many turtles now?

Number of turtles now = 4 or Four.

Explanation:
Number of turtles = 3 or Three.
Number of turtles more joined = 1 or One.
Number of turtles now = Number of turtles + Number of turtles more joined
= 3 + 1
= 4 or Four.

Solve. Use cubes or draw a picture.

Question 1.
5 flowers
2 more flowers
How many flowers now?

Number of flowers now = 7 or Seven.

Explanation:
Number of flowers = 5 or Five.
Number of more flowers = 2 or Two.
Number of flowers now = Number of flowers + Number of more flowers
= 5 + 2
= 7 or Seven.

Set B
You can solve problems about putting together.
3 red markers and 2 blue markers How many markers in all?

Number of markers in all = 5 or Five.

Explanation:
Number of red markers = 3 or Three.
Number of blue markers = 2 or Two.
Number of markers in all = Number of red markers + Number of blue markers
= 3 + 2
= 5 or Five.

Solve. Use cubes or draw a picture.

Question 2.
4 red cars and 2 blue cars
How many cars in all?

Number of cars in all = 6 or Six.

Explanation:
Number of red cars = 4 or Four.
Number of blue cars = 2 or Two.
Number of cars in all = Number of red cars + Number of blue cars
= 4 + 2
= 6 or Six.

Set C
You can solve problems with both addends unknown.
7 penguins in all . Some are inside a cave. Some are outside. Here is one way.

Use cubes or draw a picture. Write an equation to solve.
Number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 5 + 2
= 7 or Seven.

Explanation:
Number of penguins inside the cave = 2 or Two.
Number of penguins outside the cave = 5 or Five.
Number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 2 + 5
= 7 or Seven.

Question 3.
6 penguins in all Some are inside. Some are outside. Show one way.

Number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 2 + 4
= 6 or Six.

Explanation:
Number of penguins inside the cave = 2 or Two.
Number of penguins outside the cave = 4 or Four.
Number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
= 2 + 4
= 6 or Six.

Question 4.
9 penguins in all Some are inside. Some are outside. Show one way.

Number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
=> 9 = 4 + 5
Number of penguins inside the cave = 4 or Four.
Number of penguins outside the cave = 5 or Five.

Explanation:
Number of penguins in all = 9 or Nine.
Number of penguins inside the cave = 4 or Four.
Number of penguins outside the cave = 5 or Five.
Number of penguins in all = Number of penguins inside the cave + Number of penguins outside the cave
=> 9 = 4 + 5

Set D

You can solve problems about taking from.

There are 6 pears. Mia takes 3 pears away. How many pears are left?

Number of pears are left = 3 or Three.

Explanation:
Number of pears in all = 6 or Six.
Number of pears Mia takes away = 3 or Three.
Number of pears are left = Number of pears in all – Number of pears Mia takes away
= 6 – 3
= 3 or Three.

Use cubes or draw a picture. Write an equation and solve.

Question 5.
There are 7 carrots.
3 carrots are picked.
How many carrots are left?

Number of carrots are left = 4 or Four.

Explanation:
Number of carrots in all = 7 or Seven.
Number of carrots picked away = 3 or Three.
Number of carrots are left = Number of carrots in all – Number of carrots picked away
= 7 – 3
= 4 or Four.

Set E
You can solve problems about comparing.
4 blue pens
3 yellow pens
How many more blue pens than yellow pens are there?

There are 1 more blue pens than yellow pens.

Explanation:
Number of yellow pens = 3 or Three.
Number of blue pens = 4 or Four.
Difference = Number of blue pens – Number of yellow pens
= 4 – 3
= 1 or One.

Use cubes or draw a picture. Write an equation and solve.

Question 6.
4 black pens and I red pen
How many more black pens than red pens?

There are 3 more black pens than red pens.

Explanation:
Number of black pens = 4 or Four.
Number of red pens = 1 or One.
Difference = Number of black pens – Number of red pens
= 4 – 1
= 3 or Three.

Question 7.
3 baseballs and 7 soccer balls
How many fewer baseballs than soccer balls?

4 fewer baseballs than soccer balls.

Explanation:
Number of baseballs = 3 or Three.
Number of soccer balls = 7 or Seven.
Difference = Number of soccer balls – Number of baseballs
= 7 – 3
= 4 or Four.

Set F

You can find a missing addend to solve problems.

Ty has 4 grapes.
He takes some more grapes.
Now he has 9 grapes
How many grapes did Ty take?

Use cubes or draw a picture. Write an equation and solve.
Number of grapes ty takes more = 5 or Five.

Explanation:
Number of grapes ty has = 4 or Four.
Total number of grapes ty has = 9 or Nine.
Number of grapes ty takes more = Total number of grapes ty has – Number of grapes ty has
= 9 – 4
= 5 or Five.

Question 8.
Ivy has 2 fish in a bowl. She adds some more fish. Now Ivy has 5 fish. How many fish did she add?

Number of fishes Ivy has added = 3 or Three.

Explanation:
Number of fishes Ivy has in a bowl = 2 or Two.
Total number of fishes Ivy has in a bowl = 5 or Five.
Number of fishes Ivy has added = Total number of fishes Ivy has in a bowl – Number of fishes Ivy has in a bowl
= 5 – 2
= 3 or Three.

Set G
You can add or subtract to find a missing part.

