Virginia SOL 5.CE.1.b.ii
The Standard
factors do not exceed two digits by three digits
Virginia Standards of Learning for Mathematics · The student will estimate, represent, solve, and justify solutions to single-step and multistep contextual problems using addition, subtraction, multiplication, and division with whole numbers.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students turn single-step and multistep situations into number sentences using whole-number operations. They estimate, calculate accurately, and explain why their operations and answers fit the situation.
What Mastery Looks Like
- Students identify the needed operations and organize the steps before calculating. They accurately multiply a two-digit number by a three-digit number, complete any other needed calculations, and use an estimate to check the result.
Common Misconceptions
- Students may ignore place value, misalign partial products, or omit a placeholder zero in the standard algorithm. They may choose an operation from a keyword instead of the situation, skip a needed step, or report a remainder without interpreting it.
How to Assess It
- Give this exit ticket: “A camp orders 24 boxes with 136 snack bars in each box. Estimate the total, find the exact product using the standard algorithm, and explain why your answer is reasonable.”
Lesson moves
Ways to Teach It
Use base-ten blocks and place-value mats to model 24 × 136, then connect each partial product to the standard algorithm.
Ask students to solve 38 × 214 two ways and write which method makes each place-value step easiest to see.
Play Product Match: students pair multiplication problem cards with estimate cards and exact-product cards, then explain each match.
Plan a supply order for 27 classrooms with 145 pencils each, then estimate, calculate, and explain whether the answer is reasonable.
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Printable 5.CE.1.b.ii Worksheet
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