# Mathematics Navigator. Misconceptions and Errors

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1 Mathematics Navigator Misconceptions and Errors

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3 Introduction In this Guide Misconceptions and errors are addressed as follows: Place Value... 1 Addition and Subtraction... 4 Multiplication and Division... 8 Fractions Decimals Measurement Percents Functions and Graphs Equations and Expressions Mathematics Navigator iii

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5 Place Value 1. When counting tens and ones (or hundreds, tens, and ones), the student misapplies the procedure for counting on and treats tens and ones (or hundreds, tens, and ones) as separate numbers. Misconceptions and Errors When asked to count collections of bundled tens and ones, such as, student counts 10, 20, 30, 1, 2, instead of 10, 20, 30, 31, The student has alternative conception of multidigit numbers and sees them as numbers independent of place value. Student reads the number 32 as thirty-two and can count out 32 objects to demonstrate the value of the number, but when asked to write the number in expanded form, she writes Student reads the number 32 as thirty-two and can count out 32 objects to demonstrate the value of the number, but when asked the value of the digits in the number, she resonds that the values are 3 and The student recognizes simple multidigit numbers, such as thirty (30) or 400 (four hundred), but she does not understand that the position of a digit determines its value. Student mistakes the numeral 306 for thirty-six. Student writes 4008 when asked to record four hundred eight. 4. The student misapplies the rule for reading numbers from left to right. Student reads 81 as eighteen. The teen numbers often cause this difficulty. Mathematics Navigator

6 Misconceptions and Errors 5. The student orders numbers based on the value of the digits, instead of place value. 69 > 102, because 6 and 9 are bigger than 1 and The student undergeneralizes results of multiplication by powers of 10 and does not understand that shifting digits to higher place values is like multiplying by powers of 10. When asked to solve a problem like? 36 = 3600, the student either divides or cannot respond. 7. Student has limited his understanding of numbers to one or two representations. Student may be able to read and write the number 4,302,870 in standard form but he does not link this number to a representation using tally marks in a place value chart or to expanded form. 8. Student applies the alternate conception Write the numbers you hear when writing numbers in standard form given the number in words. When asked to write the number five hundred eleven thousand in standard form, the student writes 500,11,000 with or without commas. When asked to write the number sixty-two hundredths, student writes or Student misapplies the rule for rounding down and actually lowers the value of the digit in the designated place. When asked to round to the nearest ten thousand, student rounds the number 762, 398 to 750,000 or 752,398. When asked to round to the nearest tenth, student rounds the number to 62.2 or Misconceptions and errors

7 10. Student misapplies the rule for rounding up and changes the digit in the designated place while leaving digits in smaller places as they are. Student rounds 127,884 to 128,884 (nearest thousand). Student rounds to (nearest tenth). Place Value 11. Student overgeneralizes that the comma in a number means say thousands or new number. Student reads the number 3,450,207 as three thousand four hundred fifty thousand two hundred seven. Student reads the number 3,450,207 as three, four hundred fifty, two hundred seven. 12. Student lacks the concept that 10 in any position (place) makes one (group) in the next position and vice versa. If shown a collection of 12 hundreds, 2 tens, and 13 ones, the student writes 12213, possibly squeezing the 2 and the 13 together or separating the three numbers with some space = or 32, , ,1195 or 3, 111, Student lacks the concept that the value of any digit in a number is a combination of the face value of the digit and the place. When asked the value of the digit 8 in the number 18,342,092 the student responds with 8 or one million instead of eight million. Mathematics Navigator 3