Tom has 9 shirts.
He has 4 red shirts.
The rest are blue.
How many blue shirts does Tom have?

Use cubes or draw a picture. Write an equation and solve.
Number of blue shirts Tom has = Total number of shirts Tom has -Number of red shirts Tom has
= 9 – 4
= 5 or Five.

Explanation:
Total number of shirts Tom has = 9 or Nine.
Number of red shirts Tom has = 4 or Four.
Number of blue shirts Tom has = Total number of shirts Tom has -Number of red shirts Tom has
= 9 – 4
= 5 or Five.

Question 9.
Gigi has 8 pairs of shoes. 4 pairs are tennis shoes. The rest are sandals. How many pairs are sandals?

Number of pair of sandals Gigi has = 4 or Four.

Explanation:
Total number of pairs of shoes Gigi has = 8 or Eight.
Number of pairs of tennis shoes Gigi has = 4 or Four.
Number of pair of sandals Gigi has = Total number of pairs of shoes Gigi has – Number of pairs of tennis shoes Gigi has
= 8 – 4
= 4 or Four.

Set H

Thinking Habits
Construct Arguments
How can I use math to explain my work?
Is my explanation clear?

You can use math in easy and simplify the calculations of the problem to explain your work.
Yes, your explanation is clear and easy.

Explanation:
Using math helps in making easy calculations and understand to solve the problem in an easy way.

Solve. Use pictures, numbers, or words to explain.
Question 10.
Luc has 8 fish.
He gives away 4 fish.
How many fish does Luc have left?
Number of fishes Luc has left = 4 or Four.

Explanation:
Total number of fishes Luc has = 8 or Eight.
Number of fishes Luc gives away = 4 or Four.
Number of fishes Luc has left = Total number of fishes Luc has – Number of fishes Luc gives away
= 8 – 4
= 4 or Four.

### Topic 1 Assessment Practice

Question 1.
There are 8 penguins.
Some go inside the cave.
Some stay outside.
Match the number of penguins inside the cave with the number of penguins outside.

Number of penguins inside the cave = 4 or Four.
Number of penguins inside the cave = 5 or Five.

Explanation:
Total number of penguins  = 8 or Eight.
Total number of penguins  =  Number of penguins  inside the cave + Number of penguins outside the cave
=> 8 = ?? + ??
=> 8 = 4 + 5

Question 2.
Sage had 10 peppers. She cooks 3 of them. How many peppers are left?

Write a subtraction equation to solve.

Number of peppers left = 7 or Seven.

Explanation:
Number of peppers Sage had = 10 or Ten.
Number of peppers Sage had cooked = 3 or Three.
Number of peppers left = Number of peppers Sage had – Number of peppers Sage had cooked
= 10 – 3
= 7 or Seven.

Question 3.
Sara has 5 green beads and 3 red beads. How many beads does she have in all?

Write an addition equation to solve.

Total number of beads Sara has in all = 7 or Seven.

Explanation:
Number of beads Sara has = 10 or Ten.
Number of beads Sara has = 3 or Three.
Total number of beads Sara has in all  = Number of beads Sara has – Number of beads Sara has
= 10 – 3
= 7 or Seven.

Question 4.
Trina has 8 markers. Then she gives 5 markers to David.

Which equation shows how many markers Trina has left?
A. 7 – 2 = 5
B. 7 – 3 = 4
C. 8 – 5 = 3
D. 9 – 3 = 6
Number of markers Trina has left = 3 or Three.
C. 8 – 5 = 3

Explanation:
Total number of markers Trina has = 8 or Eight.
Number of markers given to David = 5 or Five.
Number of markers Trina has left =Total number of markers Trina has – Number of markers given to David
= 8 – 5
= 3 or Three.

Question 5.
George had 7 postcards. Then he gets some more. Now he has 9 postcards.

Which equation does NOT describe the story?
A. 7 + 2 = 9
B. 6 + 3 = 9
C. 9 – 7 = 2
D. 9 – 2 = 7
B. 6 + 3 = 9 does NOT describe the story.

Explanation:
Number of postcards George had = 7 or Seven.
Total number of postcards now he has = 9 or Nine.
Equation: A:
Number of postcards George had + Number of postcards George gets more  = Total number of postcards now he has
=> 7 + 2
= 9 or Nine.

Equation: C:
Number of postcards George gets more = Total number of postcards now he has – Number of postcards George had
= 9 – 7
= 2 or Two.

Equation: D:
Total number of postcards now he has – Number of postcards George gets more = Number of postcards George had
= 9 – 2
= 7 or Seven.

Question 6.
Dante has 5 books. He wants to have 7 books. How many more books does Dante need to have 7 in all?

Number of books he needs more to have 7 in all = 2 or Two.

Explanation:
Number of books Dante has = 5 or Five.
Number of books he want to have = 7 or Seven.
Number of books he needs more to have 7 in all = Number of books he want to have – Number of books Dante has
= 7 – 5
= 2 or Two.

Question 7.
Lucy and Ellie have 6 cubes in all.
Ellie has 5 cubes.

How many cubes does Lucy have?
Choose three equations that show the story.

Number of cubes Lucy has = 1 or one.

