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Some students struggled with conversion; not knowing how many feet in a yard. Strategies: highlight key words/vocabulary, math centers, visuals

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Seemingly, the major misconception was how to accuretly convert yards to feet. Even though some had some idea, they then multiplied incorrectly. The good part was that many knew it was a two step problem and approximated a correct answer/ process which earned them 1 point at least.

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A common misconception is knowing how many feet in a yard and how to convert yards to feet. To address this situation I would provide more work with conversions, center activities, silent teachers.

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A common misconception that students seems to have with question 43 is knowing how many feet are in a yard. If a student doesn't know this conversion, they won't be able to correct solve the problem. A way to address this misconception is to provide additional practice in the classroom with mathematical concepts such as this.

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A common misconception that some students might have is the concept of having to convert yards and feet.  I could see my student just wanting to add or subtract the numbers that they see.  To address this misconception would be to use different strategies for when solving story problems. In our class we discuss what information is given and what do we still need to find to solve the problem. We underline to highlight key words to help.

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Knowing how many feet in a yard.

Silent teachers, manipulatives (showing a yard stick), real-world examples, making a chart/graph.

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I agree with many of the responses posted. Students do not often have an understanding of conversions, how to do them or what it truly means to convert. Comprehension of the word problem is another struggle. A way that I have been working with kids on word problems is Project CRISS's "Read and Explain" strategy, wherein you stop at each punctuation and put the sentence in your own words. It slows down the reading and allows to see if students understand concepts, details, etc.

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A common misconception is the student not being able to convert between yards and feet. Some of my students probably would just take the numbers in the question and use them without realizing that it is two different types of unit measures.

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A common misconception that students have is how to correctly convert yards into feet. A strategy we could use is to actually give students that hands on visual to model how many feet are in a yard. This would make it easier for them to understand.

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Students struggled converting yards to feet and most students solved the multi-step problem.

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The challenge for the some students  were converting yards to feet.  A positive is that the majority of students knew it was a 2 step problem. Students should be introduced to metric units  with vocabualry, reference sheets, silent teachers posted in the room, cross curriculm math and science measurement and using rulers. The minor mistakes I saw were simple subtraction.  I would use lessons and games to teach measurement.

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The biggest misconception with problem #43 is the conversion of yards to feet. As a strategy we can use, we have to show them a ruler, yardstick and measuring tape. Have students count how many feet are in one yard. Provide varying measurements and have them test their calculations using the instruments mentioned.

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I think student who didn't know how many feet were in a yard struggled the most. However, for the most part students seemed to know that this was clearly a multiple step problem.

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Seems as though the conversion in the first step was the biggest struggle. I think having students actually use the ruler often would engrain this basic conversion and help them realize whether their answer is reasonable. It should be used in both math and science regularly. I believe students also get some sort of reference/ formula sheet during the 5th grade test. This should be available to students consistently during daily instruction. Some students used the opposite operation either for the conversion or the difference.

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Most students had errors based on how many feet are in a yard. Show students a yard stick and measure ribbon using it. Count by threes to establish that one yard is always three feet.

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Students struggled with converting yards to feet. Drawing a picture or making a chart may have aided students in recollecting the correct conversion.

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One of the biggest misconceptions I notice that they knew the steps but because of not knowing to subtract when they got to the ribbon being used up. I see this during word problems sometimes too. I ask the students to read through and make a math movie of what they see. They we talk about what they see, we read through it again and circle the numbers and where to put the sign over the part that tells them what to do. Last, we read it a 3rd time and draw out what we saw.

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Cheryl Rose
The most common misconception is the conversion from feet to yards.  We do not practice conversions enough in class for students to understand the concept. We need to do more conversions so that students have a better understanding of how to complete problems like this.

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Conversion of yards into feet seemed to be the most common mistake, which cause an error in the answer, but overall the process was correct.

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Some common misconceptions students may have regarding question 43 is not knowing how to convert yards to feet. Not realizing that in order to answer the question they had to convert the yards to feet and knowing how many feet are in a yard. A strategy with word problems can be to use steps and to underline key words that can help them answer the problem successfully.

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I think the most difficult concept in question 43 is first knowing that you must convert 12 yards into 36 feet before you can complete the problem. Some students were able to understand that a conversion was needed, but did not remember that 1 yard equals 3 feet. I have trouble with conversions myself, but I think just like multiplication tables, there is some information that students may just have to memorize and be able to recall when testing time is upon them. Practicing conversion problems and having students feel comfortable and confident about the process might also be helpful.