8 Misconceptions and Errors Addition and Subtraction 1. The student has overspecialized his knowledge of addition or subtraction facts and restricted it to fact tests or one particular problem format. Student completes addition or subtraction facts assessments satisfactorily but does not apply the knowledge to other arithmetic and problem-solving situations. 2. The student may know the commutative property of addition but fails to apply it to simplify the work of addition or misapplies it in subtraction situations. Student states that = 13 with relative ease, but struggles to find the sum of Student writes (or says) when he means Thinking that subtraction is commutative, for example 5 3 = = The student may know the associative property of addition but fails to apply it to simplify the work of addition. Student labors to find the sum of three or more numbers, such as , using a rote procedure, because she fails to recognize that it is much easier to add the numbers in a different order. 4 Misconceptions and errors

10 Misconceptions and Errors 9. The student knows how to subtract but does not know when to subtract (other than because she was told to do so, or because the computation was written as a subtraction problem). Student cannot explain why she should subtract or connect subtraction to actions with materials. 10. The student has overspecialized during the learning process so that he recognizes some addition situations as addition but fails to classify other addition situations appropriately. Student recognizes that if it is 47 at 8 am, and the temperature rises by 12 between 8 am and noon, you add to find the temperature at noon. However, he then states that the situation in which you know that the temperature at 8 am was 47 and that it was 12 cooler than it is now is not addition. 11. The student has overspecialized during the learning process so that she recognizes some subtraction situations as subtraction but fails to classify other subtraction situations appropriately. Student recognizes that if there are 7 birds in a bush and 3 fly away, you can subtract to find out how many are left. However, she may be unable to solve a problem that involves the comparison of two amounts or the missing part of a whole. 6 Misconceptions and errors

11 12. The student can solve problems as long as they fit one of the following formulas. a + b =? a b a =? b b a + c He has over-restricted the definition of addition and/or subtraction. Addition and Subtraction Given any other situation, the student responds, You can t do it, or resorts to guess and check. 13. The student sees addition and subtraction as discrete and separate operations. Her conception of the operations does not include the fact that they are linked as inverse operations. Student has difficulty mastering subtraction facts because she does not link them to addition facts. She may know that = 13 but fails to realize that this fact also tells her that 13 7 = 6. Student can add = 52 but cannot use addition to help estimate a difference, such as 52 36, or check the difference once it has been computed. 14. When adding or subtracting, the student misapplies the procedure for regrouping , ,036 98, When subtracting, the student overgeneralizes from previous learning and subtracts the smaller number from the larger one digit by digit. 62,483 58,575 16,112 Mathematics Navigator 7

12 Misconceptions and Errors Multiplication and Division 1. The student has overspecialized his knowledge of multiplication or division facts and restricted it to fact tests or one particular problem format. Student completes multiplication or division facts assessments satisfactorily but does not apply the knowledge to other arithmetic and problem-solving situations. 2. The student may know the commutative property of multiplication but fails to apply it to simplify the work of multiplication. Student states that 9 4 = 36 with relative ease, but struggles to find the product of The student may know the associative property of multiplication but fails to apply it to simplify the work of multiplication. Student labors to find the product of three or more numbers, such as ,, because he fails to recognize that it is much easier to multiply the numbers in a different order. 4. The student sees multiplication and division as discrete and separate operations. His conception of the operations does not include the fact that they are linked as inverse operations. Student has reasonable facility with multiplication facts but cannot master division facts. He may know that 6 7 = 42 but fails to realize that this fact also tells him that 42 7 = 6. Student knows procedures for dividing but has no idea how to check the reasonableness of his answers. 8 Misconceptions and errors

13 5. The student has overspecialized during the learning process so that she recognizes some multiplication and/or division situations as multiplication or division and fails to classify others appropriately. Multiplication and Division Student recognizes that a problem in which 4 children share 24 grapes is a division situation but states that a problem in which 24 cherries are distributed to children by giving 3 cherries to each child is not. Student recognizes groups of problems as multiplication but does not know how to solve scale, rate, or combination problems. 6. The student knows how to multiply but does not know when to multiply (other than because he was told to do so, or because the computation was written as a multiplication problem). Student cannot explain why he should multiply or connect multiplication to actions with materials. 7. The student knows how to divide but does not know when to divide (other than because she was told to do so, or because the computation was written as a division problem). Student cannot explain why she should divide or connect division to actions with materials. 8. The student does not understand the distributive property and does not know how to apply it to simplify the work of multiplication. Student has reasonable facility with multiplication facts but cannot multiply 12 8 or Mathematics Navigator 9