Explanation:
Equation:1:
Number of cubes Lucy and Ellie have in all = 6 or Six.
Number of cubes Ellie has = 5 or Five.
Number of cubes Lucy has = Number of cubes Lucy and Ellie have in all – Number of cubes Ellie has
= 6 – 5
= 1 or one.
Equation:2:
Number of cubes Lucy and Ellie have in all + Number of cubes Lucy has = Number of cubes Lucy and Ellie have in all
= 5 + 1
= 6 or Six.
Equation:3:
Number of cubes Lucy and Ellie have in all – Number of cubes Ellie has = Number of cubes Lucy has
= 6-1
= 5 or Five.

Question 8.
Trina has 6 ribbons. Julie has 2 ribbons. What could happen for them to have the same number of ribbons?
A. Julie gives I of her ribbons to Trina.
B. Trina gives I of her ribbons to Julie.
C. Trina gives 2 of her ribbons to Julie.
D. Trina gives 4 of her ribbons to Julie.

Number of ribbons them to have the same number = 4 or Four.
D. Trina gives 4 of her ribbons to Julie.

Explanation:
Number of ribbons Trina has = 6 or Six.
Number of ribbons Julie has = 2 or Two.
Number of ribbons them to have the same number = Number of ribbons Trina has – Number of ribbons Julie has
= 6 – 2
= 4 or Four.

Question 9.
Draw the missing cubes on the mat.
Then write a subtraction equation that shows the story.
Owen has 5 blocks. He gives I to Jordan.
How many blocks does Owen have left?

Number of blocks Owen have left = 4 or Four.

Explanation:
Number of blocks Owen has = 5 or Five.
Number of blocks Own gives to Jordan = 1 or One.
Number of blocks Owen have left = Number of blocks Owen has – Number of blocks Own gives to Jordan
= 5 – 1
= 4 or Four.

Question 10.
Hannah has 9 flowers. Carrie has 6 flowers. Which equation shows how many fewer flowers Carrie has than Hannah?

Number of fewer flowers Carrie has than Hannah = 3 or Three.

Explanation:
Number of flowers Hannah has = 9 or Nine.
Number of flowers Carrie has = 6 or Six.
Number of fewer flowers Carrie has than Hannah = Number of flowers Hannah has – Number of flowers Carrie has
= 9 – 6
= 3 or Three.

Question 11.
Laura has 7 pears.
She wants to keep 2 pears for herself and give one to each of 6 friends.
Will Laura have enough pears?
Use pictures and words to explain.
Laura is not having enough pears to give to her friends.
Number of pears left with her are five, which are less to give to her 6 friends each.

Explanation:
Total number of pears Laura has = 7 or Seven.
Number of pears She wants to keep for herself = 2 or Two.
Number of pears left =  Total number of pears Laura has – Number of pears She wants to keep for herself
= 7 or 2
= 5 or Five.
Number of pears She give one to each of 6 friends.
=> Number of pears required to be with her to give to her friends = 1 × 6
=> 6 or Six.
Number of pears left with her are 5, which are less to give to her friends.
Therefore, Laura does not have enough pears to give to her friends.

Question 12.
Nikki has 8 tennis balls. Thomas has 6 tennis balls. Which equation shows how many more tennis Nikki has than Thomas?

Number of more tennis balls Nikki has than Thomas = 2 or Two.

Explanation:
Number of tennis balls Nikki has = 8 or Eight
Number of tennis balls Thomas has = 6 or Six.
Number of more tennis balls Nikki has than Thomas = Number of tennis balls Nikki has – Number of tennis balls Thomas has
= 8 – 6
= 2 or Two.

### Topic 1 Assessment Practice

Skating Ribbons
Marta is an ice skater.
She wins ribbons for her skating.

Question 1.
Marta wins 2 blue ribbons. She wins 4 red ribbons.
How many ribbons does she win in all?
____ ribbons
Number of ribbons Marta wins in all = 6 or Six.
_6__ ribbons.

Explanation:
Number of blue ribbons Marta wins = 2 or Two.
Number of red ribbons Marta wins = 4 or Four.
Number of ribbons Marta wins in all = Number of blue ribbons Marta wins + Number of red ribbons Marta wins
= 2 + 4
= 6 or Six.

Question 2.
Marta has 4 red ribbons.
She wins some more red ribbons.
Now she has 7 red ribbons.
How many more red ribbons did Marta win? ___ more red ribbons
3 more red ribbons Marta wins.
_3__ more red ribbons.

Explanation:
Number of red ribbons Marta has = 4 or Four.
Total number of red ribbons Marta has now = 7 or Seven.
Number of red ribbons Marta wins more = Total number of red ribbons Marta has now – Number of red ribbons Marta has
= 7 – 4
= 3 or Three.

Question 3.
Marta has 8 yellow ribbons. She put some on her door. She puts the rest on her wall.

Write two different addition equations to show two ways she can put the ribbons on her door or on her wall.
Equation:1:
Number of yellow ribbons She puts on her door = 4 or Four.
Number of yellow ribbons She puts on her wall = 4 or Four.

Equation:2:
Number of yellow ribbons She puts on her door = 5 or Five.
Number of yellow ribbons She puts on her wall = 3 or Three.

Explanation:
Equation:1:
Number of yellow ribbons Marta has = 8 or Eight.
Number of yellow ribbons Marta has = Number of yellow ribbons She puts on her door + Number of yellow ribbons She puts on her wall
= 4+ 4
= 8 or Eight.

