Question

Hazel wants to make 10 to help her subtract 15−8
.

Which pair of equations shows how Hazel can solve by making 10?

(1 point)
Responses

15−5=10
, 10−5=5

15 - 5 = 10 , 10 - 5 = 5

15−2=13
, 13−3=10

15 − 2 = 13 , 13 - 3 = 10

10+5=15
, 8+2=10

10 + 5 = 15 , 8 + 2 = 10

15−5=10
, 10−3=7

Answer 1

To solve \( 15 - 8 \) by making 10, Hazel can break down the numbers to facilitate the subtraction. She can first adjust 8 to make it easier to subtract from 15.

Let's analyze the equations:

1. **Option 1:**
- \( 15 - 5 = 10 \)
- \( 10 - 5 = 5 \)

2. **Option 2:**
- \( 15 - 2 = 13 \)
- \( 13 - 3 = 10 \)

3. **Option 3:**
- \( 10 + 5 = 15 \)
- \( 8 + 2 = 10 \)

4. **Option 4:**
- \( 15 - 5 = 10 \)
- \( 10 - 3 = 7 \)

**The correct option that makes 10 and demonstrates how to rearrange the numbers is:**

**Option 3:**
- \( 10 + 5 = 15 \)
- \( 8 + 2 = 10 \)

This shows that Hazel can adjust \( 15 \) down by making \( 8 \) into \( 10 \) (by adding \( 2 \)), thus converting the initial problem \( 15 - 8 \) into \( 15 - (10 - 2) \), effectively letting her solve using 10.

So, the response is:
**10 + 5 = 15 , 8 + 2 = 10**.