2nd and 3rd Grade Math Error Analysis, Strategy Analysis, and Critical Thinking Skills
This pack includes a collection of 84 authentic student responses gathered from 7 word problems (These can be used as a pre-assessment, mid-unit assessment, and post-unit assessment).
These 84 student responses are unscored, which provides students with a unique opportunity to analyze each response, detect simple and more complex errors, identify and review problem solving strategies that were most effective, discuss mathematical thinking, and compare strategies used by other students to their own thinking. In addition, students can develop an awareness around the impact neatness and organization can have on someone else’s ability to follow the thinking being shown on the page (test prep).
Preview of the pre-assessment problem –
Frank the Turtle and four of his turtle friends dipped their front feet in the ocean. How many feet were not in the ocean? Show your work.
The other problems that are included in this pack are increasingly difficult and use larger quantities.
What is included:
• A total of 84 UNSCORED student responses to 7 different word
problems (84 pages total) with space on the bottom for student analysis and
• Student responses are titled and numbered for ease of use and organizational
• Each original word problem is provided in a worksheet format (7pages)
• Student Analysis Sheet – students can record thoughts, questions, and
suggestions relating to any one of the problems they analyze (1 page)
• Teacher Problem Analysis Sheet (Guided, 1 page)
Kites - 6 student responses
Puppets - 6 student responses
Animals - 11 student responses
Tuxedo the Panda - 13 student responses
Frank the Turtle - 15 student responses
Muddy Paws (Scooter the Dog) - 16 student responses
Masks - 17 student responses
How to Use:
• Students can compare strategies used by other students.
• Use as a test prep activity – find/correct any errors or explain the strategy used
• Score using ANY rubric (Student work contains answers that are incorrect,
partially correct, and correct)
• Use as examples during instruction
• Math Center - Students can sort the responses – according to error pattern,
problem solving strategy used, rubric score, and more
• Students can correct responses acting as “the teacher”
• Students can write their own word problems that address some of the specific
common error problems found throughout the work samples, keying in to
common errors. This process will assist in drawing attention to tricky problem
components they may encounter.
• The student created word problems can be placed in a center for classmates to
• Provide an opportunity for safe discussions - Using work that was produced by
students outside of the classroom provides opportunities for authentic critiquing in
a safe environment.
For Professional Development
• practice sorting the responses and scoring them utilizing ANY rubric to increase
• Analyze the responses and list pre-teaching components to consider
• Analyze the responses and create small, focused instructional groups based on
• Re-teaching and extension activities can be planned as an example of
differentiating instruction based on student work analysis.
• Determine three alternative teaching strategies to apply DURING the lesson if
• Discuss manipulatives that may be used to support student understanding.