Equation:2:
Number of yellow ribbons Marta has = 8 or Eight.
Number of yellow ribbons Marta has = Number of yellow ribbons She puts on her door + Number of yellow ribbons She puts on her wall
= 5 + 3
= 8 or Eight.

Question 4.
Marta has 8 yellow ribbons.
She has 2 blue ribbons.
How many more yellow ribbons than blue ribbons does Marta have?
___ more yellow ribbons
6 more yellow ribbons than blue ribbons Marta has.
_6__ more yellow ribbons.

Explanation:
Number of yellow ribbons Marta has = 8 or Eight.
Number of blue ribbons Marta has = 2 or Two.
Difference = Number of yellow ribbons Marta has – Number of blue ribbons Marta has
= 8 – 2
= 6 or Six.

Question 5.
Explain why your answer to item 4 is correct. Use numbers, pictures, or words.
My answer is correct to item 4 because:
Difference of more yellow ribbons than blue ribbons Marta has + Number of blue ribbons Marta has
=> 6 + 2
=> 8 = Number of yellow ribbons Marta has.

Explanation:
My answer is correct to item 4 because:
Difference of more yellow ribbons than blue ribbons Marta has + Number of blue ribbons Marta has
=> 6 + 2
=> 8 = Number of yellow ribbons Marta has.

## enVision Math Common Core Grade K Answer Key Topic 10 Compose and Decompose Numbers 11 to 19

Practice with the help of enVision Math Common Core Kindergarten Answer Key Topic 10 Compose and Decompose Numbers 11 to 19 regularly and improve your accuracy in solving questions.

## enVision Math Common Core Grade K Answers Key Topic 10 Compose and Decompose Numbers 11 to 19

Essential Question: How can composing and decomposing numbers from 11 to 19 into ten ones and some further ones help you understand place value?

envision STEM Project: Sunlight and Earth’s Surface
Directions Read the character speech bubbles to students. Find Out! Have students find out how sunlight affects Earth’s surface. Say: Talk to friends and relatives about sunlight and how it affects Earth. Journal: Make a Poster Have students make a poster that shows 3 things sunlight does for Earth. Have them draw a sun with 16 rays. Then have them write an equation for parts of 16.

Review What You Know

Question 1.

Explanation:
I circled the group that has 16 leafs.

Question 2.

Explanation:
I circled the group that has 20 leafs.

Question 3.

Explanation:
I circled the group that has less number of leafs.

Question 4.

Explanation:
There are 13 leafs in the above picture so, I wrote the number 13.

Question 5.

Explanation:
There are 17 leafs in the above picture so, I wrote the number 137

Question 6.

Explanation:
There are 15 leafs in the above picture so, I wrote the number 15.

Directions Have students: 1 draw a circle around the group with 16; 2 draw a circle around the group with 20; 3 draw a circle around the group that is less than the other group; 4-6 count the leaves, and then write the number to tell how many.

Pick a Project

A

B

Directions Say: You will choose one of these projects. Look at picture A. Think about this question: How great is the great outdoors? If you choose Project A, you will tell a camping story. Look at picture B. Think about this question: What do mice like to eat? If you choose Project B, you will make a mouse poster.

C

D

Directions Say: You will choose one of these projects. Look at picture C. Think about this question: What do you like to collect? If you choose Project C, you will make a sticker book. Look at picture D. Think about this question: What is in a granola bar? If you choose Project D, you will make a snack-time drawing.

### Lesson 10.1 Make 11, 12, and 13

Solve & Share

Explanation:
I filled the ten-frame with counters and kept 2 counters outside the frame.
The equation that matches with the number of counters is 10+2=12.

Directions Say: Use counters to fill the ten-frame. Put 1, 2, or 3 counters outside of the ten-frame. Draw all of the counters. What equation can you write to tell how many counters there are in all?

Visual Learning Bridge

Guided Practice

Question 1.

Directions 1 Have students write an equation to match the number of blocks shown. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Explanation:
The equation that matches the number of blocks is 10+1=11.
The equation tells us that there are 10 ones and 1 more one.

Question 3.

Explanation:
The equation that matches the number of blocks is 10+3=13.
The equation tells us that there are 10 ones and 3 more ones.

Question 4.

Explanation:
I drew 12 counterss to match with the equation 10+2=12
The equation tells us that there are 10 ones and 2 more ones.

Question 5.

Explanation:
I drew 13 counters to match with the equation 10+3=13
The equation tells us that there are 10 ones and 3 more ones.

Directions Have students: 2 and 3 write an equation to match the number of blocks shown. Then have them tell how the picture and equation show 10 ones and some more ones; 4 and 5 draw blocks to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 6.

Explanation:
I drew 13 counters to match with the equation 10+3=13
The equation tells us that there are 10 ones and 3 more ones.

Question 7.

Explanation:
I drew 11 counters to match with the equation 10+1=11
The equation tells us that there are 10 ones and 1 more one.

Question 8.

Explanation:
I drew 12 counters to match with the equation 10+2=12
The missing number is 2
The equation tells us that there are 10 ones and 2 more ones.

Question 9.

Explanation:
I drew 13 counters to match with the equation 10+3=13
The missing number is 3
The equation tells us that there are 10 ones and 3 more ones.

