Determine the unknown whole number in a
multiplication or division equation relating three whole numbers.
2009 SOL 2.21 The student will solve problems by completing
numerical sentences involving the basic facts for addition and
subtraction. The student will create story problems, using the
2009 SOL 2.22 The student will demonstrate an understanding
of equality by recognizing that the symbol = in an equation
indicates equivalent quantities and the symbol ≠ indicates that
quantities are not equivalent.
SOL 3.2 The student will recognize and use the inverse
relationships between addition/subtraction and
multiplication/division to complete basic fact sentences. The
student will use these relationships to solve problems.
2009 SOL 3.5 The student will recall multiplication facts
through the twelves table, and the corresponding division facts.
Informal Checks for Understanding:
When working with fact triangles, instead of asking students to find
a missing number, just cover up one of the numbers and ask students
to write the equation that they see (note that some students may see
a multiplication equation while others may see a division equation
for the same example). Academic Prompts:
Ask students to choose a multiplication/division fact family and then
write four different open number sentences (i.e., equations with a
missing number - see examples above) for that fact family.