14 Misconceptions and Errors 9. The student applies a procedure that results in remainders that are expressed as R# or remainder # for all situations, even those for which such a result does not make sense. When asked to solve the following problem, student responds with an answer of 10 R2 canoes, even though this makes no sense: There are 32 students attending the class canoe trip. They plan to have 3 students in each canoe. How many canoes will they need so that everyone can participate? 10. The student sees multiplication and division as discrete and separate operations. His conception of the operations does not include the fact that they are linked as inverse operations. Student has reasonable facility with multiplication facts but cannot master division facts. He may know that 6 7 = 42 but fails to realize that this fact also tells him that 42 7 = 6. Student knows procedures for dividing but has no idea how to check the reasonableness of his answers. 11. The student undergeneralizes the results of multiplication by powers of 10. To find products like 3 50 = 150 or = 1,500, she must work the product out using a long method of computation Misconceptions and errors

15 Multiplication and Division 12. The student can state and give examples of properties of multiplication but does not apply them to simplify computations. The student multiplies 6 12 with relative ease but struggles to find the product or The student labors to find the product because he does not realize that he could instead perform the equivalent but much easier computation, or The student has reasonable facility with multiplication facts but cannot multiply The student misapplies the procedure for multiplying multidigit numbers by ignoring place value. a. Multiplies correctly by ones digit but ignores the fact that the 3 in the tens place means 30. Thus, = 1, b. Multiplies each digit as if it represented a number of ones. Ignores place value completely Mathematics Navigator 11

17 17. Thinking that division is commutative, for example 5 3 = = 3 5 Multiplication and Division 18. Thinking that dividing always gives a smaller number 19. Thinking that multiplying always gives a larger number 20. Always dividing the larger number into the smaller 4 8 = Thinking that the operation that needs to be performed (+,,, ) is defined by the numbers in the problem Mathematics Navigator 13

18 Misconceptions and Errors Fractions 1. Student has restricted his definition of fractional parts on the ruler so that he thinks that an inch is the specific distance from 0 to 1 and does not understand that an inch unit of length is an inch, anywhere on the ruler inches Student says that the line segment is 3 1 " or that you cannot tell how long the green bar is Student writes fraction as part/part instead of part/whole. Student says that 3 5 are shaded. 3. Student does not understand that when finding fractions of amounts, lengths, or areas, the parts need to be equal in size. Student says that 1 4 of the square is shaded. 14 Misconceptions and errors

19 4. Student does not understand that fractions are numbers as well as portions of a whole. Fractions Student recognizes 1 2 in situations like these: one-half of the area is shaded but cannot locate the number 1 not a number, it is a part. 2 one-half of the circles are shaded on a number line, or says that one-half is 5. Student thinks that mixed numbers are larger than improper fractions because mixed numbers contain a whole number part and whole numbers are larger than fractions. Student says that > 9 5 because whole numbers are larger than fractions. 6. Student is confused about the whole in complex situations. Anna spent 3 4 of her homework time doing math. She still has 1 2 hour of homework left to do. What is the total time Anna planned for homework? When looking at this problem, the student can easily become confused about the whole. Is the whole the total time Anna planned for homework, or is the whole one hour? 7. Student has restricted her definition and thinks fractions have to be less than 1. When confronted with an improper fraction, the student says it is not a fraction because in a fraction the numerator is always less than the denominator. Mathematics Navigator 15