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The biggest misconception I notices was converting measurements. Students either didn't know what the convertion was or how to properly concert. I fee that hands on practice with measurement conversions could help students with their misconceptions. taking this problem and reviewing it using actual ribbon and rulers would be a great start.

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The biggest misconception is converting to feet. Students are having trouble with visualization. I always like to have students read over the problem and then close their eyes after each sentence to help "see" the problem.

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The students most common misconceptions was how to convert yards to feet. This goes along with both how many yards make up a foot, and then also if they should divide or multiply to get the proper conversion. Once the students found a number for the conversion, most students were aware with what to do with it next.

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The main misconception was understanding how many feet are in a yard and being able to accurately do the conversion. There were others, but to address the class as a whole this is the one I would focus on. I would first have a student lead discussion of how they came to their answers, so the students can begin to gain a deeper understanding by having to listen to peers and defend and explain heir answer. In addition, I would incorporate hand on activities that are interactive where students work in groups using a reference sheet. I would also be sure to make an anchor chart so my students are used to seeing it and will in turn be more comfortable.

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converting yd to ft

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Students didn't know how to convert yds/ft so giving them more opportunities to do this in the classroom could address this. Or reminding/practicing using reference sheets that are provided for students.

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Most of the students scores a 0-1 because of the lack of basic conversion skills. Converting yards to feet. Although the test might have included a reference sheet this is the type of math in the real world that should be taught well in the classroom. Feet to yard and yard to feet. Extending one arm and approximating it to three rulers which is 3 feet is a great visual for the kids to remember the conversion.

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Many errors were due to not having the correct conversion. Some ideas and strategies to support student misconceptions is some practice measuring and identifying differing units and how we may use them interchangeably.

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Most mistakes are due to conversions so emphasizing common conversions or proper use of the reference sheet should be emphasized

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It seems like most of the responses struggled with the first step, which would be converting yards to feet.  I think this could be addressed by providing students with more real life experiences and opportunities to see and conceptualize units of measurement.  This would be a great question to use as a lesson and actually model with ribbon to show just how much 12 yards really is.  That way, they would be able to self check their calculations to see if they were reasonable or not.

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Most of the errors occurred in the conversion from yards to feet.  Students need to know when to utilize the reference sheet that is given with the test.  It contains conversion values that would have eliminated many of the mistakes shown.  During practice  tests, teachers could model the use of the reference.

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Some students had trouble remembering how many feet are in a yard. I would suggest placing 3 rulers against a yard stick or use a tape measure to model the measurement of actual ribbon. Real world examples help with retention.

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It seems that students struggled with conversion of yards to feet.  Possibly bring out the yard stick and the ruler and model figuring how many feet in the yard.  Also work on using conversion charts in your lessons.

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The most common misconception seems to be converting correctly.  Most students knew they should convert.  That is a plus.
Using real life problems  similar to this ( rulers and yardsticks as manipulatives) requiring students to make a conjecture about what the conversion factor should be would allow them to construct their own answer.  A class discussion and decision on the conversion would help them retain the conversion factor.

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The most common misconception occurred around the conversion. It is not enough to ask students to memorize these conversions. Hands on practice and actually using the conversions may help. More exposure.

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One, students need to know how many feet there in a yard. Another misconception is converting feet to yards or yards to feet. Another misconception I saw in one of the examples was a student added 36 and 22.

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I would say the most common misconception for this question would be the conversion of yards to feet. A way to address this would be to offer some hands on practice with converting. Get out the yard stick and the rulers and compare and then practice making conversions.

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Some common misconceptions students may face are using the wrong conversion for yards to feet and vice-versa. I see it often in my teaching today. Students will often not recognize that there are two units of measure in the problem when they are reading it. Having students be aware of key mathematical vocabulary terms and also exposing them to the conversion chart to make them more comfortable with it can help in this situation

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the most common misconception for this question is conversions. if students haven't had practice with converting it is hard to remember this has to be done. more hands on practice can been done to make more familiar for the students

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The most common misconception students would have would be understanding that this problem involves knowledge of conversions. Though basic conversions are usually provided to kids in their test booklet, the wording of this problem is tricky and would very easily trip kids up if they were not reading carefully. Unfortunately conversions are something that just need to be committed to memory, and children today are not required to memorize much anymore with all of the technology now present in schools.

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The most common misconception is that the students would understand that they need to convert yards into feet. With all the new math programs out their in our digital world, we no longer bring in fabric to show what a yard of material looks like. We also don't emphasize memorizing conversions for test any more. I'm also discovering that students no longer like to even attempt problems with multiple steps. The world has changed and although our students today are real knowledgeable about computers, they don't know what a yard is compared to feet. Or a liter compared to a pint.

