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The student orders numbers based on the value of digits, instead of place value. For example: 69 >102 because 6 and 9 are bigger than 1 and 2.

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Who cares about the why as long as I get the right answer?

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Who cares about the why as long as I get the right answer?

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Missing basic multiplication tables

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That when you move the same number of objects around in different ways , they are not the same number.

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That when you move the same number of objects around in different ways , they are not the same number.

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"Math is too hard!"

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My Students misconception is you add from left to right

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Understanding place value and the base 10 system. Multiplying or dividing by 10.

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Trini Arguello-Ayon
I can always use a calculator.

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My students seem to confuse composing and decomposing with addition and subtraction. I teach RSP. Or understanding multiple adding is the same as multiplication.

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Word problems cannot be solved. They are too difficult to understand.

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Sometimes they give up before they even try because it is Math.

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They do not need to learn math.

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I can do repeated addition. I don't need to memorize times tables.

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Students: I will not need to know this when I'm older

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Students: I will not need to know this when I'm older

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Some students believe that they are not "good at math."

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That there is only one way to find the answer. -Marty