20 Misconceptions and Errors 8. Student counts pieces without concern for whole. Student says that 6 is shaded. 30 of a circle When asked to measure the line segment to the nearest 1 8 inch, inches student says that the line segment is 10 8 inches in length. 9. Student thinks that when finding fractions using area models, the equal-sized pieces must look the same. Student says this diagram does not show fourths of the area of the square because the pieces are not the same (shape). 10. Student overgeneralizes and thinks that all 1 s (for example) are equal ; she does not 4 understand that the size of the whole determines the size of the fractional part. Amir and Tamika both went for hikes. Amir hiked 2 miles and Tamika hiked 8 miles. Student thinks that when both students had completed 1 4 of their hikes, they have each walked the same distance because 1 4 = Misconceptions and errors

21 11. Student has restricted his definition of fractions to one type of situation or model, such as part/whole with pieces. Student does not recognize fractions as points on a number line or as division calculations. 12. Student overgeneralizes from experiences with fractions of amounts, lengths, or areas and thinks that when dealing with a fraction of a set, parts always have to be equal in size. What fraction of the squares is shaded? Fractions Student says, This is not a fraction because the parts are not equal. When given this diagram as one of several possible choices for 2 5, student fails to identify the example as Overgeneralizes fraction notation or decimal notation and confuses the two 1 4 = 1.4 or 1 4 = Misapplies rules for comparing whole numbers in fraction situations 1 8 is bigger than 1 6 because 8 is bigger than 6 Mathematics Navigator 17

22 Misconceptions and Errors 15. Overgeneralizes the idea that the bigger the denominator, the smaller the part by ignoring numerators when comparing fractions 1 4 > 3 5 because fourths are greater than fifths 18. Restricts interpretation of fractions inappropriately and does not understand that different fractions that name the same amount are equivalent 2 3 and 4 6 cannot name the same amount because they are different fractions 19. Misapplies additive ideas when finding equivalent fractions 3 8 = 4 9 because = 4 and = Overgeneralizes results of previous experiences with fractions and associates a specific number with each numerator or denominator when simplifying fractions Prime numbers like 2, 3, or 5 always become 1 when you simplify and even numbers are always changed to one-half of their value. Using rules like this the student gets correct answers some of the time, like but not all the time. 2 8 = 1 4 and 4 6 = 2 3, The student ignores the fact that some of the fractions are already in simplest form. 23. Student knows only a limited number of models for interpreting fractions Student does not recognize fractions as points on a number line or as division calculations. 18 Misconceptions and errors

23 21. When adding fractions, generalizes the procedure for multiplication of fractions by adding the numerators and adding the denominators = 2 8 Note that this error can also be caused by the alternative conception that fractions are just two whole numbers that can be treated separately. Fractions 22. Students do not use benchmark numbers like 0, 1, and 1 to compare fractions because they 2 have restricted their understanding of fractions to part-whole situations and do not think of the fractions as numbers. When asked to compare two fractions like 7 12 and 5 students cannot 13 do so, start cutting fraction pieces, resort to guessing, or perform difficult computations (to find the decimal equivalents or common denominators) instead of comparing both numbers to one-half. 25. Thinking that dividing by one-half is the same as dividing in half = When dividing a fraction by a whole number, divide the denominator by the whole number = Confusing which number is divided into or multiplied by which; dividing the second number by the first = 1 2 Mathematics Navigator 19

24 Misconceptions and Errors 28. When multiplying a fraction by a fraction, dividing both the numerator and denominator of one fraction by the denominator of the other = Using the numerator and ignoring the denominator When asked to find 2 3 of 9 objects, finding 2 objects out of Thinking that the denominator is always the number of objects, even if the fraction has been reduced Reading 3 4 of 8 objects as When writing a fraction, comparing two parts to each other rather than comparing one part to the whole 32. Thinking that decimals are bigger than fractions because fractions are really small things 33. Thinking that you cannot convert a fraction to a decimal that they can not be compared 34. Thinking that doubling the size of the denominator doubles the size of the fraction 35. Thinking that multiplying the numerator and the denominator by the same number increases the value of the fraction 36. Thinking that dividing the numerator and the denominator by the same number reduces the value of the fraction 37. When adding two fractions, adding the numerators and multiplying the denominators = Misconceptions and errors