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The conversion definitely is the biggest struggle. To be honest, I still struggle with conversions, always second guessing myself. Also is just comprehending the questions and not going the add them both or multiply them both as a strategy. Comprehension is key as well.

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It seems that the biggest problem is the conversion. Personally I struggle with this. There is no way to really "figure out" the conversions. Kids just have to memorize. There is not problem solving strategy for knowing that there are 3 feet in 1 yard. Maybe giving a conversion table for them to use on the test could be introduced.

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Some common misconceptions regarding question 43 was having limited understanding of conversions.  and mathematical concepts.  For example, I remember in one of the guide papers, the student had subtracted correctly as part of the correct process, however multiplying the numbers in the prompt (12 x22) did not show an overall understanding of conversions.
You can make Math Learning Centers, review conversions, give each student a Math vocabulary dictionary, or play Kahoot to help review conversion skills.

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Common misconceptions could be not understanding the conversion.  Also knowing the multiple steps needed to solve the problem.

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Common misconceptions could result from scholars not implementing the correct conversion plan. If the scholar decides that his formula is correct (although its wrong) he may continue down that wrong path. Then panic may set in! Having the conversion chart accessible is good practice!

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Students may struggle with the logistical requirements of correctly answering a state math exam problem. Examples are making sure to write the correct answer in the space provided at the bottom. Also they may rush and give the correct answer but do not show an example if it is required for a particular question. There needs to be conversations and practice with answering the question correctly based on what the state requires.

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Common misconception could be using wrong conversion, therefor multiplying the wrong numbers together. I wonder if using table to organize what students have and what they needed to covert might help.

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Students may struggle with understanding common conversions. In order to address this issue, students need to be given visuals and in depth lessons on conversions with many hands on activities to understand general conversions.

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The issue is the conversion and as much practice as possible will help.

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So many of my Alg 1 learners come so far below grade level and without a strong foundation. Many assessments come with a key that gives conversions, so I would be sure to replicate that if it were given in their culminating standardized assessment. I don't know that we often teach them the test taking skill of using given formula and conversion tables. Students are often lucky to get any points when their is a conversion and I find it sometimes activates a fear factor and students do not apply any academic risk to the problems. I was relieved to see that despite not knowing the conversion a few students could get the processes correct despite the wrong conversion and ultimate answer.

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Understanding that a conversion needs to take place first and then knowing how to do it.  This may be very visual to a lot of learners.

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Understanding that a conversion needs to take place first and then knowing how to do it.  This may be very visual to a lot of learners.

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Students often struggled with knowing common conversions. Many knew they had to convert but weren't sure how to or didn't know the conversions. Repeated hands-on and real-life practice will help students to see the relevance of conversions and help them memorize common conversions.

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Most students struggled with the conversion. Students could benefit from a visual, chart, or hands on lesson to learn the conversions.

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Converting was the biggest issue. If they didn't know the conversion fact it was impossible to get full credit. Making sure they are aware of the units of measure can help.

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I can see that kids understood that they needed to convert yard to feet, the subtract the used portion of ribbon.  I think most kids were confused about how many feet are in a yard and some converted to inches.

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I agree with everyone that has responded on here. The biggest common misconception students seem to have regarding question 43 is the conversion of yards to feet. Also knowing how many yards go into a feet is important, too.

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Most of the students seem to understand the problem.  The trouble seem to be knowing how to convert yards to feet.  The students would benefit from more practice.

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The students knew they had to convert, however some were not sure what to convert.  I would have repeated practice on this skill, as well as look for engaging games for students to practice.

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Most students understood the task. They knew they had to convert, then subtract. The biggest issue was knowing how to convert yards to feet. Repeated exposure to the skill would benefit our students.

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Most students have an issue with converting; most understand that after the conversion they must subtract the number from the amount used.

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In most cases with a mistake, the mistake was in the conversion of yards into feet.  Conceptually, students knew that conversion had to happen, but mechanically, several sis not know how to do it.  It was nice, however, to see many of the students using units, so that it was clear to the grader what they were trying to convert from and to.  The whole idea of unit conversion and rounding are troublesome to many RCSD students.  We must work those skills into problems as often as possible, so that the skill becomes more automatic for students.

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The biggest is the conversion from yards to feet, knowing that it's 3 feet per yard.
After that, realizing that when you use something, it's subtraction in most word problems.

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Conversion is the biggest issue. They all knew they had to covert to something, but not all knew what to covert to. Reading the question completely and carefully is often a problem as well.

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Students are having trouble converting correctly yards to feet. Some have missed the key word for subtracting.

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If they do not know the conversion of how many ft in a yard it is very challenging to get the answer correct