Error Analysis

Fractions
Error Analysis
16 ERROR
ANALYSIS PAGES
COVERING ALL
OPERATIONS!
thank you for your purchase!
I began creating Error Analysis sheets for my students after reading about Marzano’s New
Taxonomy, or Systems of Knowledge. Under Analysis he lists Error Analysis as an exceptional to
promote thinking and learning. My students LOVE error analysis, and I have even seen kids take
error analyses out to recess because they are determined the figure out what error took place,
or the perfect wording to describe what happened. Some of these are tricky, but the kids get a
sense of satisfaction out of figuring out what went wrong! Answer keys with POSSIBLE
answers have been included, and the final page was left blank for you to create your own based
on errors students in your class are making. You can use these as warm ups with the whole
class, as an assessment, math centers, or enrichment for early finishers! Have fun!
NOTE: SEVERAL OF THE PAGES COVER CONCEPTUAL MISTAKES, SUCH AS NOT SIMPLIFYING OR WRITING WHOLE NUMBERS AS FRACTIONS INCORRECTLY.
adding fractions *pages 3-7*
subtracting fractions *pages 13-16*
multiplying fractions *pages 21-23*
dividing fractions *pages 27-30*
If you have any questions, find a small error to be corrected, or have trouble printing,
please feel free to contact me at teachingwithamountainview@gmail.com.
Come take a look at my store and FOLLOW ME for more freebies and High Engagement Resources!
http://www.teacherspayteachers.com/Store/Teaching-With-A-Mountain-View
www.teachingwithamountainview.com
www.teachingwithtaskcards.com
Please Note: Your purchase entitles
you to use this product in one You May Also Enjoy:
classroom. If you love what you have
bought, please direct your colleagues
and friends to my TpT store!
Each page of this document is copyright 2011-2015 Teaching
With a Mountain View, Ltd. You do not have permission to
claim any part as your own, and you may not share or sell
anything based on this document.
Graphics By:
Teaches Third in Georgia
Digital Swirls Creations
Ashley Hughes
Adding Fractions Error Analysis #1
Look at the adding fractions problem completed below. Identify the error and
describe it. Share a strategy or reminder this student could use to prevent the
same error in the future. Then, solve the problem correctly.
Identify and Explain the Error
HGf + =
Rework the problem
Share a strategy...
©2015 Teaching With a Mountain View

XCwA + = =
Rework the problem
Share a strategy...

DM! 15
+ =
15
Rework the problem
Share a strategy...


10
SO 12
+ = 1412
Rework the problem
Share a strategy...


2
eFg + =
8
Rework the problem
Share a strategy...

Answer Key
HGf + = The student added

both the numerators
and the denominators.
Rework the problem
H G 1F + =
Share a strategy...
When adding, the like
denominators stay the same.
Only the numerators are added.
Answer Key
XCwA + = = The student did not

make like
denominators. He or
Rework the problem she just added
across.
12 7
XC 21
+
21
19
= 21 Share a strategy...
When adding, you must use equivalent
fractions to make like denominators,
then add only the numerators.
Answer Key
DM! 15
+ =
15
The student made like
denominators, but did not make
equivalent fractions by multiplying
the numerator by the same amount
they multiplied the denominators.
Rework the problem
10 12 22
DM 15
+
15
= 15 = 1& Share a strategy...
If you change the value of the denominator,
you must make an equivalent fraction by
multiplying the numerator by the same amount
you multiplied the denominator.
Answer Key
10
SO 12
+ = 1412 The student did all of the
computation correctly, but they did
not simplify the final answer to a
mixed number.
Rework the problem
10
SO 12
+ = 1412 = 1O Share a strategy...
Your answer is not complete
until it is in simplest form!
Answer Key
2
eFg + =
8
The student did all of the
computation correctly, but they did
not simplify the final answer.
Rework the problem
eFgH + = =
8
Share a strategy...
Your answer is not complete
until it is in simplest form!
Subtracting Fractions Error Analysis #1
Look at the subtracting fractions problem completed below. Identify the error and
pqj - =
Rework the problem
Share a strategy...

RF gH - = =
Rework the problem
Share a strategy...

6A A
- = 62 -
4
Rework the problem
2
= 2 =
Share a strategy...