25 Fractions 38. When adding two fractions, adding the numerators and multiplying the denominators 39. When subtracting mixed numbers, always subtracting the smaller whole number from the larger whole number and subtracting the smaller fraction from the larger fraction 40. When multiplying fractions, multiplying the numerator of the first fraction by the denominator of the second, and adding the product of the denominator of the first and the numerator of the second = (3 7) + (4 5) = When multiplying fractions, using the invert and multiply procedure by inverting the second fraction and multiplying 42. When dividing fractions, dividing the numerators and dividing the denominators; = 3 1 Mathematics Navigator 21

26 Misconceptions and Errors Decimals 1. Student misapplies knowledge of whole numbers when reading decimals and ignores the decimal point. Student reads the number 45.7 as, four fifty-seven or four hundred fifty-seven. 2. Student misapplies procedure for rounding whole numbers when rounding decimals and rounds to the nearest ten instead of the nearest tenth, etc. Round to the nearest tenth. Student responds, 3050 or Student misapplies rules for comparing whole numbers in decimal situations > 0.21 because 58 > > 2.5 because it has more digits 3. Reading the marks on the ruler as whole numbers 4. Mixing decimals and fractions when reading decimal numbers 6. Thinking that a decimal is just two ordinary numbers separated by a dot The decimal point in money separates the dollars from the cents 100 cents is \$0.100 The decimal point is used to separate units of measure.6 meters is 1 meter 6 centimeters 7. When adding a sequence, adding the decimal part separately from the whole number part 0.50, 0.75, rather than 0.50, 0.75, Misconceptions and errors

27 Decimals 8. Verbalizing decimals as whole numbers without the place value designated; point ten instead of point one zero, point twenty-five instead of twenty-five hundredths or point two five 9.. Adding or subtracting without considering place value, or starting at the right as with whole numbers = or = Believing that two decimals can always be compared by looking at their lengths longer numbers are always bigger, or shorter numbers are always bigger 11. Misunderstanding the use of zero as a placeholder 1.5 is the same as Thinking that decimals with more digits are smaller because tenths are bigger than hundredths and thousandths.845 is smaller than Thinking that decimals with more digits are larger because they have more numbers 1,234 is larger than 34 so is larger than Mistakenly applying what they know about fractions; > 1, so > Mathematics Navigator 23

28 Misconceptions and Errors 15. Mistakenly applying what they know about whole numbers 600 > 6, so > Believing that zeros placed to the right of the decimal number changes the value of the number 0.4 is smaller than because 4 is smaller than 400, or 0.81 is closer to 0.85 than 0.81 is to Believing that a number that has only tenths is larger than a number that has thousandths 0.5 > because has thousandths and 0.5 has only tenths 18. When multiplying by a power of ten, multiplying both sides of the decimal point by the power of ten When dividing by a power of ten, dividing both sides of the decimal point by the power of ten = = Not using zero as a placeholder when ordering numbers or finding numbers between given decimals that have different numbers of significant digits There are no numbers between 2.2 and Not recognizing the denseness of decimals; for example, there are no numbers between 3.41 and 3.42 There are no numbers between 3.41 and 3.42 There is a finite number of expressions that will add or subtract to get a given decimal number 24 Misconceptions and errors

29 Measurement 1. Student begins measuring at the end of the ruler instead of at zero. Measurement inches Student response: line segment is inches in length 2. When measuring with a ruler, student counts the lines instead of the spaces. 0 cm Student response: line segment is 6 centimeters in length 3. Student begins measuring at the number 1 instead of at zero and does not compensate inches Student response: line segment is 3 inches in length 4. Student counts intervals shown on the ruler as the desired interval regardless of their actual value inches Student response: line segment is 10 8 inches in length Mathematics Navigator 25

