{"id":50479,"date":"2022-05-01T14:45:07","date_gmt":"2022-05-01T09:15:07","guid":{"rendered":"https:\/\/ccssanswers.com\/?p=50479"},"modified":"2022-04-29T11:23:50","modified_gmt":"2022-04-29T05:53:50","slug":"go-math-grade-2-answer-key-chapter-8","status":"publish","type":"post","link":"https:\/\/ccssanswers.com\/go-math-grade-2-answer-key-chapter-8\/","title":{"rendered":"Go Math Grade 2 Answer Key Chapter 8 Length in Customary Units"},"content":{"rendered":"

Go Math Grade 2 Chapter 8 Answer Key Length in Customary Units Concepts<\/h2>\n

Length in Customary Units Show What You Know<\/h3>\n

Compare Lengths<\/strong>
\nQuestion 1.
\nOrder the pencils from shortest to longest.
\nWrite 1, 2, 3.
\n\"2nd
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nThe yellow color pencil is longest and the green color pencil is shortest pencil.<\/p>\n

Use Nonstandard Units to Measure Length
\n\"2nd
\nQuestion 2.
\n\"2nd
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nThere are 6 color tiles that cover the object.Each color tile is 1 inch.So, the object given above is 6 inches long.<\/p>\n

Question 3.
\n\"2nd
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nThere are 5 color tiles that cover the object.Each color tile is 1 inch.So, the object given above is 5 inches long.<\/p>\n

Measure Length Twice: Nonstandard Units
\n\"2nd
\nQuestion 4.
\n\"2nd
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nThere are 9 push pins that cover the object.So, the length of the given object is 9.<\/p>\n

Question 5.
\n\"2nd
\nAnswer:
\n\"\"<\/p>\n

Explanation:
\nThere are 23 linking cubes that cover the object.So, the length of the object is 23.<\/p>\n

Length in Customary Units Vocabulary Builder<\/h3>\n

\"2nd
\nVisualize It
\nFill in the graphic organizer to describe the lengths of different objects.
\n\"\"<\/p>\n

Understand Vocabulary
\nUse review words. Complete the sentences.
\n\"2nd<\/p>\n

Question 1.
\nThe blue pencil is the _______ pencil.
\nAnswer:
\nThe blue pencil is the longest pencil<\/p>\n

Question 2.
\nThe red pencil is the _______ pencil.
\nAnswer:
\nThe red pencil is the sortest pencil<\/p>\n

Question 3.
\nThe red pencil is ______ than the yellow pencil.
\nAnswer:
\nThe red pencil is shorter than the yellow pencil.<\/p>\n

Question 4.
\nThe blue pencil is _______ than the yellow pencil.
\nAnswer:
\nThe blue pencil is longer than the yellow pencil.<\/p>\n

Length in Customary Units Game Longer or Shorter?<\/h3>\n

Materials<\/strong>
\n\"2nd<\/p>\n

    \n
  1. Each player chooses a picture on the board and then finds a real object that matches that picture.<\/li>\n
  2. Place the objects next to each other to find which is longer and which is shorter. If the objects are the same length, choose another object.<\/li>\n
  3. Spin the pointer on the spinner. The player with the object that matches the spinner puts a cube on that picture on the board.<\/li>\n
  4. Take turns until all the pictures have cubes. The player with more cubes on the board wins.
    \n\"2nd<\/li>\n<\/ol>\n

    Length in Customary Units Vocabulary Game<\/h3>\n

    \"2nd
    \nGuess the Word
    \nFor 3 to 4 players
    \nMaterials<\/p>\n

      \n
    • timer<\/li>\n<\/ul>\n

      How to Play<\/p>\n

        \n
      1. Take turns to play.<\/li>\n
      2. Choose a math word, but do not say it aloud.<\/li>\n
      3. Set the timer for 1 minute.<\/li>\n
      4. Give a one-word clue about your word. Give each player one chance to guess your word.<\/li>\n
      5. If nobody guesses correctly, repeat Step 4 with a different clue. Repeat until a player guesses the word or time runs out. Give a different one-word clue each time.<\/li>\n
      6. The first player to guess the word gets 1 point. If the player can use the word in a sentence, he or she gets 1 more point. Then that player gets the next turn.<\/li>\n
      7. The first player to score 5 points wins.<\/li>\n<\/ol>\n

        The Write Way
        \nReflect
        \nChoose one idea. Write about it in the space below.<\/p>\n

          \n
        • When would you measure the length of an object? When would you estimate its length? Write 2\u20133 sentences to explain.<\/li>\n
        • Explain when you would use each measuring tool. measuring tape yardstick inch ruler<\/li>\n
        • Tell at least two things you know about a line plot.
          \n\"2nd<\/li>\n<\/ul>\n

          Lesson 8.1 Measure with Inch Models<\/h3>\n

          Essential Question<\/strong> How can you use inch models to measure length?<\/p>\n

          \"2nd ______ color tiles
          \n\"\"<\/p>\n

          Answer:
          \n6 inches long<\/p>\n

          Explanation:
          \nThe object is 6 color tiles long.
          \nSo, the object is 6 inches long.<\/p>\n

          \"2nd ______ color tiles
          \n\"\"<\/p>\n

          Answer:
          \n7 inches long<\/p>\n

          Explanation:
          \nThe object is 7 color tiles long.
          \nSo, the object is 7 inches long.<\/p>\n

          \"2nd ______ color tiles
          \n\"\"<\/p>\n

          Answer:
          \n4 inches long<\/p>\n

          Explanation:
          \nThe object is 4 color tiles long.
          \nSo, the object is 4 inches long.<\/p>\n

          HOME CONNECTION<\/strong> \u2022 Your child used color tiles as an introduction to measurement of length before using standard measurement tools.<\/p>\n

          MATHEMATICAL PRACTICES<\/strong>
          \nAttend to Precision Describe how to use color tiles to measure the length of an object.
          \nAnswer:
          \nTo measure the length of an object place the color tiles side by side and count the number of tiles that cover the object.Each tile is about 1 inch.Therefore the length of the object will be the total number of tiles.<\/p>\n

          Share and Show<\/strong><\/p>\n

          Use color tiles. Measure the length of the object in inches.
          \nQuestion 1.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n6 inches long<\/p>\n

          Explanation:
          \nThe object is 6 color tiles long.
          \nSo, the object is 6 inches long.<\/p>\n

          Question 2.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n9 inches long<\/p>\n

          Explanation:
          \nThe object is 9 color tiles long.
          \nSo, the object is 9 inches long.<\/p>\n

          Question 3.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n6 inches long<\/p>\n

          Explanation:
          \nThe object is 6 color tiles long.
          \nSo, the object is 6 inches long.<\/p>\n

          Question 4.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n10 inches long<\/p>\n

          Explanation:
          \nThe object is 10 color tiles long.
          \nSo, the object is 10 inches long.<\/p>\n

          On Your Own<\/strong><\/p>\n

          Use color tiles. Measure the length of the object in inches.
          \nQuestion 5.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n5 inches long<\/p>\n

          Explanation:
          \nThe object is 5 color tiles long.
          \nSo, the object is 5 inches long.<\/p>\n

