Go through the **enVision Math Common Core Kindergarten Answer Key Topic 10 Compose and Decompose Numbers 11 to 19** and finish your homework or assignments.

## 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.

Answer:

Explanation:

I circled the group that has 16 leafs.

Question 2.

Answer:

Explanation:

I circled the group that has 20 leafs.

Question 3.

Answer:

Explanation:

I circled the group that has less number of leafs.

Question 4.

Answer:

Explanation:

There are 13 leafs in the above picture so, I wrote the number 13.

Question 5.

Answer:

Explanation:

There are 17 leafs in the above picture so, I wrote the number 137

Question 6.

Answer:

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**

Answer:

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.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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**

Answer:

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.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

Explanation:

The equation 10+5=15 tells us that there are 10 ones and 5 more ones.

Question 9.

Answer:

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**

Answer:

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.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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**

Answer:

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.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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**

Answer:

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.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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**

Answer:

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.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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**

Answer:

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.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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**

**Performance Task**

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

Question 2.

Answer:

**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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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

Answer:

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

Answer:

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

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

Answer:

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.

**Directions 4** Have students look at the equation Mason wrote to show how many green marbles he has, and then draw the marbles in the double ten-frame to show the number. Have them tell how the picture shows 10 ones and some more ones. **5** Say: Mason put his striped marbles in a five-frame. Then he buys 10 more striped marbles. Have students write the number to tell how many striped marbles Mason had at first, and then color the part of the number chart to show how many striped marbles he has now. Then have them write an equation and ask them to explain how the picture and equation show 10 ones and some more ones.