Here’s an activity I just drafted for my Algebra 1 class. I’m trying to help them get very comfortable working with the distributive property and fractions. Thoughts?
First, I just love the question. Second: theorize! What happened to this student? What are some good signs in the student’s work?
Thanks to Bree for the submission.
Also: I categorized this under “Standards for Mathematical Practice.” Does anyone have another CCSS standard that fits this problem and work?
We actually have an explanation from the student, and hopefully Alison Royster will be kind enough to jump in on the comments and provide it.
What does the kid think the distributive property is?
It’s easy to say: “Well, I’d avoid this mistake in my class by teaching the distributive property correctly.” Well, what’s the wrong way to teach this thing, then? What’s the smartest possible way to teach this, and still end up with your kids making that mistake?
After you’re done writing an awesome comment to this post, go check out Josh Weisenfeld’s blog. He spotted and submitted this gem of a mistake.
Here are two classic mistakes:
Whenever I see a mistake that recurs at all different levels, and with all different students, I wonder: what makes this mistake so attractive? What’s the misconception? And what can we do about it?
Say something smart in the comments, and then go check out this post from Fawn Nguyen.