          Question 6.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n9 inches long<\/p>\n

          Explanation:
          \nThe object is 9 color tiles long.
          \nSo, the object is 9 inches long.<\/p>\n

          Question 7.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n13 inches long<\/p>\n

          Explanation:
          \nThe object is 13 color tiles long.
          \nSo, the object is 13 inches long.<\/p>\n

          Question 8.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n7 inches long<\/p>\n

          Explanation:
          \nThe object is 7 color tiles long.
          \nSo, the object is 7 inches long.<\/p>\n

          Question 9.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n9 inches long<\/p>\n

          Explanation:
          \nThe object is 9 color tiles long.
          \nSo, the object is 9 inches long.<\/p>\n

          Question 10.
          \nGO DEEPER<\/strong>
          \nBlue paper chains are 4 inches long. Red paper chains are 3 inches long. How many are needed to have 10 inches of paper chains?
          \n______ blue paper chain
          \n_______ red paper chains
          \nAnswer: 3 paper chains are needed to have 10 inches of paper chains
          \nExplination:
          \nGiven there are 4 inches long blue paper chain
          \nAnd 3 inches long red paper chain
          \nSo
          \nwe need
          \n1 blue paper chain and = 4 inches
          \n2 red paper chains = 3 inches + 3 inches = 6 inches
          \nThat is
          \n4 inches + 3 inches + 3 inches =10 inches<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          Question 11.
          \nTHINK SMARTER<\/strong>
          \nBlue paper chains are 8 inches long. Red paper chains are 6 inches long. How many are needed to have 22 inches of paper chains?
          \n\"2nd
          \n______ blue paper chains
          \n_______ red paper chain
          \nAnswer:3 paper chains are needed to have 22 inches of paper chains
          \nExplination:
          \nGiven there are 8 inches long blue paper chain
          \nAnd 6 inches long red paper chain
          \nSo
          \nwe need
          \n2 blue paper chain and = 8 inches + 8 inches = 16 inches
          \n1 red paper chains = 6 inches
          \nThat is
          \n8 inches + 8 inches + 6 inches = 22 inches<\/p>\n

          Question 12.
          \nMATHEMATICAL PRACTICE<\/strong>
          \nUse Reasoning
          \nLiza has a ribbon that is 12 inches long. She needs to cut it into pieces that are each 4 inches long. How many pieces can she make?
          \n______ Pieces
          \nAnswer:\u00a0 3 piecess
          \nExplination:
          \nGiven that liza has 12 inches long<\/p>\n

          Question 13.
          \nTHINK SMARTER +<\/strong>
          \nJeremy used color tiles to measure a string. Each tile is 1 inch long. How long is the string? Circle the number in the box to make the sentence true.
          \n\"2nd
          \nAnswer:
          \n\"\"<\/p>\n

          Explanation:
          \nThere are 2 color tiles that cover the length of the string.Each color tile measures 1 inch.So, the string is about 2 inches long.<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 Have your child use several of the same small item (such as paper clips) to measure the lengths of some objects at home.<\/p>\n

          Measure with Inch Models Homework & Practice 8.1<\/h3>\n

          Use color tiles. Measure the length of the object in inches.
          \nQuestion 1.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n13 inches long<\/p>\n

          Explanation:
          \nThe object is 13 color tiles long.
          \nSo, the object is 13 inches long.<\/p>\n

          Question 2.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n4 inches long<\/p>\n

          Explanation:
          \nThe object is 4 color tiles long.
          \nSo, the object is 4 inches long.<\/p>\n

          Question 3.
          \n\"2nd about ______ inches
          \nAnswer:
          \n\"\"<\/p>\n

          Answer:
          \n8 inches long<\/p>\n

          Explanation:
          \nThe object is 8 color tiles long.
          \nSo, the object is 8 inches long.<\/p>\n

          Problem Solving<\/strong>
          \nQuestion 4.
          \nLook around your classroom. Find an object that is about 4 inches long. Draw and label the object.
          \nAnswer:
          \n\"\"<\/p>\n

          Explanation:
          \nThe pencil i use is 4 inches long.<\/p>\n

          Question 5.
          \nWRITE<\/strong>
          \nDescribe how you would find an object that is about 8 inches long.
          \nAnswer:
          \nWe can find an object that is about 8 inches long by placing color tiles along the object if the is about 8 color tiles then it is about 8 inches long.<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nJessie used color tiles to measure the rope. Each color tile measures 1 inch. The rope is about _____ inches long.
          \n\"2nd
          \nAnswer:
          \n3 inches long<\/p>\n

          Explanation:
          \nThere are 3 color tiles that cover the lengthe of the rope.Each color tile measures 1 inch. The rope is about 3 inches long.<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 2.
          \nAdam has these coins. How much money is this?
          \n\"2nd
          \nAnswer: 20 cents
          \nExplination:
          \nGiven coins are the front and back images of nickel
          \n1 nickel is equal to 5 cents
          \nthere are 4 nickel so
          \n5+5+5+5=20 cents<\/p>\n

          Question 3.
          \nLook at the clock hands. What time does this clock show?
          \n\"2nd
          \nAnswer:
          \n\"\"<\/p>\n

          Explanation:
          \nThe clock has the hours hand on 4 and the minutes hand on the 6 ie 30 mins.So, the time shown in the above watch is 4.30.<\/p>\n

          Question 4.
          \nHank has 84 marbles in a bag. His friend Mario has 71 marbles in his bag. How many marbles do they have altogether?
          \n\"2nd
          \nAnswer:
          \n\"\"<\/p>\n

          Explanation:
          \nHank has 84 marbles in a bag. His friend Mario has 71 marbles in his bag.Therefore they have 84+71=155 marbles altogether.<\/p>\n

          Lesson 8.2 Make and Use a Ruler<\/h3>\n

          Essential Question<\/strong> Why is using a ruler similar to using a row of color tiles to measure length?<\/p>\n

          Listen and Draw<\/strong><\/p>\n

          Use color tiles. Make the given length. Trace along the edge to show the length.
          \n4 inches<\/p>\n

          2 inches<\/p>\n

          3 inches<\/p>\n

          HOME CONNECTION<\/strong> \u2022 Your child used color tiles as 1-inch models to show different lengths. This activity helps to make inch units a more familiar concept.<\/p>\n

          MATHEMATICAL PRACTICE<\/strong>
          \nDescribe how you knew how many color tiles to use for each length.
          \nAnswer:<\/p>\n

          Share and Show<\/strong><\/p>\n

          Measure the length with your ruler. Count the inches.
          \nQuestion 1.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-1\"<\/p>\n

          Question 2.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-2\"<\/p>\n

          Question 3.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-3\"<\/p>\n

          On Your Own<\/strong><\/p>\n

          Measure the length with your ruler. Count the inches.<\/p>\n

          Question 4.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-4\"<\/p>\n

          Question 5.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-5\"<\/p>\n

          Question 6.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-6\"<\/p>\n

          Question 7.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-7\"<\/p>\n

          Question 8.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-8\"<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          Question 9.
          \nTHINK SMARTER<\/strong>
          \nWork with a classmate. Use both of your rulers to measure the length of a bulletin board or a window. What is the length?
          \n\"Go
          \nabout _____ inches
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2\"<\/p>\n

