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Math Misconceptions 1.NBT.1

Look closely at errors in students’ work (formative assessment) to help you reflect and make instructional decisions to suit all students’ needs.

Students may not read or write numerals correctly. For example, they may read 113 as “eleven three” or “one one three”. They also may write 47 as “40 7”. Representing the numeral with objects, counting out loud, and identifying numbers can address these types of misconceptions. Also, provide repeated practice with writing numerals that represent a number of objects for students to understand the formation and order of digits when recording quantities of up to 120. MISCONCEPTION:



While a student may have mastery of rote counting, counting objects is a completely different understanding. Many errors can occur when students count objects, such as: skipping a number in the sequence, absence of one to one correspondence while counting, and double counting or missing objects in the count. One strategy for working with students to correct these errors is to consistently ask, “How many?� at the end of a count, to help solidify the cardinal principle. Another strategy is to count a set of objects together, emphasizing the final number. Also, allow students to count objects in different ways, and help them see the need for organizing and keeping track of the individual items that they have counted. MISCONCEPTION:


1.NBT.1 Math Misconceptions