It seems you're presenting a few numbers and an expression. The last part appears to be \( 2 \cdot 16 \) (which means \( 2 \times 16 \)).

Here’s the breakdown:

- The first three numbers: \( 4 \), \( 3 \), \( 2 \) are just individual numbers.
- \( 2 \cdot 16 = 32 \).

If you were trying to convey a more complex expression or equation, please clarify. However, based on the information given, \( 2 \cdot 16 = 32 \).

Would you like to ask any follow-up questions or provide additional context for a more detailed explanation?

### Related Questions:
1. What are the properties of multiplication and how do they apply here?
2. Can you break down multi-step arithmetic operations involving these numbers?
3. How does the order of operations work with more complex expressions?
4. What are the powers of 2, and why is \( 16 \) related to \( 2 \)?
5. Can multiplication of numbers be visualized geometrically?

#### Tip:
Always follow the order of operations (PEMDAS) when solving more complex arithmetic problems!

This page explains how to solve the basic arithmetic problem 2 ⋅ 16, yielding 32. The breakdown includes interpreting individual numbers like 4, 3, and 2, along with multiplication concepts. Perfect for students in Grades 3-5 looking to strengthen their understanding of simple operations.

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