Virginia SOL 3.CE.1.c
The Standard
Apply strategies (e.g., place value, properties of addition, other number relationships) and algorithms, including the standard algorithm, to determine the sum or difference of two whole numbers where addends and minuends do not exceed 1,000.
Virginia Standards of Learning for Mathematics · The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtraction with whole numbers where addends and minuends do not exceed 1,000.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students add and subtract whole numbers accurately using place value, number relationships, or a written algorithm. They choose a useful method and justify regrouping or decomposition.
What Mastery Looks Like
- A student gets accurate sums and differences using a reliable strategy or the standard algorithm. The student lines up place values, regroups correctly, and explains why each step works.
Common Misconceptions
- Students may regroup a digit without changing the next place value, or subtract the smaller digit from the larger digit regardless of order. Zeros in numbers such as 700 or 804 often cause regrouping errors.
How to Assess It
- Give an exit ticket: Solve 487 + 356 and 802 − 475. Show your work, then explain one regrouping step with place-value words.
Lesson moves
Ways to Teach It
Use base-ten blocks to model 368 + 247 and 602 − 185, then match each trade to a written regrouping step.
Compare two solutions for 398 + 276 and write which strategy is easier to check and why.
Draw digit cards to build two numbers, add or subtract them, and earn a point for an accurate answer and explanation.
Give students a store inventory showing 725 items, 268 sold, and 149 delivered, then calculate the new total in two steps.
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