          Question 10.
          \nMATHEMATICAL PRACTICE<\/strong>
          \nExplain Describe what you did in Exercise 9. How did you measure a length that is longer than your rulers?
          \n______________________
          \n______________________
          \nAnswer:
          \nMeasure the length of an object with your ruler. Then, in the space provided, use your ruler to draw
          \na line equal to the length of the object<\/p>\n

          Question 11.
          \nTHINK SMARTER<\/strong>
          \nMeasure the length of the yarn with your ruler. Does the sentence describe the yarn. Choose Yes or No.
          \n\"Go
          \nAnswer: 7 inches long
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-10\"<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 Choose one object in this lesson. Have your child find objects that are longer, about the same length, and shorter.<\/p>\n

          Make and Use a Ruler Homework & Practice 8.2<\/h3>\n

          Measure the length with your ruler.
          \nCount the inches.
          \nQuestion 1.
          \n\"Go about _____ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-11\"<\/p>\n

          Question 2.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-12\"<\/p>\n

          Question 3.
          \n\"Go about ______ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-13\"<\/p>\n

          Problem Solving<\/strong>
          \nQuestion 4.
          \nUse your ruler. Measure the width of this page in inches.
          \nabout ______ inches
          \nAnswer:
          \n\"go<\/p>\n

          Question 5.
          \nWRITE<\/strong>
          \nWould you rather use color tiles or your ruler to measure the length of an object? Explain your choice.
          \nAnswer:
          \nI would rather use a ruler because you then get the exact measurement using a system.<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nUse your ruler. What is the length of this ribbon?
          \n\"Go
          \nabout _____ inches
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-14\"<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 2.
          \nWhat time is shown on this clock?
          \n\"Go
          \nAnswer:
          \nthe time is about three hours forty-five minutes
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-15\"<\/p>\n

          Question 3.
          \nWhat is the total value of these coins?
          \n\"Go
          \n_____ cents
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.2-16\"
          \n25 c + 25 c + 10 c we get 60 cents<\/p>\n

          Question 4.
          \nThe first group collected 238 cans. The second group collected 345 cans. How many cans did the two groups collect?
          \n_________
          \nAnswer:
          \nGiven
          \nThe first group collected 238 cans
          \nThe second group collected 345 cans.
          \nby adding both group cans
          \n238 + 345 =\u00a0 583 cans
          \nhence both groups collected 583 cans<\/p>\n

          Question 5.
          \nThere are 2 children in each row. How many children are in 5 rows?
          \n_____ children
          \nAnswer:
          \nGiven
          \nThere are 2 children in each row
          \nhence to find how many children in 5 rows
          \nwe need to multiply 2 with 5 rows we get 10 children<\/p>\n

          Lesson 8.3 Estimate Lengths in Inches<\/h3>\n

          Essential Question<\/strong> How do you estimate the lengths of objects in inches?<\/p>\n

          Listen and Draw<\/strong><\/p>\n

          Choose three objects. Measure their lengths with your ruler. Draw the objects and write their lengths.
          \n\"Go<\/p>\n

          Answer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-1\"<\/p>\n

          MATHEMATICAL PRACTICES<\/strong>
          \nDescribe how the three lengths compare. Which is the longest object?
          \nAnswer:
          \nThe three lengths are compared with ruler lengths
          \nthe longest object is a green roller with 13 inches<\/p>\n

          Share and Show<\/strong><\/p>\n

          Circle the best estimate for the length of the string.
          \nQuestion 1.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-2\"<\/p>\n

          Question 2.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-3\"<\/p>\n

          Question 3.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-4\"<\/p>\n

          On Your Own<\/strong><\/p>\n

          Circle the best estimate for the length of the string.
          \nQuestion 4.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-5\"<\/p>\n

          Question 5.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-6\"<\/p>\n

          Question 6.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-7\"<\/p>\n

          Question 7.
          \nTHINK SMARTER<\/strong>
          \nUse the 1 -inch mark. Estimate the length of each ribbon.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-8\"<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          MATHEMATICAL PRACTICE<\/strong>
          \nAnalyze Relationships
          \nQuestion 8.
          \nSasha has a string that is the length of 5 beads. Each bead is 2 inches long. What is the length of the string?
          \n_______ inches
          \nAnswer: 10 inches
          \nGiven
          \nSasha has a string that is the length of 5 beads
          \nEach bead is 2 inches long.
          \nhence by multiplying 2 inches with 5 beads we get 10 inches string<\/p>\n

          Question 9.
          \nMaurice has a string that is 15 inches long. He has beads that are each 3 inches long. How many beads will fit on the string?
          \n________ beads
          \nAnswer: 5 beads
          \nGiven,
          \nMaurice has a string that is 15 inches long
          \nbeads that are each 3 inches long
          \nby dividing 15 inches with 3 we get 5 beads<\/p>\n

          Question 10.
          \nTHINK SMARTER<\/strong>
          \nTameka has this string. She has many beads that are 1 inch long, like this blue bead. What is the best estimate for the length of the string? Draw more beads on the string to show your estimate.
          \n\"Go
          \n______ inches
          \nAnswer: 5 inches
          \nGiven
          \nbeads that are 1 inch long,
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-9\"<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 With your child, estimate the lengths in inches of some small objects, such as books.<\/p>\n

          Estimate Lengths in Inches Homework & Practice 8.3<\/h3>\n

          The bead is 1 inch long.
          \nCircle the best estimate for the length of the string.
          \nQuestion 1.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-10<\/p>\n

          Question 2.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-11<\/p>\n

          Question 3.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-12\"<\/p>\n

          Problem Solving<\/strong>
          \nSolve. Write or draw to explain.
          \nQuestion 4.
          \nAshley has some beads. Each bead is 2 inches long. How many beads will fit on a string that is 8 inches long?
          \n______ beads
          \nAnswer:
          \nGiven,
          \nAshley has some beads Each bead is 2 inches long
          \nHow many beads will fit on a string that is 8 inches long
          \nhence by dividing 8 inches with 2 beads we get 4 beads<\/p>\n

          Question 5.
          \nWRITE<\/strong>
          \nDescribe a way that someone could estimate the length of a book.
          \nAnswer:
          \nThe best estimation of a book will be in terms of CM(Centimeter) or Feet.
          \nWe Should use “Centimeter Scale or Measuring tape” for this purpose.
          \nOtherwise, take a thread, Put one end of the thread on one end of the book, that is along the longer side, and keep elongating the thread until you reach the other end. Now, with the help of a Different kind of Measuring tape, you can find the length of that thread Accurately. And that will be the length of the book.<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nThe bead is 1 inch long. Estimate the length of the string.
          \n\"Go
          \n______ inches
          \nAnswer:
          \ngiven each bead is 1 inch long
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-13\"
          \nthe length of the string is by counting beads we get 5
          \nhence 5 inches<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 2.
          \nDraw hands on the clock to show 5 minutes after 6.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.3-14\"<\/p>\n

