Virginia SOL 4.CE.3.d
The Standard
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 ).
Virginia Standards of Learning for Mathematics · The student will estimate, represent, solve, and justify solutions to single-step problems, including those in context, using addition and subtraction of fractions (proper, improper, and mixed numbers with like denominators of 2, 3, 4, 5, 6, 8, 10, and 12), with and without models; and solve single-step contextual problems involving multiplication of a whole number (12 or less) and a unit fraction, with models.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students model a whole number multiplied by its matching unit fraction, such as 4 × 1/4. They show that the equal parts combine to make 1 and connect the model to an equation.
What Mastery Looks Like
- Given an expression such as 8 × 1/8, students can draw or assemble eight equal one-eighth parts to make one whole. They label the model and explain what each factor represents.
Common Misconceptions
- Students may calculate 4 × 1/4 as 4/16 or interpret it as four wholes. They may also divide a model into unequal parts, which does not show unit fractions.
How to Assess It
- Exit ticket: Draw a fraction model for 10 × 1/10, label 10/10 and 1, then explain why the product equals 1.
Lesson moves
Ways to Teach It
Give pairs fraction strips; students build one whole with equal unit fractions and label equations such as 8 × 1/8 = 1.
Ask, “Why does 6 × 1/6 equal 1?” Students draw a model and explain what each factor represents.
Play a matching game with whole-number cards, unit-fraction cards, models, and products; students keep sets that correctly show one whole.
Model a pizza cut into eight equal slices, then write an equation showing that eight one-eighth slices make one pizza.
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Printable 4.CE.3.d Worksheet
A ready-to-print activity worksheet aligned to 4.CE.3.d, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 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 ...
- 2.CE.1.h
Use inverse relationships to write all related facts connected to a given addition or subtraction fact model within 20 (e.g., given a model for 3 + 4 = 7, write...
- 6.CE.1.a
Demonstrate/model multiplication and division of fractions (proper or improper) and mixed numbers using multiple representations.*
- 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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