Directions Have students: 6 draw counters and write an equation to show how to make 13. Then have them tell how the picture and equation show 10 ones and some more ones; 7 draw counters and write an equation to show how to make 11. Then have them tell how the picture and equation show 10 ones and some more ones. 8 Algebra Have students draw counters to find the missing number. Then have them tell how the picture and equation show 10 ones and some more ones. 9 Higher Order Thinking Have students draw counters to find the missing number. Then have them tell how the picture and equation show 10 ones and some more ones.

### Lesson 10.2 Make 14, 15 and 16

Solve & Share

Explanation:
I drew 15 counters to match with the equation 10+5=15
The equation tells us that there are 10 ones and 5 more ones.

Directions Say: Put 15 counters in the double ten-frame to show 10 ones and some more ones. Then complete the equation to match the counters.

Visual Learning Bridge

Guided Practice

Question 1.

Directions 1 Have students write an equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Explanation:
I drew 15 counters to match with the equation 10+5=15
The equation tells us that there are 10 ones and 5 more ones.

Question 3.

Explanation:
I drew 16 counters to match with the equation 10+6=16
The equation tells us that there are 10 ones and 6 more ones.

Question 4.

Explanation:
I drew 14 counters to match with the equation 10+4=14
The equation tells us that there are 10 ones and 4 more ones.

Question 5.

Explanation:
I drew 15 counters to match with the equation 10+5=15
The equation tells us that there are 10 ones and 5 more ones.

Directions Have students: 2-3 write an equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones; 4-5 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 6.

Explanation:
I drew 16 counters to match with the equation 10+6=16
The equation tells us that there are 10 ones and 6 more ones.

Question 7.

Explanation:
I drew 14 counters to match with the equation 10+4=14
The equation tells us that there are 10 ones and 4 more ones.

Question 8.

Explanation:
The equation 10+5=15 tells us that there are 10 ones and 5 more ones.

Question 9.

Explanation:
I drew 16 counters to match with the equation 10+6=16
The missing number is 6
The equation tells us that there are 10 ones and 6 more ones.

Directions Have students: 6 draw counters and write an equation to show how to make 16. Then have them tell how the picture and equation show 10 ones and some more ones; 7 draw counters and write an equation to show how to make 14. Then have them tell how the picture and equation show 10 ones and some more ones, 8 Number Sense Have students write an equation to show 15 as 10 ones and some more ones. 9 Higher Order Thinking Have students draw counters to find the missing number in the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

### Lesson 10.3 Make 17, 18, and 19

Solve & Share

Explanation:
I drew 18 counters to match with the equation 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Directions Say: Jada made 10 prizes for the school carnival. She makes 8 more. Use counters to show how many prizes Jada made in all. Then write an equation to match the counters, and tell how the counters and equation show 10 ones and some more ones.

Visual Learning Bridge

Guided Practice

Question 1.

Directions 1 Have students complete the equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Explanation:
I counted the number of counters, there are 19 counters.
So, i wrote the equation 10+9=19
The equation tells us that there are 10 ones and 9 more ones.

Question 3.

Explanation:
I counted the number of counters, there are 18 counters.
So, i wrote the equation 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Question 4.

Explanation:
I counted the number of cubes, there are 17 cubes
So, i wrote the equation 10+7=17
The equation tells us that there are 10 ones and 7 more ones.

Question 5.

Explanation:
I counted the number of cubes, there are 19 cubes
So, i wrote the equation 10+9=19
The equation tells us that there are 10 ones and 9 more ones.

Directions Have students 2 and 3 write an equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones; 4 and 5 complete the equation to match the cubes. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 6.

Explanation:
I drew 18 counters to match with the equation 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Question 7.

Explanation:
I drew 17 counters to match with the equation 10+7=17
The equation tells us that there are 10 ones and 7 more ones.

Question 8.

Explanation:
I drew 19 counters to match with the equation 10+9=19
The equation tells us that there are 10 ones and 9 more ones.

Question 9.

Explanation:
I drew 19 counters to match with the equation 10+9=19
The missing number is 9
The equation tells us that there are 10 ones and 9 more ones.

Directions Have students: 6 draw counters, and then write an equation to show how to make 18. Then have them tell how the picture and equation show 10 ones and some more ones; 7 draw counters, and then write an equation to show how to make 19. Then have them tell how the picture and equation show 10 ones and some more ones; 8 draw counters, and then write an equation to show how to make 17. Then have them tell how the picture and equation show 10 ones and some more ones. 9 Higher Order Thinking Have students draw counters to find the missing number in the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

### Lesson 10.4 Find Parts of 11, 12 and 13

Solve & Share

Explanation:
13 means 10+3
I drew 13 counters to match with the equation 13=10+3
The equation tells us that there are 10 ones and 3 more ones.

Directions Say: 13 students wait for the train. There are only 10 seats in each train car. How many students will have to ride in a second car? Use counters to show your work. Then tell how the counters and equation show 10 ones and some more ones.

Visual Learning Bridge

Guided Practice

Question 1.

Directions 1 Have students use counters to show 11, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Explanation:
13 means 10+3
I drew 13 counters to match with the equation 13=10+3
The equation tells us that there are 10 ones and 3 more ones.

Question 3.

Explanation:
There are 10 cubes and 2 more cubes.So, the missing numbers in the equation are 10 and 2
The equation tells us that there are 10 ones and 2 more ones.