          Question 3.
          \nElla read 16 pages of her book on Monday and 26 pages on Tuesday. There are 64 pages in the book. How many more pages are left for Ella to read?
          \n_______ pages
          \nAnswer: 22 pages
          \nGiven
          \nElla read 16 pages of her book on Monday and 26 pages on Tuesday
          \nby adding we get 16 + 26 we get 42 pages
          \nand also given There are 64 pages in the book
          \nso tofind how many left to read
          \nwe need to subtract 64 with 42 we get 22 pages<\/p>\n

          Question 4.
          \nWhat is the sum?
          \n38 + 24 = _____
          \nAnswer: 62
          \nBy adding 38 with 24 we get 62<\/p>\n

          Lesson 8.4 Measure with an Inch Ruler<\/h3>\n

          Essential Question<\/strong> How do you use an inch ruler to measure lengths?
          \nAnswer:
          \nTo measure the length of an object, place the zero hash mark of the ruler exactly along one end of the object. Align the object you are measuring along the edge of the ruler. Note the hashmark on the ruler along which the other side of the object ends.<\/p>\n

          Listen and Draw<\/strong><\/p>\n

          Draw each worm to match the given length.<\/p>\n

          MATHEMATICAL PRACTICES<\/strong>
          \nUse Reasoning Describe how you decided how long to draw the 2-inch and 3-inch worms.
          \nAnswer:<\/p>\n

          Share and Show<\/strong><\/p>\n

          Measure the length to the nearest inch.
          \nQuestion 1.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-1\"<\/p>\n

          Question 2.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-2\"<\/p>\n

          Question 3.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-3\"<\/p>\n

          Question 4.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-4\"<\/p>\n

          On Your Own<\/strong><\/p>\n

          Measure the length to the nearest inch.
          \nQuestion 5.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-5\"<\/p>\n

          Question 6.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-6\"<\/p>\n

          Question 7.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-7\"<\/p>\n

          Question 8.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-8\"<\/p>\n

          Question 9.
          \nGO DEEPER<\/strong>
          \nMeasure the lengths to the nearest inch. How much shorter is the ribbon than the yarn?
          \n\"Go
          \n______ inch shorter
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-9\"
          \n2 inch shorter is the ribbon than the yarn<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          \"Go
          \nQuestion 10.
          \nTHINK SMARTER<\/strong>
          \nHow much longer is the red string than the blue string?
          \n_______ inch longer
          \nAnswer:
          \nThe red string is 2 inches longer\u00a0 than the blue string<\/p>\n

          Question 11.
          \nTHINK SMARTER<\/strong>
          \nIf the red and
          \nblue strings were straight and placed end to end, what would the total length be?
          \n______ inches
          \nAnswer:
          \nIf the red and blue strings were straight and placed end to end the total length be 6 inches
          \nred string is about 4 inches long and blue string is about 2 inches long<\/p>\n

          Question 12.
          \nTHINK SMARTER<\/strong>
          \nMrs. Grant\u2019s pencil is 5 inches long. Is this Mrs. Grant\u2019s pencil? Use an inch ruler to find out. Use the numbers and words on the tiles to make the sentences true.
          \n\"Go
          \nThe pencil is ______ inches long.
          \nThis pencil _____ Mrs. Grant\u2019s pencil.
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-11\"
          \nThe pencil is 5 inches long.
          \nThis pencil about 5 inches Mrs. Grant\u2019s pencil.<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 Have your child measure the lengths of some objects to the nearest inch using a ruler or a similar measuring tool.<\/p>\n

          Measure with an Inch Ruler Homework & Practice 8.4<\/h3>\n

          Measure the length to the nearest inch.
          \nQuestion 1.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-12\"<\/p>\n

          Question 2.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-13\"<\/p>\n

          Question 3.
          \n\"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-14\"<\/p>\n

          Problem Solving<\/strong>
          \nQuestion 4.
          \nMeasure the string. What is its total length?
          \n\"Go _______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-15\"<\/p>\n

          Question 5.
          \nWRITE<\/strong>
          \nCompare the ruler you made to an inch ruler. Describe how they are alike and how they are different.
          \nAnswer:
          \nThey are different from sizes like inches,feet,centimeters<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nUse an inch ruler. What is the length to the nearest inch?
          \n\"Go
          \n_____ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-16\"<\/p>\n

          Question 2.
          \nUse an inch ruler. What is the length to the nearest inch?
          \n\"Go
          \n______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-17\"<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 3.
          \nThe clock shows the time that Jen got to school. What time did Jen get to school?
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-18\"
          \njen get to school at 8 hours 30 minutes<\/p>\n

          Question 4.
          \nWhat is the difference?
          \n13 – 5 = _______
          \nAnswer:
          \nby subtracting 13 with 5 we get 8<\/p>\n

          Question 5.
          \nEach color tile is about 1 inch long. About how long is the ribbon?
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-19\"<\/p>\n

          Lesson 8.5 Problem Solving \u2022 Add and Subtract in Inches<\/h3>\n

          Essential Question<\/strong> How can drawing a diagram help when solving problems about length?<\/p>\n

          There is a paper clip chain that is 16 inches long. Aliyah removes 9 inches of paper clips from the chain. How long is the paper clip chain now?
          \nanswer:
          \nGiven
          \nThere is a paper clip chain that is 16 inches long.
          \nAliyah removes 9 inches of paper clips from the chain
          \nso by subtracting 16 with 9 we get 7 inches long<\/p>\n

          Unlock the Problem<\/strong>
          \nWhat information do I need to use?
          \nThe chain is _____ inches long. ______ inches of paper clips are removed from the chain.<\/p>\n

          Show how to solve the problem<\/strong>.
          \n\"Go
          \nThe paper clip chain is ___7___ inches long now.<\/p>\n

          HOME CONNECTION<\/strong> \u2022 Your child drew a diagram to represent a problem about lengths. The diagram can be used to choose the operation for solving the problem.<\/p>\n

          Try Another Problem<\/strong><\/p>\n

          \"Go
          \nDraw a diagram. Write a number sentence using a \u2610 for the missing number. Solve.
          \nQuestion 1.
          \nCarmen has a string that is 13 inches long and a string that is 8 inches long. How many inches of string does she have?
          \n\"Go
          \n_________________
          \nCarmen has ________ inches of string.
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-3\"
          \nCarmen has 21 inches of string.<\/p>\n

          Question 2.
          \nEli has a cube train that is 24 inches long. He removes 9 inches of cubes from the train. How long is Eli\u2019s cube train now?
          \n\"Go
          \n______________
          \nEli\u2019s cube train is ______ inches long now.
          \nAnswer:
          \nEli\u2019s cube train is 15 inches long now.
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-4\"<\/p>\n

          MATHEMATICAL PRACTICES<\/strong>
          \nDescribe how your diagram shows what happened in the second problem.
          \nAnswer:
          \nEli has a cube train that is 24 inches long. He removes 9 inches of cubes from the train
          \nby subtracting 24 inches with 9 inches we get 15 inches<\/p>\n

          Share and Show<\/strong><\/p>\n

          Draw a diagram. Write a number sentence using a \u2610 for the missing number. Solve.
          \nQuestion 3.
          \nLee has a paper strip chain that is 25 inches long. He unhooks 13 inches from the chain. How long is Lee\u2019s paper strip chain now?
          \n\"Go
          \n______________
          \nLee\u2019s paper strip chain is _______ inches long now.
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-5\"
          \nLee\u2019s paper strip chain is 15 inches long now.<\/p>\n

