Katie Chock

January 22, 2015

Error Analysis 5th Grade
Vickis 5th grade class is multiplying 3-digit by 2-digit numbers. I assumed her students
know their basic multiplication facts. There is no way to multiply bigger numbers, I few do not
know how to multiply smaller numbers. Vicki was working with two students, and they were
required to verbally say the steps they took when solving the multiplication problem. Both
students had two multiplication problems to demonstrate. The first problem was 312 x 32.
Student number 1 understood that you are multiplying the ones place value, then the tens
place value, then the hundreds place value. The student however did not understand why we use
0 as a placeholder for the problem. Vicki went on to say that zero is the placeholder because we
are multiplying by three tens, and not three ones. Additionally, this student struggled with the
basic adding of numbers. Student number 1 was in the process of adding the partial products.
The student said 2 + 6 is 9, when it is 8. She went on to correct herself.
The second students problem was 434 x 21. The student was unable to correctly write
out the number, four hundred thirty four. The student tried twice to write the correct number. At
first, student number 2 wrote 40,034, and then she wrote 4,034. Vicki had to re-explain the place
value to student number 2. The student also proceeded with 4 x 0 = 4. She later corrected herself.
Student number 2 also thought 3 + 8 = 10. But later corrected herself with Vickis help.
My suggestions to this lesson would be to make sure all students know their basic
addition and multiplication facts. Students should be given practice worksheets the day before to
refresh their memory on basic mathematics facts. Another thing I would revisit is place value.
Students should know the meaning of numbers and reasons why we are multiplying them
together.