Virginia SOL 4.CE.2.c
The Standard
Create an equation using addition, subtraction, multiplication, and division to represent the relationship between equivalent mathematical expressions (e.g., 4 × 3 = 2 × 6; 10 + 8 = 36 ÷ 2; 12 × 4 = 60 − 12).
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 multiplication with whole numbers, and single-step problems, including those in context, using division with whole numbers; and recall with automaticity the multiplication facts through 12 × 12 and the corresponding division facts.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students create equations with different operations on each side of the equal sign. They evaluate both expressions to show that the two sides have the same value.
What Mastery Looks Like
- A student calculates both expressions and confirms that they have the same value. The student chooses operations and missing numbers that make an equation true and explains the equality.
Common Misconceptions
- Students may treat the equal sign as a signal to give an answer rather than as a balance between two expressions. They may compare the written numbers or operations without calculating both sides.
How to Assess It
- Give this exit ticket: Fill in the blank to make the equation true, 7 × 6 = 50 − __. Then explain how you checked both sides.
Lesson moves
Ways to Teach It
Build two equal groups with counters, then write a multiplication expression for one side and an addition or subtraction expression for the other.
Ask students to explain why 8 × 4 = 40 − 8 is true without changing either side.
Play an expression match game where students pair cards, such as 6 × 5 and 42 − 12, that have equal values.
Create two different price calculations for the same $24 purchase, using item groups, addition, subtraction, multiplication, or division.
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Printable 4.CE.2.c Worksheet
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