          Question 4.
          \nTHINK SMARTER<\/strong>
          \nSue has two ribbons that have the same length. She has 18 inches of ribbon in all. How long is each ribbon?
          \n\"Go
          \n_____________
          \nEach ribbon is _______ inches long.
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-6\"
          \nEach ribbon is 9 inches long.<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 Have your child explain how he or she used a diagram to solve a problem in this lesson.<\/p>\n

          Problem Solving \u2022 Add and Subtract in Inches Homework & Practice 8.5<\/h3>\n

          Draw a diagram. Write a number sentence using a \u2610 for the missing number. Solve.
          \nQuestion 1.
          \nMolly had a ribbon that was 23 inches long. She cut 7 inches off the ribbon. How long is her ribbon now?
          \n\"Go
          \n_______________
          \nMolly\u2019s ribbon is _________ inches long now.
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-7\"
          \nMolly\u2019s ribbon is 16 inches long now.<\/p>\n

          Question 2.
          \nWRITE<\/strong>
          \nDescribe how you could draw a diagram for a problem about finding the total length for two strings, 15 inches long and 7 inches long
          \n______________________
          \n________________________
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-7
          \nby adding 15 inches and 7 inches we get 22 inches<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nAllie has two pieces of string. Each one is 8 inches long. How many inches of string does she have altogether?
          \n_______ inches
          \nAnswer:
          \nGiven
          \nAllie has two pieces of string. Each one is 8 inches long.
          \nso to find How many inches of the string does she have altogether
          \nwe need to add both strings value 8 inches and 8 inches we get 16 inches<\/p>\n

          Question 2.
          \nJeff has a cube train that is 26 inches long. He removes 12 inches of cubes from the train. How long is Jeff\u2019s cube train now?
          \n_______ inches
          \nAnswer:
          \nGiven
          \nJeff has a cube train that is 26 inches long
          \nHe removes 12 inches of cubes from the train
          \nhence to find How long is Jeff\u2019s cube train now
          \nsubtract 26 inches with 12 inches we get 14 inches<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 3.
          \nAnn buys a pencil for 45 cents. Make a list of coins that would equal 45 cents.
          \n__________
          \nAnswer:<\/p>\n

          Ann could have many ways of buying this pencil:<\/p>\n

          45 pennies
          \n9 nickels
          \n1 quarter and 2 dimes
          \n1 quarter, 1 dime, and 2 nickels
          \n1 quarter, 1 dime, and 10 pennies
          \n3 nickels and 30 pennies
          \n1 dime, 1 nickel, 1 quarter, and 5 pennies<\/p>\n

          Question 4.
          \nUse an inch ruler. About how long is the string?
          \n\"Go
          \nabout _______ inch
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-8\"<\/p>\n

          Question 5.
          \nJason has these coins in a jar.
          \nWhat is the total value of these coins?
          \n\"Go
          \n$ ______ or _______ cents
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-9\"
          \n55 cents<\/p>\n

          Length in Customary Units Mid-Chapter Checkpoint<\/h3>\n

          Concepts and Skills<\/strong><\/p>\n

          Use color tiles. Measure the length of the object in inches.
          \nQuestion 1.
          \n\"Go about _______ inches
          \nAnswer: 13 inches
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-10\"<\/p>\n

          The bead is one inch long. Circle the best estimate for the length of the string.
          \nQuestion 2.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-11\"<\/p>\n

          Draw a diagram. Write a number sentence using a \u2610 for the missing number. Solve.
          \nQuestion 3.
          \nA mark is 17 inches long. Katy erases 9 inches from the mark. How long is the mark now?
          \n\"Go
          \n___________________
          \nThe mark is ________ inches long now.
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-12\"
          \nThe mark is 8 inches long now.<\/p>\n

          Question 4.
          \nTHINK SMARTER<\/strong>
          \nUse an inch ruler. What is the length of the string to the nearest inch?
          \n\"Go _______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-13\"<\/p>\n

          Lesson 8.6 Measure in Inches and Feet<\/h3>\n

          Essential Question<\/strong> Why is measuring in feet different from measuring in inches?
          \nanswer:
          \nAs you can see, one foot is much longer than one inch. We, therefore, use feet to measure bigger objects, such as the height of a door or the length of a car. We can also use feet to measure the distance between things.
          \nWhen two people stand apart, it would take a lot of inches to measure the distance between them<\/p>\n

          Listen and Draw<\/strong><\/p>\n

          Draw or write to describe how you did each measurement.
          \nFirst Measurement
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-8.5-10\"<\/p>\n

          Second Measurement
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-17\"<\/p>\n

          MATHEMATICAL PRACTICES<\/strong>
          \nUse Reasoning Describe how the length of a sheet of paper and the length of a paper clip are different.
          \nAnswer:
          \n\"go<\/p>\n

          Share and Show<\/strong><\/p>\n

          Measure to the nearest inch.
          \nThen measure to the nearest foot.
          \nQuestion 1.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-1\"
          \n2 inches
          \n0.166667 feet<\/p>\n

          Question 2.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-2\"
          \n3 inches
          \n0.25 feet<\/p>\n

          Question 3.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-3\"
          \n2 inches
          \n0.166667 feet<\/p>\n

          On Your Own<\/strong><\/p>\n

          Measure to the nearest inch.
          \nThen measure to the nearest foot.
          \nQuestion 4.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-4\"
          \n4 inches
          \n0.333333 feet<\/p>\n

          Question 5.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-5\"
          \n3 inches
          \n0.25 feet<\/p>\n

          Question 6.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-6\"
          \n4 inches
          \n0.333333 feet<\/p>\n

          Question 7.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-7\"
          \n3 inches
          \n0.25 feet<\/p>\n

          Question 8.
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-8\"
          \n3 inches
          \n0.25 feet<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          Question 9.
          \nTHINK SMARTER<\/strong>
          \nEstimate the length of a real shelf in inches and in feet. Then measure.
          \n\"2nd
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-9\"<\/p>\n

          Question 10.
          \nMATHEMATICAL PRACTICE<\/strong> Explain
          \nLook at your measurements for the shelf. Why is the number of inches different from the number of feet?
          \n________________
          \n__________________
          \nAnswer:
          \ninches Used to measure smaller objects and materials
          \nFeet Used to measure larger objects and materials<\/p>\n

          Question 11.
          \nTHINK SMARTER<\/strong>
          \nUse the words on the tiles that make the sentence true.
          \n\"2nd
          \nA book shelf is 4 ______ long.
          \nDeb\u2019s necklace is 20 ______ long.
          \nA marker is 3 _______ long.
          \nJim\u2019s bicycle is 4 _____ long.
          \nAnswer:
          \nA book shelf is 4 feet long.
          \nDeb\u2019s necklace is 20 inches long.
          \nA marker is 3 inches long.
          \nJim\u2019s bicycle is 4 feet long.<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 Have your child measure the distance of a few footsteps in inches and then in feet.<\/p>\n