30 Misconceptions and Errors 5. Student fails to interpret interval marks appropriately inches When asked to measure the pencil to the nearest 1 8 inch, the student responds with inches or inches because he fails to interpret the 1 2 inch mark as a 1 8 inch mark. 6. Student tries to use the formula for finding the perimeter of rectangular shapes on nonrectangular shapes. Student measures length (horizontal distance across) and width (vertical distance), then calculates perimeter as 2 length + 2 width. 7. Student confuses area and perimeter. When asked to find the area of a rectangle with dimensions of 12 cm 4 cm, the student adds = 32 cm. When asked to find the perimeter of a rectangle with dimensions of 8 inches 7 inches, the student multiplies 8 7 = 56 inches (or square inches). Student thinks that perimeter is the sum of the length and the width because area is length times width. 26 Misconceptions and errors

31 8. Student thinks that all shapes with a given perimeter have the same area or that all shapes with a given area have the same perimeter. Measurement Since both of these shapes have an area of 5 square units and a perimeter of 12 units, the student concludes that all shapes with an area of 5 square units have a perimeter of 12 units or that all shapes with a perimeter of 12 units have an area of 5 square units. 9. Student tries to use the formula for finding the area of rectangular shapes on nonrectangular shapes. Student measures length (horizontal distance across) and width (vertical distance), then calculates area as length width. 10. Student may overgeneralize or undergeneralize the definition of area and/or perimeter situations. Student interprets all wall painting problems as area, even if the problem talks about the length of a striped border that is painted around the room. Student interprets all fence problems as perimeter, even if the problem talks about the size of the garden that the fence encloses. Mathematics Navigator 27

32 Misconceptions and Errors 11. When counting perimeter of dimensions of shapes drawn on a grid, student counts the number of squares in the border instead of the edges of the squares. When asked to find the perimeter of this rectangle, the student responds with 16 or 16 units or 16 squares. When asked to sketch a 4 cm 5 cm rectangle, student sketches a 4 cm 6 cm rectangle. 12. Student overgeneralizes base-10 and applies it to measurements inappropriately. When asked to change 1 hour 15 minutes to minutes, the student responds with 115 minutes or with 25 minutes. When asked to change 1 hour 15 minutes to hours, the student responds with 1.15 hours. 13. Believing that the size of a picture determines the size of the object in real life 28 Misconceptions and errors

33 14. Student has a limited number of units of measure that he knows and understands and uses these units inappropriately. Student uses wrong notation or labels. Measurement Student chooses inappropriate unit of measure or inappropriate measuring tool for task. When faced with a unit he does not know, the student ignores the unit, guesses, or does nothing. 15. Student does not understand elapsed time. Student can read a clock or a calendar but does not apply this knowledge to elapsed time problems. When faced with an elapsed time problem, student guesses or does nothing. 16. Student lacks benchmarks that allow her to estimate measures. When faced with a problem that asks her to estimate a measurement, student guesses or does nothing. Mathematics Navigator 29

34 Misconceptions and Errors Percents 1. Not understanding that percents are a number out of one hundred; percents refer to hundredths 2. Confusing tenths with hundredths Writing 0.4 as 4% rather than 40% 3. Thinking percents cannot be greater than 100 Writing 1.45 as.145% 4. Not realizing that one whole equals 100% 5. Not knowing which operation to use when working with percents 6. Having difficulty identifying the whole that the percent refers to 7. Thinking an increase of n% followed by a decrease of n% restores the amount to its original value. 8. Lack of understanding that percent increase has a multiplicative structure 9. Having difficulty using zero as a placeholder when writing a percent as a decimal Writing 6% as Finding the increase or decrease instead of the final amount 11. Treating percents as though they are just quantities that may be added like ordinary discount amounts 12. Not recognizing the whole the percent refers to, and that a second percent change refers to a different whole than the first 30 Misconceptions and errors