6 Identify and Explain the Error
xe - = 0
10
Rework the problem
Share a strategy...

Answer Key
pqj - = While the student did have

the correct answer, their
problem is set up incorrectly.
You can’t subtract a larger
Rework the problem number from a smaller
number.
qpj
- = Share a strategy...
When subtracting, including fractions,
the smaller fraction must be
subtracted from the larger fraction.
Answer Key
RF gH - = = The student did not use

equivalent fractions to make
like denominators. Instead,
he or she subtracted across.
Rework the problem
3
RFOC - = =
12
Share a strategy...
When subtracting, you must use equivalent
fractions to make like denominators, then
subtract only the numerators.
Answer Key
6A - = 62 -
4
A The student thought that the
whole number (6) had the
Rework the problem

= 2 = 2 same denominator as the
second fraction, so instead
of making 6 a fraction of
6/1, they made the fraction
6/2.
12
61 - A 11
= 2 = 5A Share a strategy...
Whole numbers, when written as fractions,
always have a one as the denominator.
2
Answer Key
xe - = 0
10
The student attempted to make
common denominators. However,
10 is not a factor of 8! They simply
added 2 to both the numerator and
the denominator instead of finding
Rework the problem the least common multiple of both
10 and 8.
24 20
x e s 40
-
40
4
= 40 = Share a strategy...
When making common denominators, you
must find the LCM of both fractions to find
the least common denominator.
Multiplying Fractions Error Analysis #1
Look at the multiplying fractions problem completed below. Identify the error and

4
Fg È 16
48
× = 256=
16
Rework the problem
Share a strategy...

po × 42
= 9 = 4o= 4D
Rework the problem
Share a strategy...

8D D × 16
= 24 =
Rework the problem
Share a strategy...

Answer Key
4
Fg È 16 16
48
× = 256= The student did end up with
the correct answer,
however, they took a very
roundabout way by finding
Rework the problem least common denominators
and equivalent fractions.
Fg È ×
6
When multiplying fractions, simply
multiply the two numerators and the
two denominators.
Answer Key
po × 42
= 9 = 4o= 4D The student kept the
denominators (9) the same,
as if they were adding or
subtracting.
Rework the problem
po × = 42 =
81 27
14 Share a strategy...
When multiplying fractions, simply
multiply the two numerators and the
two denominators.
Answer Key
8D D × 16
= 24 = The student multiplied the
whole number by both the
numerator and the
denominator instead of
turning the whole number
Rework the problem into a fraction with a
denominator of one.
8D × 16 5C
Whole numbers are always written as
fractions with a denominator of 1.
Dividing Fractions Error Analysis #1
Look at the dividing fractions problem completed below. Identify the error and
nW ÷ 1
= 2
Rework the problem
Share a strategy...

CX CX ÷ = × 4
= 21
Rework the problem
Share a strategy...

HF ÷ 4 4 16
= 3 × 1 = 3
= 5C
Rework the problem
Share a strategy...

A A T= ÷ 6 = × 6
= 12
Rework the problem

A
Share a strategy...

Answer Key
nW ÷ 1
= 2 The student attempted to
divide across instead of
taking the reciprocal of the
second fraction and
Rework the problem multiplying.
nW n ÷ = 7
× 3 Share a strategy...
D 28
= 42 =
When dividing fractions, always find
the reciprocal of the second
fraction, then multiply.
Answer Key
CX CX ÷ = × 4
= 21 The student rewrote the
division problem as a
multiplication problem but
forgot to find the reciprocal
Rework the problem of the second fraction (4/7)
CXC R ÷ = 7
× 4 = Share a strategy...
fraction, then multiply.
Answer Key
HF ÷ 4 4 16
= 3 × 1 = 3
= 5C The student found the
reciprocal of both fractions.
Rework the problem
H÷ F= H 4 = 12
× 1 4 Share a strategy...

= 3 fraction, then multiply.
Answer Key
A A T= ÷ 6 = × 6
= 12
Rework the problem

A The student performed the
dividing computations
correctly, but they wrote 6
incorrectly as a fraction.
A A 1 1
÷ 6= × 6 = 12 Share a strategy...
Whole number fractions always have
1 as the denominator.

Fractions Error Analysis
Look at the problem shown below. Identify the error and describe it. Share a
strategy this student could use to prevent the same error in the future. Then,
solve the problem correctly.
Rework the problem
Share a strategy...

Fractions Error Analysis
Answer Key
Rework the problem
Share a strategy...

Error Analysis

Uploaded by

Copyright:

Available Formats

Error Analysis

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Error Analysis

Uploaded by

Copyright:

Available Formats

Fractions

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

HGf + = The student added

XCwA + = = The student did not

Rework the problem

Rework the problem

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

©2015 Teaching With a Mountain View

6 Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

pqj - = While the student did have

RF gH - = = The student did not use

Rework the problem

12 Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem

©2015 Teaching With a Mountain View

Rework the problem

©2015 Teaching With a Mountain View

Rework the problem

©2015 Teaching With a Mountain View

Identify and Explain the Error

Rework the problem