          Measure in Inches and Feet Homework & Practice 8.6<\/h3>\n

          Measure to the nearest inch.
          \nThen measure to the nearest foot.
          \nQuestion 1.
          \nbookcase
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-11\"
          \n2 inches
          \n0.166667 feet<\/p>\n

          Question 2.
          \nwindow
          \n\"2nd
          \n______ inches
          \n______ feet
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-12\"
          \n2 inches
          \n0.166667 feet<\/p>\n

          Problem Solving<\/strong>
          \nQuestion 3.
          \nJake has a piece of yarn that is 4 feet long. Blair has a piece of yarn that is 4 inches long. Who has the longer piece of yarn? Explain.
          \n___________________
          \n_____________________
          \nAnswer:
          \nGiven
          \nJake has a piece of yarn that is 4 feet long. Blair has a piece of yarn that is 4 inches long.
          \nSince a foot is longer than an inch, this means the answer would be greater than<\/p>\n

          Question 4.
          \nWRITE<\/strong>
          \nWould you measure the length of a jump rope in inches or in feet? Explain your choice.
          \nAnswer:
          \nTo get a more accurate measurement you would measure it by inches.<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nLarry is telling his sister about using a ruler to measure length. Fill in the blanks with \u2018inch\u2019 or \u2018foot\u2019 to make the sentence true.
          \nI ______ is longer than I ______.
          \nAnswer:
          \nI foot is longer than I inch.<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 2.
          \nMatt put this money in his pocket. What is the total value of this money?
          \n$ ______
          \n\"2nd
          \nAnswer:
          \n1 dollar
          \n10 cents
          \n1 cent
          \nby adding we get one dollar 11 cents<\/p>\n

          Question 3.
          \nWhat time is shown on this clock?
          \n\"2nd
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-14\"
          \none hour 50 minutes<\/p>\n

          Question 4.
          \nAli had 38 game cards. Her friend gave her 15 more game cards. How many game cards does Ali have now?
          \n_____ cards
          \nAnswer:
          \nGiven
          \nAli had 38 game cards. Her friend gave her 15 more game cards
          \nto find How many game cards does Ali have now
          \nby adding 38 and 15 we get 53 game cards<\/p>\n

          Lesson 8.7 Estimate Lengths in Feet<\/h3>\n

          Essential Question<\/strong> How do you estimate the lengths of objects in feet?<\/p>\n

          Look for 3 classroom objects that are about the same length as a 12-inch ruler. Draw and label the objects.
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-4\"
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-6\"
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-1\"<\/p>\n

          MATHEMATICAL PRACTICE<\/strong>
          \nWhich objects have a greater length than the ruler? Explain.
          \nAnswer:
          \nthe teachers desk is greater than the other objects<\/p>\n

          Model and Draw<\/strong><\/p>\n

          Estimate how many 12-inch rulers will be about the same length as this bulletin board.
          \n\"Go
          \n_______ rulers, or ______ feet<\/p>\n

          Share and Show<\/strong><\/p>\n

          Find each object. Estimate how many 12-inch rulers will be about the same length as the object.
          \nQuestion 1.
          \nbookshelf
          \n\"Go
          \nEstimate: ______ rulers, or ______ feet
          \nAnswer:
          \nEstimate: 3 rulers, or 3 feet
          \n12-inch rulers<\/p>\n

          Question 2.
          \nchair
          \n\"Go
          \nEstimate: ______ rulers, or ______ feet
          \nAnswer:
          \nEstimate: 2 rulers, or 2 feet<\/p>\n

          On Your Own<\/strong><\/p>\n

          Find each object. Estimate how many 12-inch rulers will be about the same length as the object.
          \nQuestion 3.
          \ndesktop
          \n\"Go
          \nEstimate: ______ rulers, or ______ feet
          \nAnswer:
          \nEstimate: 3 rulers, or 3 feet<\/p>\n

          Question 4.
          \nwall map
          \n\"Go
          \nEstimate: ______ rulers, or ______ feet
          \nAnswer:
          \nEstimate: 5 rulers, or 5 feet<\/p>\n

          Question 5.
          \nwindow
          \n\"Go
          \nEstimate: ______ rulers, or ______ feet
          \nAnswer:
          \nEstimate: 2 rulers, or 2 feet<\/p>\n

          Question 6.
          \nteacher\u2019s desk
          \n\"Go
          \nEstimate: ______ rulers, or ______ feet
          \nAnswer:
          \nEstimate: 4 rulers, or 4 feet<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          Question 7.
          \nTHINK SMARTER<\/strong>
          \nEstimate the distance from your desk to the door in feet. Then estimate the same distance in inches.
          \n\"Go
          \n______ feet
          \n_______ inches
          \nAnswer:
          \n5 feet
          \n60 inches
          \nExplain how you made your estimates for the number of feet and for the number of inches.
          \n___________________
          \n___________________
          \nAnswer:
          \nestimates for the number of feet and for the number of inches by taking ruler we can find the\u00a0 ruler in inches<\/p>\n

          Question 8.
          \nTHINK SMARTER<\/strong>
          \nMatch the object with the estimate of its length in feet.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.7-9\"<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 With your child, estimate the lengths of some objects in feet.<\/p>\n

          Estimate Lengths in Feet Homework & Practice 8.7<\/h3>\n

          Find each object.
          \nEstimate how many 12-inch rulers will be about the same length as the object.
          \nQuestion 1.
          \ndoor
          \nEstimate: ______ rulers, or _____ feet
          \nAnswer:
          \nEstimate: 7 rulers, or 7 feet<\/p>\n

          Question 2.
          \nflag
          \nEstimate: ______ rulers, or _____ feet
          \nAnswer:
          \nEstimate: 3\u00a0 rulers, or 3 feet<\/p>\n

          Problem Solving<\/strong>
          \nSolve. Write or draw to explain.
          \nQuestion 3.
          \nMr. and Mrs. Baker place 12-inch rulers along the length of a rug. They each line up 3 rulers along the edge of the rug. What is the length of the rug?
          \nabout ______ feet
          \nAnswer:
          \nGiven
          \nMr. and Mrs. Baker place 12-inch rulers along the length of a rug. They each line up 3 rulers along the edge of the rug
          \nto find the length of the rug by each ruler equal to 1 feet
          \nso there are 3 rulers we get 3 feet
          \nabout 3 feet<\/p>\n

          Question 4.
          \nWRITE<\/strong>
          \nChoose an object that is a few feet long. Explain how to estimate its length in feet.
          \n___________________
          \n___________________
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-4\"
          \nthe length of the object is 4 feets<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nEstimate how many 12 inch rulers will be about the same length as a bike.
          \n_____ rulers, or ______ feet
          \nAnswer:
          \n6 rulers, or 6 feet<\/p>\n

          Question 2.
          \nEstimate how many 12 inch rulers will be about the same length as a keyboard.
          \n_______ rulers, or _____ feet
          \nAnswer:
          \n2 rulers, or 2 feet<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 3.
          \nWhat is the total value of 2 quarters, 3 dimes, and 4 nickels?
          \n$ ______
          \nAnswer:<\/p>\n

          2*25=50
          \n3*10=30
          \n4*5=20
          \n50+30+20=100
          \n$ 1<\/p>\n

