Virginia SOL 4.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 10,000.*
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.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students calculate sums and differences with numbers through 10,000. They choose a place-value strategy or written algorithm, regroup accurately, and explain why the steps work.
What Mastery Looks Like
- Students align digits by place, regroup across one or more places, and get an accurate result. They can solve a problem another way and use estimation or the inverse operation to check it.
Common Misconceptions
- Students may line up digits from the left instead of matching place values. They may forget to regroup, treat zero as stopping subtraction, or change only one place when decomposing across zeros.
How to Assess It
- Exit ticket: Solve 3,587 + 4,269 and 7,004 − 2,786, show regrouping, then check each answer with estimation.
Lesson moves
Ways to Teach It
Use place-value disks on a mat to model 3,476 + 2,859, trading ten disks whenever a place fills.
Students write an answer to this prompt: Explain why regrouping 1 thousand creates 10 hundreds, using a labeled place-value chart.
Play Regrouping Race: partners draw two four-digit number cards, solve the chosen operation, and score only after an inverse-operation check.
Give students a school fundraiser ledger with amounts raised and spent, then have them calculate the remaining balance and explain their method.
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