There are 17 squirrels in a pine tree. There are 12 squirrels in an oak tree. 

1. How many fewer squirrels are in the oak tree than the pine? Show your thinking using drawings, numbers, or words.

2. Write an equation for this situation.

Find the number that makes each equation true.

1. \(7 + 9 = \underline{\hspace{0.9cm}}\)
2. \(15 - 8 =  \underline{\hspace{0.9cm}}\)
3. \(6 + \underline{\hspace{0.9cm}} = 11\)
4. \( \underline{\hspace{0.9cm}} - 4 = 13\)

There are some frogs in a pond. 5 more jump in. Now there are 11. How many frogs were in the pond at first? Show your thinking using drawings, numbers, or words.

1. How many connecting cubes are there altogether? Show your thinking using drawings, numbers, or words.
2. How many more in Train 1 than Train 2? Show your thinking using drawings, numbers, or words.

Find the number that makes each equation true. Show your thinking using drawings, numbers, or words.

1. \(26 + 51 = \underline{\hspace{0.9cm}}\)

2. \(35 + \underline{\hspace{0.9cm}} = 67\)

There are 34 children in Mai’s classroom. There are 21 children in Noah’s. How many more children are in Mai’s classroom than in Noah’s? Show your thinking using drawings, numbers, or words.

Jada adds 3 different numbers between 1 and 9. She gets 20. 

1. What could Jada’s numbers be? Give 3 different examples.
2. If Jada uses 6, what are the other 2 numbers? Explain your reasoning.

1. Write 10 pairs of numbers that add together to make 100.
2. What patterns do you notice in your pairs of numbers?

Tyler represents addition using base-ten blocks. Here is how Tyler represented a sum.

1. How can Tyler’s base-ten blocks help solve the equation \(25 + \underline{\hspace{1.5 cm}} = 43\)?
2. What other addition equations could Tyler’s cubes show?
3. What could he do to make his answer clear?