          Question 4.
          \nWhat is the total value of 2 dimes, 3 nickels, and 2 pennies?
          \n$ _____ or _____ cents
          \nAnswer:
          \n2 dimes * 10 = 20
          \n3 nickels * 5 = 15
          \n2 pennies * 1 = 2
          \nby adding we get 20+15+2 = 37 cents<\/p>\n

          Question 5.
          \nThere are 68 children in the school. There are 19 children on the playground. How many more children are in the school than on the playground?
          \n_______ children
          \nAnswer:
          \nGiven
          \nThere are 68 children in the school. There are 19 children on the playground
          \nto find How many more children are in the school than on the playground
          \nwe need to subtract 68 with 19 we get 49 children<\/p>\n

          Question 6.
          \nWhat is the sum?
          \n\"Go
          \nAnswer:
          \n\"Go-Math-2nd-Grade-Answer-Key-Chapter-8-Length-in-Customary-Units-8.7-10\"
          \nBy adding 548 with 436 we get 984<\/p>\n

          Lesson 8.8 Choose a Tool<\/h3>\n

          Essential Question<\/strong> How do you choose a measuring tool to use when measuring lengths?<\/p>\n

          Listen and Draw<\/strong><\/p>\n

          Draw or write to describe how you measured the distances with the yarn.
          \nDistance 1<\/p>\n

          \"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-1\"<\/p>\n

          Distance 2
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.4-8\"<\/p>\n

          MATHEMATICAL PRACTICES<\/strong>
          \nWhich distance was longer? Explain how you know.
          \nAnswer:
          \nDistance 1 is longer than distance 2
          \nby observing the length we get to know the distance<\/p>\n

          Share and Show<\/strong><\/p>\n

          Choose the best tool for measuring the real object.
          \nThen measure and record the length or distance.
          \n\"Go
          \nQuestion 1.
          \nthe length of a book
          \n\"Go
          \nTool : ________
          \nLength : __________
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.8-2\"
          \nTool : inch ruler
          \nLength : 4 inch<\/p>\n

          Question 2.
          \nthe distance around a cup
          \n\"Go
          \nTool : ________
          \nLength : __________
          \nAnswer:
          \nTool : measuring tape
          \nLength : about 3 inches<\/p>\n

          On Your Own<\/strong><\/p>\n

          Choose the best tool for measuring the real object.
          \nThen measure and record the length or distance.
          \n\"Go
          \nQuestion 3.
          \nthe length of a chalkboard
          \n\"Go
          \nTool : ________
          \nLength : __________
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.8-5\"
          \nTool : inch ruler
          \nLength : 3 inches<\/p>\n

          Question 4.
          \nthe length of a marker
          \n\"Go
          \nTool : ________
          \nLength : __________
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.8-6\"
          \nTool : inch ruler
          \nLength : 4 inches<\/p>\n

          Question 5.
          \nthe distance around a globe
          \n\"Go
          \nTool : ________
          \nLength : __________
          \nAnswer:
          \nTool : measuring tape
          \nLength : about 3 inches<\/p>\n

          Question 6.
          \nthe length of a classroom wall
          \n\"Go
          \nTool : ________
          \nLength : __________
          \nAnswer:
          \nTool : Yard stick
          \nLength : 3 yards<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          Question 7.
          \nTHINK SMARTER<\/strong>
          \nRachel wants to measure the length of a sidewalk. Should she use an inch ruler or a yardstick? Explain.
          \n\"Go
          \nRachel should use _______ because
          \n___________________
          \nAnswer:
          \nRachel should use yard stick because
          \nthe length which is longer need to be measured by the yard stick to get the better results<\/p>\n

          Question 8.
          \nMATHEMATICAL PRACTICE<\/strong> Apply
          \nWhat is an object that you would measure with a measuring tape? Explain why you would use this tool.
          \n________________________
          \n________________________
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-8\"
          \nwe should use this measuring tape to get the accurate results<\/p>\n

          Question 9.
          \nTHINK SMARTER+<\/strong>
          \nJim measures the length of a picnic table with an inch ruler. Is Jim using the best tool for measuring? Explain.
          \n_________________________
          \n________________________
          \nAnswer:
          \n\"2nd-Grade-Go-Math-Answer-Key-Chapter-8-Length-in-Customary-Units-8.6-6\"
          \nwe should use this measuring tape to get the accurate results<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 Have your child name some objects that he or she would measure using a yardstick.<\/p>\n

          Choose a Tool Homework & Practice 8.8<\/h3>\n

          Choose the best tool for measuring the real object. Then measure and record the length or distance.
          \n\"Go
          \nQuestion 1.
          \nthe length of your desk
          \n\"Go
          \nTool : _____________
          \nLength : ___________
          \nAnswer:
          \nTool : inch ruler
          \nLength : 2 feets<\/p>\n

          Question 2.
          \nthe distance around a basket
          \n\"Go
          \nTool : _____________
          \nLength : ___________
          \nAnswer:
          \nTool : measuring tape
          \nLength : 2 feets<\/p>\n

          Problem Solving<\/strong>
          \nChoose the better tool for measuring.
          \nExplain your choice.
          \nQuestion 3.
          \nMark wants to measure the length of his room. Should he use an inch ruler or a yardstick?
          \nMark should use ________ because
          \n______________________
          \nAnswer:
          \nMark wants to measure the length of his room.
          \nMark should use yardstick because to get accurate measurements<\/p>\n

          Question 4.
          \nWRITE<\/strong>
          \nDescribe how you would use a yardstick to measure the length of a rug.
          \nAnswer:
          \nMeasure the rug by putting the yardstick on each side of the rug to see the length<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nKim wants to measure the distance around her bike tire. Circle the best tool for her to use.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.8-13\"<\/p>\n

          Question 2.
          \nBen wants to measure the length of a seesaw. Circle the best tool for him to use.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Answer-Key-Grade-2-Chapter-8-Length-in-Customary-Units-8.8-14\"<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 3.
          \nEstimate how many 12 inch rulers will be about the same length as a sheet of paper.
          \n______ ruler, or _____ foot
          \nAnswer:
          \n1 ruler, or 1 foot<\/p>\n

          Question 4.
          \nAndy has a rope that is 24 inches long. He cuts off 7 inches from the rope. How long is the rope now?
          \n_____ inches
          \nAnswer:
          \nGiven
          \nAndy has a rope that is 24 inches long.
          \nHe cuts off 7 inches from the rope
          \nby subtracting 24 with 7 we get 17<\/p>\n

          Question 5.
          \nJan is telling her friend about using a ruler to measure length. Fill in the blanks with inches or foot to make the sentence true.
          \n12 ______ is the same length as 1 _______.
          \nAnswer:
          \n12 inches is the same length as 1 feet.<\/p>\n

          Lesson 8.9 Display Measurement Data<\/h3>\n

          Essential Question<\/strong> How can a line plot be used to show measurement data?<\/p>\n

          Listen and Draw<\/strong><\/p>\n

          Use an inch ruler. Measure and record each length.
          \n\"Go ______ inches<\/p>\n