35 Functions and Graphs Functions and Graphs 1. Confusing the two axes of a graph 2. Not understanding the meaning of points in the same position relative to one of the axes 3. Thinking that the points on the graph stay in the same position even if the axes change 4. Thinking that graphs are pictures of situations, rather than abstract representations Thinking that a speed graph of a bicycle coasting downhill and then uphill resembles the hill, first going down and then up; a graph with negative slope means the object is falling; if the graph is rising, the object is moving upward; or if the graph changes direction, the object changes direction; if two lines on a graph cross, the paths of the objects cross 5. Thinking that graphs always go through (or begin at) the origin 6. Thinking that graphs always cross both axes 7. Focusing on some attributes of a situation and ignoring others Noting the existence of local minima but ignoring their relative positions or values 8. Reading the y-axis as speed even when it represents a different parameter 9. Thinking that the greatest numbers labeled on the axes represent the greatest values reached If a graph of a race has the distance axis labeled up to 120 meters, the race is for 120 meters (even if it is a 100-meter race). 10. Thinking that all sequences are linear or increasing and linear 11. Not discriminating between linear and non-linear sequences 12. Not discriminating between increasing and decreasing sequences Mathematics Navigator 31

36 Misconceptions and Errors 13. Not discriminating between linear and proportional sequences 14. Thinking that linear problems are always proportional for example, believing that if y = ax + b then doubling x will double y. Believing that a stack of ten nested cups will be twice the height of five nested cups. 15. Thinking that n n = 2n 16. Confusing a table showing an actual situation (for example, 4 teams in a tournament) with a table that represents all of the games in the tournament 17. Being unable to generalize the nth case; only working with real numbers 18. Always trying to work a problem from the visual to the equation 19. Thinking that the results are random; there is no pattern 20. Trying to substitute numbers rather than writing a formula for each sequence 32 Misconceptions and errors

37 Expression and Equations 1. Solving problems from left to right no matter what the operations are 2. Dividing the whole expression by the denominator rather than just the part that is the fraction 3. Disregarding exponents when calculating expressions = 8 Expressions and Equations 4. Multiplying by an exponent rather than multiplying the expression by itself 6 2 = 6 2, reading 6 squared as 6 doubled 5. Not using standard algebraic conventions; writing expressions as in arithmetic x 5 = 1 rather than 5x = 1 6. Not using parentheses when they are necessary to interpret the expression 5 + x 5 rather than 5(x + 5) 7. Not using standard algebraic conventions for exponents; writing expressions as in arithmetic x x rather than x 2 Mathematics Navigator 33

38 Misconceptions and Errors 8. When simplifying expressions, writing like terms next to each other but not adding 4 + 2x x = x + x 9. Adding a constant to a variable termx x = 12x 10. Adding unlike terms 10x 2 + 2x = 12x Not distributing multiplication to all terms in the parentheses (misusing the distributive property) 2(x + 6) = 2x Distributing multiplication by a negative term (or subtraction) to only the first term in an expression x 2(x + 6) = x 2x + 12 = x When simplifying expressions, writing like terms next to each other but not adding 4 + 2x x = x + x 34 Misconceptions and errors

39 14. Reading the equality sign as makes without considering what is on the other side of the equation = x + 9 as = 19 Expressions and Equations 15. Confusing negative signs when adding and subtracting terms. 2x + 12 = x as x = 12 rather than x = Thinking that a variable can only stand for one particular number 17. Thinking that different variables must stand for different numbers x + 5 y + 5 because x and y cannot be the same number 18. Thinking that a variable represents an object rather than a number If there are d days in w weeks, then w = 7d because a week equals seven days. This interpretation is incorrect because w and d are identified as the objects week and day, rather than as the numbers of weeks and days. A correct equation would be d = 7w, because we would have to multiply the number of weeks by seven to get the number of days. 19. Thinking that a variable represents an object rather than a number If there are d days in w weeks, then w = 7d because a week equals seven days. Mathematics Navigator 35

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