Virginia SOL 5.CE.3.b.i
The Standard
a two-digit factor and a one-digit factor (e.g., 2.3 × 4; 0.08 × 0.9; .16 × 5);*
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, subtraction, multiplication, and division with decimal numbers.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students estimate and calculate products when one factor has two digits and the other has one digit. They use place value to place the decimal and check whether the answer is reasonable.
What Mastery Looks Like
- Students make a reasonable estimate before calculating. They find the exact product with a model, place-value strategy, or standard algorithm and use the estimate to check it.
Common Misconceptions
- Students may line up decimal points as they do in addition. They may misplace the decimal, ignore placeholder zeros, or assume multiplication always makes a number larger.
How to Assess It
- Give this exit ticket: “Estimate, then solve 0.47 × 6. Show your work and explain how your estimate confirms the decimal placement.”
Lesson moves
Ways to Teach It
Use hundred grids to model five groups of 0.16, combine the shaded parts, and record the matching equation.
Ask students to explain why 0.08 × 0.9 is less than 0.08, using an estimate and place-value reasoning.
Play Product Match: students pair decimal multiplication cards with estimate cards and exact product cards, then justify each match.
Give students a menu with items priced $2.30, $0.75, and $0.40; they estimate and find costs for one-digit quantities.
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Printable 5.CE.3.b.i Worksheet
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