MIAA330

Error Analysis and Learning Trajectories

By Caroline Butler

Error Analysis
Lesson: Double-digit addition using mental math with place value
The lesson began with about 12 minutes of warm-up drawing base-ten
representations of numbers and practicing two-digit mental math. Then we began
reading and working through the word problems together as a class.
The first error happened almost immediately after reading the first problem:
I asked a student to explain how the picture on the page matched the story we just
read, and she said that there were 24 piles (of skateboard wheels). I asked if she
saw 24 different piles pictured on her page (there were 2 piles of 24) and she said
no. I asked if she could say her sentence differently to explain what she saw, and she
said no. I think this student just did not pay attention to the reading of the problem,
because she is a strong reader and she definitely should have been able to
comprehend it given her previous performances. I think she raised her hand
because she is bright and loves to volunteer, felt confident in using the number
because there was only one number in standard form in the problem so it stood out
quickly, but when asked what to do with it she didnt know. The fact that when
given the opportunity she didnt make the quick correction: not 24 piles, 24 IN each
pile, means that she really didnt read or listen to it at all. This is a student who
needs help staying focused so that she can demonstrate what she actually knows. I
think I should try hooking her attention by challenging her with some extension
materials for the lesson next time.
The next error was from a student who was trying to explain how to write a
number sentence that matched the picture and the story. He said that we needed to
match up the numbers and add them. When I asked him what we needed to add, he
said he forgot. I think that when he said, match them up, he was referring the
blanks that are printed on the page for him to fill in with the desired number
sentence. I think that same sentence-frame is probably how he knew he needed to
add to solve the problem. This child is an EL student and probably did read the
problem with the class because he usually participates this way very well. This good
participation does not always equal comprehension though. I think he needs more
support in understanding the language imbedded in the question. The words in all
should be understood both literally (all items counted in the total) and with the
connection to addition in order to understand what the question is asking him to do
and why. I think this student also needs his confidence built up and to become
comfortable with being questioned by the teacher or peers. When I asked him what
to add, he said he forgot, but there was only one number in the whole problem! It
should have been jumping up and down at him in the middle of all those words. I
wonder if he was confused by only being able to see one number, thought there
might only be one addend, and didnt connect the picture to the words to
understand that the problem was asking us to double the number. I hope that with
more language and specific math vocabulary development his comprehension and
confidence would improve. Then he might give himself the opportunity to look
back at the problem or picture and think before he answers, rather than give the
quick shut-down-I must-be-wrong answer, when he is questioned in the future.
One more error came later on when we were adding to get the sum. We had
been told to use 2+2 by one student and I was probing for more information. I
asked another student which place (ones or tens) we were adding, and he said ones.
Often we do add the ones-place first, but in this case the other student had given us
the digits from the tens-place first. He didnt notice the error, so I asked the class to
look again and see which place the digits 2 and 2 were in and they answered tens.
This student is very procedural and often makes mistakes or has difficulty adjusting
if things are done differently than usual. This student would never add place value
out of order unless you made him. He will need help learning to be flexible and
trying to see alternative views or strategies in all sorts of situations, academic and
otherwise. This student was so thrown by the idea of adding the tens before the
ones that he was rather dumb-founded as we worked out the rest of the sum. It
wasnt until after we worked through another whole word problem as a class,
following which he came to the rug for a little more practice, that he asked me if it
was really ok to add that way. We had a great discussion about place value, adding
with decomposing compared to adding with regrouping, and how that affects the
procedures you use. It was amazing. I wish I hadnt turned off the recording before
I went to the rug.


Learning Trajectories
We chose to compile math lessons and assessments for grades K-Algebra that
support the instruction of the concepts, applications and implications of fractions. I
believe fractions represent an interesting instructional challenge conceptually:
going inside a number, making pieces of something make sense as something in-
and-of themselves can be a very abstract idea for children. Connecting this abstract
idea to other complex mathematical operations and concepts like division,
geometry, and algebra takes years of scaffolded conceptual instruction about
numbers, units, and equivalence.

Kindergarten - Longer, Shorter or the same (measurement
and length) preparation for equivalence
http://bridges1.mathlearningcenter.org/media/Bridges_GrK_OnlineSupple
ment/BKSUP-C1_Geometry3D_0709.pdf

Kindergarten Assessment:
http://www.ixl.com/math/kindergarten/fewer-equal-and-more

1
st
Grade - Composing and decomposing numbers in base 10
and recognizing equivalence

http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplemen
t/B1SUP-A4_EqNames_0709.pdf

First Grade Assessment:
https://www.masteryconnect.com/materials/98817
**May need a login for this assessment

2
nd
Grade - Number Operations - Fractions

http://bridges1.mathlearningcenter.org/files/media/Bridges_Gr2_OnlineSuppl
ement/B2SUP-A10_NumFractions_0610.pdf
Game: http://pbskids.org/cyberchase/math-games/melvins-make-match/

Second Grade Assessment:
http://www.edhelper.com/math/fractionsfg1511.htm

3
rd
Grade Introduction to Fraction Concepts ( , and
1/3)
Lessons:
Learning Basic Fraction Concepts - This website has 5 levels of activities for
introducing basic fraction concepts.
Fraction Flags (1/2 & 1/4) - On-line activity to paint flags cut in halves &
quarters.
Fraction Flags (1/3) - On-line activity to paint flags cut in thirds.
Pattern Block Fractions - This on-line set of questions is only the tip of the
iceberg when it comes to pattern blocks and fractions! Be sure the
students have access to actual pattern blocks when figuring these out.

http://www.orecity.k12.or.us/staff/curriculum_resources/mathematics/third_g
rade

Third Grade Assessment:
http://www.orecity.k12.or.us/files/3rd_Grade_Assessment_3_4_Fractions.pdf

4
th
Grade - Recognizing Fractions
Lesson:
Fractions
Bridges Supplement (A6) - Equivalent Fractions with Mixed Numbers
Bridges Supplement (A9) - Adding & Subtracting Fractions on the Number
Line

Fourth Grade Assessment:
http://www.orecity.k12.or.us/files/4th_Grade_Assessment_4_6_Fractions.pdf

5th Grade - Fraction Computation
Multiplication of Fractions: Interactive model
http://nlvm.usu.edu/en/nav/frames_asid_194_g_2_t_1.html

Fraction Camp:
http://www.nsa.gov/academia/_files/collected_learning/elementary/fraction
s/fraction_camp.pdf


Fifth Grade Assessment:
http://www.orecity.k12.or.us/files/5th_Grade_Assessment_5_3_Fractions.pdf



6
th
Grade Application:
The Number System (NS)
6.NS.1 Interpret and compute quotients of fractions, and solve word problems
involving division of fractions by fractions, e.g., by using visual fraction models and
equations to represent the problem.


Task: Fractured Numbers
http://www.insidemathematics.org/problems-of-the-month/pom-
fracturednumbers.pdf

Sixth Grade Assessment:
http://www.orecity.k12.or.us/files/6.1_Fractions_Decimals.pdf


7
th
Grade
Lesson: http://map.mathshell.org/materials/tasks.php

Seventh Grade Assessment:

http://www.helpteaching.com/questions/index.htm?entityId=42&gradeFilterId=92

www.insidemathematics.org/common-core.../7th-grade/7-2004%20Cereal.pdf


Algebra 1
#1 http://map.mathshell.org/materials/lessons.php?taskid=424&sub
page=concept

#2 http://map.mathshell.org/materials/lessons.php?taskid=434&subpage=
concept

Assessment:
www.math.uow.edu.au/subjects/summer/topics/algfrac/T1.pdf