Common+Student+Misconceptions


 * Notes for CCSS Conversation on 6/28/11**

__**K-2**__ Much of kdg. work is now focused on decomposition of numbers. //Sample problem: There are 5 dogs staying in a kennel. There are two pens. What are all the ways the dogs may be grouped?// Grade 1 goes to 20; grade 2 goes to 100. //Another sample problem: Charlie has $37. His grandfather gave him some money, and now he has $63.// Other major important concepts: place value (should be set by end of grade 1), counting on to **find the missing number (unknown)** Sometimes teachers are quick to give strategies to students, and these strategies can inhibit students from working with numbers and discovering concepts. And some strategies don't work once they are applied to more complex skills.

__**3-4**__ Multiplicative comparisons; Interpreting remainders; contex Gain familiarity with factors; Generate and analyze patterns Important to emphasize equivalence and value
 * All of these have a foundation in finding the unknown**

__**5**__ Interpret and solve problems that have parentheses Write simple expressions with parentheses without necessarily solving Understand the relationships between x & y and create graphs Proportionality

__**6**__ Algebra is woven throughout. Applying distributive property

__**7**__ Ratios and proportional relationships, i.e. computing unit rates, simple interest, tax rates Expressions and equations, using symbols Geometry; reproducing items to scale, angles

__**8**__ Expressions and equations; square roots, exponents, radicals, cubes, finding slope Linear equations, solve with one variable, solve with pairs