          Answer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.9-1\"<\/p>\n

          \"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.9-2\"<\/p>\n

          \"Go ______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.9-3\"<\/p>\n

          HOME CONNECTION<\/strong> \u2022 Your child practiced measuring different lengths in inches in preparation for collecting measurement data in this lesson.<\/p>\n

          MATHEMATICAL PRACTICES<\/strong>
          \nDescribe how the lengths of the three strings are different.
          \nAnswer:
          \nthe lengths of the three strings are different.
          \nbecause the length of the strings are 7 inches 3 inch and 5 inches<\/p>\n

          Share and Show<\/strong><\/p>\n

          Question 1.
          \nUse an inch ruler. Measure and record the lengths of 5 books in inches.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.9-4\"<\/p>\n

          Question 2.
          \nWrite a title for the line plot. Then write the numbers and draw the Xs.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Grade-2-Answer-Key-Chapter-8-Length-in-Customary-Units-8.9-5\"<\/p>\n

          On Your Own<\/strong><\/p>\n

          Question 3.
          \nUse an inch ruler. Measure and record the lengths of 5 pencils in inches.
          \n\"Go
          \nAnswer:<\/p>\n

          Question 4.
          \nWrite a title for the line plot. Then write the numbers and draw the Xs.
          \n\"Go
          \nAnswer:<\/p>\n

          Question 5.
          \nUse an inch ruler. Measure and record the lengths of 4 crayons in inches. Then complete the line plot.
          \n\"Go
          \nAnswer:<\/p>\n

          Problem Solving \u2022 Applications<\/strong><\/p>\n

          Question 6.
          \nTHINK SMARTER
          \nUse the data in the list to complete the line plot.
          \n\"Go
          \nAnswer:<\/p>\n

          Question 7.
          \nTHINK SMARTER<\/strong>
          \nSarah made a line plot to show the data about the length of leaves. Is Sarah\u2019s line plot correct? Tell why or why not.
          \n\"Go
          \n________________________
          \n_________________________
          \nAnswer:<\/p>\n

          TAKE HOME ACTIVITY<\/strong> \u2022 Have your child describe how to make a line plot.<\/p>\n

          Display Measurement Data Homework & Practice 8.9<\/h3>\n

          Question 1.
          \nUse an inch ruler. Measure and record the lengths of 4 different books in inches.
          \n\"Go
          \nAnswer:<\/p>\n

          Question 2.
          \nMake a line plot of the information above. Write a title for a line plot. Then write the numbers and draw the Xs.
          \n\"Go
          \nAnswer:<\/p>\n

          Problem Solving<\/strong>
          \nQuestion 3.
          \nJesse measured the lengths of some strings. Use his list to complete the line plot.
          \n\"Go
          \nAnswer:<\/p>\n

          Question 4.
          \nWRITE<\/strong>
          \nDescribe how you made a line plot in this lesson.
          \nAnswer:<\/p>\n

          Lesson Check<\/strong>
          \nQuestion 1.
          \nUse the line plot. How many sticks are 4 inches long?
          \n\"Go
          \n______ sticks
          \nAnswer:<\/p>\n

          Spiral Review<\/strong>
          \nQuestion 2.
          \nKim wants to measure a ball. Circle the best tool for Kim
          \n\"Go
          \nAnswer:<\/p>\n

          Question 3.
          \nEstimate how many 12 inch rulers will be about the same length as a teacher\u2019s desk.
          \n_____ rulers, or _____ feet
          \nAnswer:<\/p>\n

          Question 4.
          \nKurt has a string that is 12 inches long and another string that is 5 inches long. How many inches of string does he have altogether?
          \n_______ inches
          \nAnswer:<\/p>\n

          Question 5.
          \nOne box has 147 books. The other box has 216 books. How many books are there in both boxes?
          \n_______ books
          \nAnswer:<\/p>\n

          Length in Customary Units Review\/Test<\/h3>\n

          Question 1.
          \nTHINK SMARTER<\/strong>
          \nJosh wants to measures the distance around a soccer ball.
          \nCircle the best choice of tool.
          \ninch ruler
          \nyardstick
          \nmeasuring tape
          \n\"Go
          \nExplain your choice of tool.
          \nAnswer:<\/p>\n

          Question 2.
          \nGO DEEPER<\/strong>
          \nLuke has a string that is 6 inches long and a string that is 11 inches long. How many inches of string does Luke have?
          \nDraw a diagram. Write a number sentence using a \u2610 for the missing number. Solve.
          \n\"Go
          \nLuke has ______ inches of string.
          \nAnswer:<\/p>\n

          Question 3.
          \nUse an inch ruler. What is the length of the lip balm to the nearest inch?
          \n\"Go
          \nCircle the number in the box to make the sentence true.
          \n\"Go
          \nAnswer:<\/p>\n

          Question 4.
          \nTom uses tiles to measure a string. Each tile is 1 inch long. Tom says the string is 3 inches long. Is he correct? Explain.
          \n\"Go
          \n___________________
          \n___________________
          \nAnswer:<\/p>\n

          Question 5.
          \nDalia made a line plot to show the lengths of her ribbons. How many ribbons are shown in the line plot?
          \n\"Go
          \nThe line plot shows ______ ribbons.
          \nSuppose Dalia cut one of the ribbons that is 6 inches long into two pieces that are each 3 inches long. Explain how she should change the line plot.
          \n_________________
          \n_________________
          \nAnswer:<\/p>\n

          Question 6.
          \nUse the words on the tiles to make the sentence true.
          \n\"Go
          \nThe table is 3 ______ long.
          \nThe belt is 30 ______ long.
          \nThe hallway is 15 ______ long.
          \nAnswer:<\/p>\n

          Question 7.
          \nUse the 1-inch mark. Estimate the length of each object.
          \n\"Go
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-rt-7\"<\/p>\n

          Question 8.
          \nUse an inch ruler. What is the length of the paper clip to the nearest inch?
          \n\"Go
          \n______ inches
          \nAnswer:
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-rt-8\"<\/p>\n

          Question 9.
          \nEstimate how many 12-inch rulers will be about the same height as a classroom door. Does the sentence describe the door? Choose Yes or No.
          \n\"Go
          \nWhat is your estimate of how wide the door is?
          \nAnswer: 8 feet height
          \n\"Go-Math-Grade-2-Chapter-8-Answer-Key-Pdf-Length-in-Customary-Units-Concepts-rt-9\"<\/p>\n","protected":false},"excerpt":{"rendered":"

          Go Math Grade 2 Chapter 8 Answer Key Length in Customary Units Concepts Length in Customary Units Show What You Know Compare Lengths Question 1. Order the pencils from shortest to longest. Write 1, 2, 3. Answer: Explanation: The yellow color pencil is longest and the green color pencil is shortest pencil. Use Nonstandard Units … Read more<\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/posts\/50479"}],"collection":[{"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/comments?post=50479"}],"version-history":[{"count":1,"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/posts\/50479\/revisions"}],"predecessor-version":[{"id":138338,"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/posts\/50479\/revisions\/138338"}],"wp:attachment":[{"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/media?parent=50479"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/categories?post=50479"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ccssanswers.com\/wp-json\/wp\/v2\/tags?post=50479"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}