Question 4.

Explanation:
I drew 11 counters to match with the equation 1=10+1
The equation tells us that there are 10 ones and 1 more one.

Directions Have students: 2 use counters to show 13, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 3 look at the picture of 12 cubes, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 4 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 5.

Explanation:
12 means 10+2
I drew 12 counters to match with the equation 12=10+2
The equation tells us that there are 10 ones and 2 more ones.

Question 6.

Explanation:
13 means 10+3
I counted the number of cunes, there are 13 cubes.13=10+3
The equation tells us that there are 10 ones and 3 more ones.

Question 7.

Explanation:
I drew 11 counters to match with the equation 11=10+1 and 10+1=11.
The equation tells us that there are 10 ones and 1 more ones.

Directions Have students: 5 draw counters to make 12, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 6 color the cubes blue and red to make 13, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones. 7 Higher Order Thinking Have students draw counters to show 11 and write two equations to match the picture. Then have them tell how the picture and equations show 10 ones and some more ones.

### Lesson 10.5 Find Parts of 14, 15, and 16

Solve & Share

Explanation:
14 means 10+4
I drew 14 counters to match with the equation 14=10+4
The equation tells us that there are 10 ones and 4 more ones.

Directions Say: 14 students go to the zoo. The first bus takes 10 students. The rest of the students go on a second bus. Use counters to describe this situation. Then complete the equation to match the counters and tell how the counters and equation show 10 ones and some more ones.

Visual Learning Bridge

Guided Practice

Question 1.

Directions 1 Have students use counters to show 15, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones.

Question 2.

Explanation:
14 means 10+4
I drew 14 counters to match with the equation 14=10+4
The equation tells us that there are 10 ones and 4 more ones.

Question 3.

Explanation:
16 means 10+6
I counted the number of cubes, there are 16 cubes.So, the equation is 16=10+6
The equation tells us that there are 10 ones and 6 more ones.

Question 4.

Explanation:
I drew 15 counters to match with the equation 15=10+5
The equation tells us that there are 10 ones and 5 more ones.

Directions Have students: 2 use counters to show 14, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 3 look at the picture of 16 cubes, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 4 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 5.

Explanation:
I drew 16 counters to match with the equation 16=10+6
The equation tells us that there are 10 ones and 6 more ones.

Question 6.

Explanation:
14=10+4
I colored 14 cubes to match with the equation 14=10+4
The equation tells us that there are 10 ones and 4 more ones.

Question 7.

Explanation:
I drew 16 counters to match with the equation 16=10+6 or 10+6=16
The equation tells us that there are 10 ones and 6 more ones.

Directions Have students 5 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones. 6 color the cubes blue and red to show 14, complete the equation to match the picture, and tell how the picture and equation show 10 ones and some more ones. 7 Higher Order Thinking Have students use counters to show 16, draw them in the double ten-frame, and complete two equations to match the picture. Then have them tell how the picture and equations show 10 ones and some more ones.

### Lesson 10.6 Find Parts of 17, 18 and 19

Solve & Share

Explanation:
I colored 10 boxes blue and the remaining 8 boxes red,
The equation is 10+8=18
The equation tells us that there are 10 ones and 5 more ones.

Directions Say: How can these 18 boxes be split into ten ones and some more ones? Use 2 different color crayons to color the boxes to show your work. Then write an equation to match the picture.

Visual Learning Bridge

Guided Practice

Question 1.

Directions 1 Have students color 10 cubes blue to show 10 ones, and then draw 10 blue cubes in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw red cubes in the bottom ten-frame. Then have them write an equation to match the pictures.

Question 2.

Explanation:
I colored 10 squares blue to show 10 ones, and then drew 10 blue squares in the top ten-frame.Then i colored the remaining cubes in the train red to show more ones, counted them, and then drew 9 red squares in the bottom ten-frame. Then i wrote the equation 19=10+9 to match the pictures.

Question 3.

Explanation:
I colored 10 squares blue to show 10 ones, and then drew 10 blue squares in the top ten-frame.Then i colored the remaining cubes in the train red to show more ones, counted them, and then drew 7 red squares in the bottom ten-frame. Then i wrote the equation 19=10+7 to match the pictures.

Question 4.

Explanation:
I counted the above counters, there are 18 counters.So, the equation is 18=10+8
The equation tells us that there are 10 ones an d8 more ones.

Directions Have students: 2 and 3 color 10 squares blue to show 10 ones, and then draw 10 blue squares in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw red squares in the bottom ten-frame. Then have them write an equation to match the pictures; 4 complete the equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones.

Independent Practice

Question 5.

Explanation:
I counted the above counters, there are 17 counters.So, the equation is 17=10+7
The equation tells us that there are 10 ones and 7 more ones.

Question 6.

Explanation:
I counted the above counters, there are 19 counters.So, the equation is 19=10+9
The equation tells us that there are 10 ones and 9 more ones.

Question 7.

Explanation:
I drew 18 counters to match with the equation 18=10+8 or 10+8=18
The equation tells us that there are 10 ones and 8 more ones.

Directions 5 and 6 Have students complete the equation to match the counters. Then have them tell how the picture and equation show 10 ones and some more ones. 7 Higher Order Thinking Have students use counters to show 18, draw them in the double ten-frame, and write two equations to match the picture. Then have them tell how the picture and equations show 10 ones and some more ones.

