Virginia SOL 3.CE.2.g
The Standard
Create an equation to represent the mathematical relationship between equivalent expressions using multiplication and/or division facts through 10 × 10 (e.g., 4 × 3 = 14 - 2, 35 ÷ 5 = 1 × 7).
Virginia Standards of Learning for Mathematics · The student will recall with automaticity multiplication and division facts through 10 × 10; and represent, solve, and justify solutions to single-step contextual problems using multiplication and division with whole numbers.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students find the value of two multiplication or division expressions and decide whether they are equal. They write true equations and explain why both sides have the same value.
What Mastery Looks Like
- Students correctly evaluate both sides before placing an equals sign. They create true equations such as 2 × 4 = 24 ÷ 3 and explain that both sides equal 8.
Common Misconceptions
- Students may think the equals sign means “write the answer next” rather than “has the same value.” They may calculate only one side or match expressions that look alike without checking their values.
How to Assess It
- Exit ticket: Write two different multiplication or division expressions with a value of 8. Join them with an equals sign and show how you checked both sides.
Lesson moves
Ways to Teach It
Use counters to model 2 × 4 and 24 ÷ 3, then place an equals card between the matching models.
Ask, “Is 6 × 3 = 9 × 2 true?” Students calculate both sides and explain their decision in writing.
Play Memory with expression cards such as 2 × 4 and 24 ÷ 3, keeping only pairs with equal values.
Compare four bags with three apples each to two trays of six apples, then write an equation showing the matching totals.
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Printable 3.CE.2.g Worksheet
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Related Standards
- 5.PFA.2.b
Write an equation (with a single variable that represents an unknown quantity and one operation) from a contextual situation, using addition, subtraction, multi...
- 3.CE.2.d
Demonstrate fluency with multiplication facts through 10 × 10 by applying reasoning strategies (e.g., doubling, add-a-group, subtract-a-group, near squares, and...
- 4.CE.2.c
Create an equation using addition, subtraction, multiplication, and division to represent the relationship between equivalent mathematical expressions (e.g., 4 ...
- 3.CE.2.b
Use inverse relationships to write the related facts connected to a given model for multiplication and division of whole numbers through 10 × 10.
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