A. Explain the relationship between multiplication and addition. B. Describe how understanding the relationship between multiplication and addition contributes to students understanding of these operations. For example, how does multiplication extend addition concepts (e.g., manipulation of groups for a total product)? C. Explain the commutative, associative, and distributive properties using examples. D. For each property, describe how it is connected to thinking strategies students might use in performing computations (e.g., counting by twos or fives, groupings or many sets of items, adding several equal groups together). E. Provide specific examples of at least two common conceptual errors. 1. Describe an instructional strategy that would serve to correct and/or avoid each of these conceptual errors (1 strategy per conceptual error for a total of at least 2 strategies). 2. Explain how each of the instructional strategies serves to correct and/or avoid its associated conceptual error.

A. Explain the relationship between multiplication and addition.

B. Describe how understanding the relationship between multiplication and addition contributes to students understanding of these operations. For example, how does multiplication extend addition concepts (e.g., manipulation of groups for a total product)?
C. Explain the commutative, associative, and distributive properties using examples.

D. For each property, describe how it is connected to thinking strategies students might use in performing computations (e.g., counting by twos or fives, groupings or many sets of items, adding several equal groups together).

apa Format

E. Provide specific examples of at least two common conceptual errors.

1. Describe an instructional strategy that would serve to correct and/or avoid each of these conceptual errors (1 strategy per conceptual error for a total of at least 2 strategies).

2. Explain how each of the instructional strategies serves to correct and/or avoid its associated conceptual error.

User_4147 added on 10/21/14 at 10:32 PM (PST):

This area is not done correctly.
Describe two common conceptual errors. (please locate and site in apa format)
Describe an instructional strategy that would serve to correct and/or avoid each of these conceptual errors (1 strategy per conceptual error for a total of at least 2 strategies).

2. Explain how each of the instructional strategies serves to correct and/or avoid its associated conceptual error.

http://www.jstor.org/discover/10.2307/41191667?uid=3739976&uid=2&uid=4&uid=3739256&sid=21104870216477

also
For each property, describe how it is connected to thinking strategies students might use in performing computations (e.g., counting by twos or fives, groupings or many sets of items, adding several equal groups together). This is missing.