## Sunday, 17 February 2013

### Error analysais (Eunice)

Diagnostic test 2Q4 (c)
D)
Nature of errors: careless
Line 1
11-9=2,
Then it is
=2(2)
=4.

Nature of errors: conceptual
Line 2
The student adds the two fractions together instead of multiplying it, where nessasry.
So,
-½ x -½
=-¼

E)
Nature of errors: conceptual
Line 1
When solving an equation, solve the problem in the bracket first.
So, if 11-9=2,
Then it is
2(2)
=4

F)
Nature of error: conceptual
Line 1
2(11-9) is not (22-28), the problem in the bracket must be solved first.
Thus,
11-9=2,
2(2)=4
Line 1
conceptual
Only ½ in the equation should be squared and 16 should not.

Diagnostic test 2 Q4(d)
A)
Line 2
Nature of error: conceptual
2/12 is not 6.
The student have used 12 divided by two instead of using two divided by 12.

B)
Line 2
Nature of error:careless
When
⅔ x ¼ ,it is
2/12
instead of
1/12 =⅙
C)
Nature of error:careless
Line 1
The student have added ½ and -1 instead of subtracting 1 rom ½.
Is should be ½-1= -1 ½
The student multiplied ⅔ and ¼ wrongly. It should be ⅙ instead of 11/12

nature of error: conceptual
Line 1
⅔ x ¼ is not ⅓ x ½ , but the student wrote ⅓ x ½ as ⅔ x ¼.

E)
nature of error: conceptual
Line 1
The change of form from fraction form to decimal form is redundant.
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