Virginia SOL 5.CE.3.b.ii
The Standard
a three-digit factor and a one-digit factor (e.g., 0.156 × 4, 3.28 × 7, 8.09 × 0.2);* and
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 a decimal product, then calculate the exact answer using place-value strategies or the standard multiplication algorithm. They use the estimate to place the decimal and check whether the product makes sense.
What Mastery Looks Like
- A student can estimate 3.28 × 7 as about 21, calculate 22.96, and show each step clearly. They can explain why 8.09 × 0.2 is less than 8.09 and confirm that 1.618 is reasonable.
Common Misconceptions
- Students may line up decimal points as they do in addition, or place the decimal by counting places incorrectly. Some treat 0.2 as 2, assume every product must be greater, or ignore the zero in 8.09.
How to Assess It
- Exit ticket: Estimate and solve 8.09 × 0.2, then explain how your estimate supports the decimal placement in your answer.
Lesson moves
Ways to Teach It
Use place-value disks to build 3.28, make seven copies, combine them, and record the product.
Ask, “Why is 8.09 × 0.2 less than 8.09?” Students write an estimate and explain using place value.
Play Product Match with cards showing decimal multiplication problems, estimates, and exact products; students race to form correct sets.
Give a grocery problem: four drinks cost $1.56 each; students estimate, calculate, and decide whether $7 is enough.
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Printable 5.CE.3.b.ii Worksheet
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