16 misconceptions. 1 2 < 3 4 3 > 1 7 2 > 2 can you identify the misconception? what might...

$: 16 Misconceptions. 1 2 < 3 4 3 > 1 7 2 > 2 Can you identify the misconception? What might this student believe to be true about all fractions?$
16 Misconceptions

12

<3 43

>1 72

>2Can you identify the misconception?

What might this student believe to be

true about all fractions?

6

961 - 537Can you identify the

misconception?

43

What is the misconception?

How many circles?

Can you identify the

misconception?

10

Can you tell what this student likely did when counting?

Round to the nearest ten.

Can you identify the

misconception?

23 20

86 90

184 2004,36

9 4,000

What does this tell you about the student’s

understanding of rounding?

13

<

Can you identify the misconception?

14

110

> 17

What likely happened here?

387.265Can you

identify the misconception?

What digit is in the tenths place? 6

What digit is in the hundredths place? 2

The “2” reveals something very useful, and then we realize that the

student’s reason for answering “6” is incorrect. What was it?


Is the number of circles odd or even?

odd

Why might this student have decided to

respond with “odd?”


Identify the digit in each place.

4.261 hundredths _____

thousandths _____

6

2

What does “2” thousandths reveal about the student’s

understanding?


Divide each shape into thirds.

Why were the lines drawn

like this?


What is ten more?

56

Does this look familiar? Do you know why a student may write 46 in the box?


Is each number prime or composite?

72 __________ 57 __________prime

prime

Why?Why?

This student had a specific reason for writing “prime.” What do you think it was?


Evaluate.

5 ×2³

Can you see specifically where this number came

from? What misconception

does this reveal?


What is the volume?

4 cm3 cm

10 ½ cm

Why 60? Look carefully.


Each box has 9 mints. There are 6 boxes. Chuck ate 2 mints. How many are left?

Do you see how the student interpreted

the language?


95, 96, 97, _____, _____, _____, _____98 99 100 1001

Why 1001?


0 1 2 3 4 5 6 7 8 9 10

3 + 4 = 2 + 8 = 5 + 3 =

Can you tell specifically what the student did in each case?

Is this a misconception?

16 misconceptions. 1 2 < 3 4 3 > 1 7 2 > 2 can you identify the misconception? what might...

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