What’s something that interests you about this student’s work?

Another quality submission from John Weisenfeld.

  • 1-4 is 12? I think this a student who has “folded” their hand. Definitely needs some work with M&Ms or gummy frogs (two sides – flip once for negative, flip twice back to positive, and then make +- pairs).

  • I think it is interesting how in question 51) (-7)-(-5) the student got a positive number for the answer and for the same problem type question 55) (-2) – (-1) the student then got a negative number for the answer. I understand that the child is struggling with the concept of adding and subtracting negative numbers, but I found this change interesting. Why did they get it confused? Or what in their brain switched how to handle this problem just two down from the last?

  • SSirois

    I’m curious to know; were any concrete examples done with integers before asking a student to solve these problems? The student obviously does not understand integers and perhaps the student does not understand the concepts of addition and subtraction either.