Categories Fractions Number & Operations -- Fractions Mixed-Up Numbers Post author By mpershan Post date November 24, 2013 3 Comments on Mixed-Up Numbers Eric writes in with this really cool mistake. Do you see the problem? Of course you don’t, because you don’t know the original question. Eric writes, “The problem was originally 12 2/3 + 8.” Explain? EXPLAIN? Share this:EmailPrint ← Does Video Help Diagnose Mistakes On the Internet? → “How do we get kids to stop and think when the cognitive load is higher?” 3 replies on “Mixed-Up Numbers” When subtracting a mixed number from a whole number, the whole number should first be converted to a mixed number, e.g. 8 – (2+2/3) = (7+3/3) – (2+2/3) = 5+1/3. The student incorrectly believes that a whole number should be converted to a mixed number before adding it to a mixed number. “The student incorrectly believes that a whole number should be converted to a mixed number before adding it to a mixed number.” It may not be necessary but there is nothing wrong with this strategy, and it would have worked fine if the student hadn’t turned 8 into 8 and 3/3. I guess my question is: What sort of feedback would have worked best for this student? As secretseasons points out, there seems to be only one tiny mistake here (8 != 8+3/3), otherwise the students seems to understand what’s going on. However, since it’s adding, as Dave says, they didn’t really need to break up the “8” after all. Clearly if you talk with the student, you could figure this out. But what could you put on the page (besides the “X”) to get them to learn? Comments are closed.