Laurie Slatkin

January 22, 2015

MIAA 330
Error Analysis and Learning Trajectories Project
In working with my colleagues at Don Riggio, we decided to follow the strand we choose for our school
plan: basic operations in Operations and Algebraic Thinking (K-5) and Expressions and Equations (6-Algebra).
We are all working on multiplication skills at varying levels.
The third grade lesson followed the EngageNY curriculum for Module 3, Lesson 7. In this lesson, 3rd
graders are asked to interpret the unknown in multiplication and division using units of 6 and 7. Students were
asked to write equations to match a tape diagram, match expressions and words on a worksheet, and to write
and solve equations with missing values.

1. Three boys and three girls each buy 7 bookmarks. How many bookmarks do they buy all together?
2. Seven friends equally share the cost of a $56 meal. How much does each person pay?
3. Mr. Lucas divides 28 students into 7 equal groups for a project. Draw a tape diagram and label the number
of students in each group as n. Write an equation and solve for n.
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Common misconceptions included not understanding that the variable letter could change without
changing the value of the equations. Students were much more comfortable finding the value of a blank or a
line instead. Repeated practice and spiraling back to review the skill should make the students more
comfortable with the realization that the variable itself doesnt matter. The skills the 3rd grade students are
learning now are important as they progress further with their math. Being able to manipulate a number and
variable are the building blocks for algebra later.
In 5th grade we are working on multiplying larger numbers with one of the factors including a decimal.
We are currently working in Module 2 and the lesson recorded was from Lesson 10: Multiplying decimal
fractions with tenths by multi-digit whole numbers using place value understandings. During the lesson,
students were asked to convert whole numbers to tenths, multiply using an area model to find the partial
products, then solve and place the decimal in the final answer. Students were asked to first estimate products,
draw an area model, then solve using the standard algorithm. They were also asked to determine where a
decimal would be placed given a whole number operation with the same digits.

Common misconceptions for these concepts included incorrect placement of place values on the
standard algorithms, confusing the estimate with the actual factors, and forgetting to include the decimal in their
standard form number.
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Confusion seemed to follow the concept of first multiplying by ten to find the tenths, then dividing by
ten once the product is found. Many students know how to place a decimal in a final answer but cant articulate
why. With prodding, they remember the work done previously using place value organizers and how the
decimal moved when multiplied or divided by 10.

Incorrectly placing partial products, for instance, lining up at the left instead of the right, can be
remedied with graph paper and graphic organizers. Refreshers on place value again would help. The final
misconception was using the standard algorithm and placing an extra decimal-multiplying 33.2 by 21.0.
Because the student saw two decimals in the standard algorithm, she moved the decimal to create hundredths
instead of tenths. A quick remedy was to remind her that she only places decimals with those factors that have
them. This confusion most likely came from earlier in the year when adding and subtracting numbers with
decimals and having to line up with place value.
The concepts learned in this lesson are important in our progression as the skills needed to extend
concepts into more advanced expressions and equations. Students are laying the groundwork to understanding
that expressions are not just calculations but can be described in terms of their component parts.
The algebra lesson we analyzed was a follow up to Module 2, Lesson 16 on the Pythagorean Theorem.
Students were asked to apply the Pythagorean Theorem to find the length of missing sides and diagonals on a
coordinate grid.

Play audio here >>>

Student misconceptions were mainly missing steps. They forgot to find the square root in the last step.
Students sometimes had difficulty identifying the correct sides. Both issues will most likely be remedied by
further practice. These skills will be used repeatedly throughout the students academic career in algebra.