### Lesson 10.7 Look For and Use Structure

Problem Solving

Solve & Share

Explanation:
I kept 2 counters in the red five-frame. Used a red crayon and wrote the number 2 that tells how many counters are in the red frame. I kept the same number of counters in the blue five-frame. Used a blue crayon and write the number that tells how many counters are in the blue frames.
The red nmber is smaller by ten then the blue number,
The pattern is 2,12.

Directions Say: Put some counters in the red five-frame. Use a red crayon and write the number that tells how many counters are in the red frame. Put the same number of counters in the blue five-frame. Use a blue crayon and write the number that tells how many counters are in the blue frames. Show the numbers to a partner. Compare your answers and look for patterns. How is your blue number like your red number? How is it different?

Visual Learning Bridge

Guided Practice

Question 1.

Directions 1 Have students find the number with the blue box around it, and then color the number that is 10 greater than the number in the blue box. Have them write an equation to show how the teen number they colored is composed of 10 ones and some more ones. Then have students explain how they decided what parts to add to make the teen number.

Independent Practice

Question 2.

Explanation:
I found the number with the blue box around it, it is 7 and then colored the number that is 10 greater than the number in the blue box which is 17.Then wrote an 10+7=17 equation to show how the teen number i colored is composed of 10 ones and 7 more ones.

Question 3.

Explanation:
I found the number with the blue box around it, it is 8 and then colored the number that is 10 greater than the number in the blue box which is 18.Then wrote an 10+8=18 equation to show how the teen number i colored is composed of 10 ones and 8 more ones.

Question 4.

Explanation:
I found the number with the blue box around it, it is 9 and then colored the number that is 10 greater than the number in the blue box which is 19.Then wrote an 10+9=19 equation to show how the teen number i colored is composed of 10 ones and 9 more ones.

Question 5.

Explanation:
The missing numbers in the pattern are 10 and 3.
The equaation is 10+3=13.

Directions Have students: 2-4 find the number with the blue box around it, and color the number that is 10 greater than the number in the blue box. Then have them write an equation to show how the teen number they colored is composed of 10 ones and some more ones; 5 complete the equation to continue the pattern, and then explain the pattern they made.

Problem Solving

Directions Read the problem to students. Then have them use multiple problem-solving methods to solve the problem. Say: Mr. Shepard’s class will exchange cards at a holiday party. There are 16 students in the class. The store sells cards in packs of 10. Alex already has 6 cards. Marta already has 7 cards. How many cards will Alex and Marta have after they each buy one pack of cards? 6 Use Structure How can the number chart help you solve the problem? Write the equations for the number of cards Alex and Marto will have. 7 Generalize After you find the number of cards Alex will have, is it easier to find the number of cards Marta will have? 8 Explain Tell a friend why your answers are correct. Then tell the friend about the pattern you see in the number chart and how the equations show 10 ones and some more ones.

### Topic 10 Fluency Practice

Find a Match

Activity

Question 1.

Explanation:
The clues are 2+3=5=4+1=O, 4-2=2=1+1=G, 5-2=3=4-1=H
I solved the addition and subtraction problems in the above picture and with the help of the clues i found the word HOG.

Question 2.

Explanation:
The clues are 2-1=1=5-4=W, 2+2=1+3=4=C, 1-1=0=0+0=O
I solved the addition and subtraction problems in the above picture and with the help of the clues i found the word COW.

Directions 1 and 2 Have students find a partner. Have them point to a clue in the top row, and then solve the addition or subtraction problem. Then have them look at the clues in the bottom row to find a match, and then write the clue letter above the match. Have students find a match for every clue.

Topic 10 Vocabulary Review

Question 1.

Question 2.

Directions Understand Vocabulary Have students: 1 complete the drawing and the equation to show how many more counters are needed to make 15; 2 complete the drawing and the equation to show how many more counters are needed to make 19.

### Topic 10 Reteaching

Set A

Question 1.

Explanation:
There are 13 cubres in the above picture.
The equation that matches with the image is 10+3=13
The equation tells us that there are 10 ones and 3 more ones.

Set B

Question 2.

Explanation:
I drew 6 more counters to show 16,
The equation 10+6=16 tells us that there are 10 ones and 6 more ones.

Directions Have students: 1 write an equation to match the blocks. Then have them tell how the picture and equation show 10 ones and some more ones; 2 draw counters to show 16, and then write an equation to match the picture. Then tell how the picture and equation show 10 ones and some more ones.

Set C

Question 3.

Explanation:
I drew 17 counters to match with the equation 10+7=17
The equation 10+7=17 tells us that there are 10 ones and 7 more ones.

Set D

Question 4.

Explanation:
I drew 11 counters to match with the equation 10+1=11
The equation tells us that there are 10 ones and 1 more ones.

Directions Have students: 3 draw counters to match the equation. Then have them tell how the picture and equation show 10 ones and some more ones; 4 draw counters to make 11, and then complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones.

Set E

Question 5.

Explanation:
I drew 14 counters to match with the equation 10+4=14
The missing numbers in the equation are 10 and 4.
The equation tells us that there are 10 ones and 4 more ones.

Set F

Question 6.

