Virginia SOL 4.CE.3

4.CE.3 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 4.CE.3.a

  Estimate and determine the sum or difference of two fractions (proper or improper) and/or mixed numbers, having like denominators limited to 2, 3, 4, 5, 6, 8, 1...

• 4.CE.3.b

  Estimate, represent, solve, and justify solutions to single-step contextual problems using addition and subtraction with fractions (proper or improper) and/or m...

• 4.CE.3.c

  Solve single-step contextual problems involving multiplication of a whole number, limited to 12 or less, and a unit fraction (e.g., 6 × 1 3 , 1 5 × 8, 2 × 1 10 ...

• 4.CE.3.d

  Apply the inverse property of multiplication in models (e.g., use a visual fraction model to represent 4 4 or 1 as the product of 4 × 1 4 ).

01

What Students Need to Do

Students estimate, model, and solve one-step addition and subtraction problems with like-denominator fractions and mixed numbers. They regroup when needed, simplify answers, and explain why each result is reasonable. They also model a whole number times a unit fraction.

02

What Mastery Looks Like

Students choose addition or subtraction from a short context, estimate, calculate accurately, and simplify. They regroup a mixed number without changing its value and justify their work with a model or equations. They also model a whole number times a unit fraction as repeated equal parts.

03

Common Misconceptions

Students often add or subtract denominators instead of keeping the shared denominator. When subtracting mixed numbers, they may regroup one whole but not rename it as equal fractional parts. They may treat 5 × 1/6 as 1/30 instead of five copies of 1/6.

04

How to Assess It

Exit ticket: Estimate and solve 2 3/4 minus 1 2/4, simplify, and explain the regrouping with a sketch. Then draw a model for 5 × 1/6 and write the product.

1. 01

   Use fraction strips to model 2 1/4 minus 3/4, regroup one whole, solve, and check the answer against an estimate.

2. 02

   Ask students to explain why 5 × 1/6 equals 5/6 and draw a model showing when repeated sixths make one whole.

3. 03

   Play Fraction Match by pairing expression cards with simplified answer cards, then have students defend one match using an estimate.

4. 04

   Plan a snack mix by combining like-denominator cup amounts, then model several one-eighth-cup scoops as multiplication.

• 5.CE.2

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...

• 4.CE.4

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...

• 5.CE.1

  The student will estimate, represent, solve, and justify solutions to single-step and multistep contextual problems using addition, subtraction, multiplication,...

• 4.CE.1

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...