Each the statements below are examples of misconceptions students have when learning to multiply fractions EXCEPT:
A) Treating denominators the same as addition and subtraction.
B) Matching multiplication situations with multiplication situations.
C) Estimating the size of the answer incorrectly.
D) Multiplying the denominator and not numerator.
Correct Answer:
Verified
Q12: This model is exceptionally good at modeling
Q13: All of the statements below are examples
Q14: A _ interpretation is a good method
Q15: Different models are used to help illustrate
Q16: What statement is true about adding and
Q17: Identify the problem that solving with a
Q19: Students are able to solve adding and
Q20: Estimation and invented strategies are important with
Q21: Name two of the major guidelines to
Q22: Identify and discuss misconceptions that students bring
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