Explanation:
I found the number with the blue box around it, it is 8 and then colored the number that is 10 greater than the number in the blue box which is 18.Then wrote an 10+8=18 equation to show how the teen number i colored is composed of 10 ones and 8 more ones.

Directions Have students: 5 use counters to show 14, draw them in the double ten-frame, and complete the equation to match the picture. Then have them tell how the picture and equation show 10 ones and some more ones; 6 find the number with the blue box around it, and color the number that is 10 greater than the number in the blue box. Then have them write an equation to match, and then tell how the equation shows 10 ones and some more ones.

Set G

Question 7.

Explanation:
I colored 10 cubes blue in the train to show 10 ones, and then drew 10 blue cubes in the top ten-frame.Then colored the remaining 8 cubes in the train red to show 8 more ones, I counted them, and then draw the same number of red cubes in the bottom ten-frame. Then I wrote an equation 18= 10 + 8  to match the pictures.

Directions Have students: 7 color 10 cubes blue in the train to show 10 ones, and then draw 10 blue cubes in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw the same number of red cubes in the bottom ten-frame. Then have them write an equation to match the pictures.

### Topic 10 Assessment Practice

Question 1.

A. 15 = 10 + 5
B. 14 = 10 + 4
C. 13 = 10 + 3
D. 12 = 10 + 2

Explanation:
Option A is correct as there are 15 counters in the above ten frames which tell that there are 10 ones and 5 more ones.

Question 2.

A. 10 and 6
B. 10 and 7
C. 10 and 8
D. 10 and 9

Explanation:
Option C is correct as there are 18 counters in the above ten frames which tell that there are 10 ones and 8 more ones.

Question 3.
A 10 and 0
B 10 and 1
C 10 and 2
D 10 and 3

Explanation:
Option C is correct as there are 12 counters in the above ten frames which tell that there are 10 ones and 2 more ones.

Directions Have students mark the best answer. 1 Say: Mason uses counters in ten-frames to count his marbles. Which equation matches the picture and shows how many marbles Mason has? 2 Say: Sarah counts the number of counters and gets 18. Which two numbers add to 18? Use the equation and double ten-frame for help. 3 Say: Cole has 12 toy trucks. How can Cole split up his trucks into ten ones and some more ones?

Question 4.

Explanation:
I found the number with the blue box around it, it is 4 and then colored the number that is 10 greater than the number in the blue box which is 14.Then wrote an 10+4=14 equation to show how the teen number i colored is composed of 10 ones and 4 more ones.

Question 5.

Explanation:
I drew 3 more counters to match with the equation 13 = 10 + 3
The equation tells that there are 10 ones and 3 more ones.

Directions Have students: 4 find the number with the blue box around it, and then color the number that is 10 greater than the number in the blue box. Then have them write an equation that shows how the teen number they colored is composed of ten and some more ones; 5 draw counters to make 13, and then complete the equation to match the picture.

### Topic 10 Assessment Practice

Question 6.

Explanation:
I drew 6 more counters to match with the equation 16 = 10 + 6
The equation tells that there are 10 ones and 6 more ones.

Question 7.

Explanation:
I colored 10 cubes blue in the train to show 10 ones, and then drew 10 blue cubes in the top ten-frame.Then colored the remaining 9 cubes in the train red to show 9 more ones, I counted them, and then draw the same number of red cubes in the bottom ten-frame. Then I wrote an equation 18= 10 + 9  to match the pictures

Directions Have students: 6 listen to this story: Gabby has 16 counters. She wants to put her counters into a double ten-frame in order to decompose 16 into tens and ones. Draw counters to match Gabby’s equation. 7 color 10 cubes blue to show 10 ones, and then draw 10 blue cubes in the top ten-frame. Have them color the remaining cubes in the train red to show more ones, count them, and then draw the same number of red cubes in the bottom ten-frame. Then have them write an equation to match the pictures.

Question 8.

Explanation:
In the first double ten-frame there are 13 counters, i matched it with the equation 13=10+3
In the Second double ten-frame there are 1 counters, i matched it with the equation 17=10+7
In the third double ten-frame there are 1 counters, i matched it with the equation 11=10+1
In the forth double ten-frame there are 1 counters, i matched it with the equation 14=10+4

Directions 8 Have students choose the equation that matches each double ten-frame.

Question 1.

Explanation:
There are 12 marbles in the above ten frame.
I wrote the euqation 10+2=12 to match with the picture.
The equation tll that there are 10 ones and 2 mor eones.

Question 2.

Explanation:
I drew 8 more marbles to match with the equation 18 = 10 + 8
The equation tells that there are 10 ones and 8 more ones.

Question 3.

Explanation:
I drew 17 yellow marbles to match with the equation 17 = 10 + 7
The equation tells that there are 10 ones and 7 more ones.

Directions Mason’s Marbles Say: Mason collects many different kinds of marbles. He uses ten-frames to help count his marbles. Have students: 1 write the equation to show how many purple marbles Mason has; 2 draw red marbles in the second ten-frame to show 18 red marbles in all, and then complete the equation. Have them tell how the picture and equation show 10 ones and some more ones; 3 draw 17 yellow marbles in the double ten-frame, and then write two equations to match their drawing.

Question 4.

Explanation:
I drew 13 green marbles to match with the equation 13 = 10 + 3
The equation tells that there are 10 ones and 3 more ones.

Question 5.