Error Analysis: Problem Solving Word Problems

Error Analysis: Problem Solving Word Problems
Error Analysis: Problem Solving Word Problems
Error Analysis: Problem Solving Word Problems
Error Analysis: Problem Solving Word Problems
Error Analysis: Problem Solving Word Problems
Error Analysis: Problem Solving Word Problems
Created ByKatie Granados
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  • Product Description
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My students love doing error analysis work! They enjoy being the “teacher” and correcting the misconceptions. Many of these errors have been taken directly from my own students’ mistakes. These are common errors third graders make. I like to use these activities not only to help my students reason and think critically, but also as an informal assessment tool to help me know if any of my students have these same misconceptions. I have been impressed with my students’ abilities to persevere and write strong analyses. I've seen how powerful students writing about math can be!

Included in this product are 41 pages of error analysis math problems. Each of the five 3rd grade Common Core math domains are covered: Operations & Algebraic Thinking, Numbers & Operations in Base 10, Numbers & Operations: Fractions, Measurement & Data, and Geometry. Answer keys included.

This product not only covers every math domain of the CCSS, but also the equally important Mathematical Practices, including:
•MP1 Make sense of problems and persevere in solving them.
•MP2 Reason abstractly and quantitatively.
•MP3 Construct viable arguments and critique the reasoning of others
•MP4 Model with mathematics

This 3rd grade pack will also work great for high achieving 2nd graders and as a review for 4th graders.

Check out my other 3rd grade math problem solving pack:
Math Problem Solving Word Problems Pack | CCSS Aligned
Log in to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Total Pages
95 pages
Answer Key
Included
Teaching Duration
N/A
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