Common Misconceptions in Mathematics (produced for a tda project coordinated by Teresa Robinson
www.robinsoneducation.co.uk)
Number
Misconception
When multiplying two numbers, the
answer is always bigger than both
original numbers.
0.1 x 0.1 is incorrectly given as 0.1
3 ÷ ¼ is incorrectly seen as equivalent
to 3 ÷ 4 and has a value of 0.75
x² = 25 therefore x = 5
Relating percentages to fractions such
that
10% = 1/10 so 5% = 1/5
1 is a prime number
¼ = 0.4
Relating percentages to decimals such
that 6% = 0.6
a² = 2 × a
a-2 = -a² e.g. 5-2 = -25
-2-3 = 5
3293 → 3 to 1 significant figure
Correction
True for whole numbers.
Investigate what happens when one or both of the numbers is a fraction less than 1.
Investigate what happens when negative numbers are introduced.
Frequently use the word ‘of’ instead of ‘times’.
0.1 x 0.1 = 1/10 x 1/10 = 1/100 or 0.01.
1/10 of 1/10 = 1/100 to justify answer.
3 ÷1/2 is 1 ½. Divide 3 apples into halves. How many pieces?
3 ÷ ¼ means how many quarters are there in 3?
There are 4 quarters in 1, so 3x 4 or 12 in 3.
Use diagrams to justify answers.
(-5)(-5) = 25
% means out of 100, so 5% means 5/100 which can be simplified
Prime numbers have two factors
¼ = 25/100 = 0.25
60% = 60/100 = 0.6 and 6% = 6/100 = 0.06
a² = a × a
Show students the pattern:-
5³ = 125
5² = 25
51 = 5
5° = 1
5-1 = 1/5 divide by 5
Avoid the word ‘minus’ and the expression that a double minus is a positive
Emphasis on subtract and negative
Talk about the difference and explore a mixture of similar questions such as -2+3, -3+2, 3-2,
2-3,...
Use a vertical number line to justify answer
When two operations appear together ring them and replace them with the correct single
operation
e.g. 2 + -3 = 2-3 = -1
Use money to explain about order of magnitude and that the number must stay at the
approximately the same value
Addition of fractions Use diagrams to justify answer.
E.g. ½ + ¼ = 2/6
Shape and Space
Misconception
Common shapes are not recognised
unless they are ‘upright’
The square drawn on the hypotenuse is
frequently drawn as a rhombus.
The diagonal of a square is the same
length as the side
a² + b² = c² used where c is not the
hypotenuse
Use the Sine and Cosine Rule with right-
angled triangles
Converting m³ to cm³ and vice versa
The centre of rotation does not matter
Bearings from A to B given as bearing
from B to A
Using the wrong trigonometric ratio
A right angle triangle has to be scalene
Squares and rectangles are not
parallelograms
Identifying dimensions.
Formula for length, area or volume?
Ratio of shape
Not recognising irregular shapes
Using the wrong scale on a protractor
Putting the bottom edge of the
protractor along one of the lines forming
the angle
An enlargement makes things bigger
Correction
When appropriate draw shapes in a different position – at an angle, upside down, facing a
different direction.
Ask students to draw pairs of congruent shapes, where one is a reflection of the other, to
justify
answer.
Get students to draw the square using a set square, or use the corner of another piece of paper
to ensure a right angle. Draw the triangle in different aspects.
Investigate by drawing and measuring. Can they estimate the length of the diagonal for a 5cm
by 5cm square, giving answer to 1 dp? Draw it and measure how close they were.
Define the hypotenuse repeatedly.
Write a² + b² = (hyp)².
Write (area smallest square)²+(area middle square)²=(are largest square)².
Give the class right-angled triangles when teaching the Sine and Cosine Rules. Ask if there is a
quicker way if nobody suggests unnecessary work.
Picture m³ and cm³. Metre stick demonstration.
1m³ measures 1m by 1m by 1m i.e. 100cm by 100 cm by 100cm. Use a drawing to justify.
Give students one shape and ask them to rotate it about lots of different centres of
enlargement.
Draw an arrow facing north on A (position bearing is from)
Learn SOHCAHTOA or mnemonic such as ‘Silly Old Harry Can Always Have Tea On Aeroplanes’
List the side you have and the side you want. Then identify the correct ratio.
Challenge students to draw a right angled triangle which is not scalene. i.e. isosceles triangle
with angles 45°, 45° and 90°
Ask students to list the properties of a parallelogram
Ask students if a rectangle fits these criteria. Repeat for a square.
Replace all variables with a tick or with one letter and analyse.
Separate the shapes
Show examples at all opportunities
Estimate the angle before measuring. Is it more or less than 90°?
Classify angle first – is it acute, obtuse or reflex?
Look from zero and follow round to the line.
Put the cross on the intersection.
Use scale factors of ½, 1/3, ¼, etc. Then discuss.
Consider enlargements of scale factor -1, -2, -3 etc.
 What happens for a scale factor of -1/2? -1/3?
A rectangle and parallelogram have 4 Fold a rectangle. Fold a parallelogram.
lines of symmetry Use tracing paper and flip over along line of symmetry.

Algebra

Misconception Correction
a × a × a = 3a and a³ = a × 3 There are rules for algebra and the definition of a³ is
a × a × a.
3a means 3 lots of a or a + a + a. Use substitution to justify.
3a² = (3a)² (3a)² means 3a all squared i.e. (3a) × (3a) = 3a × 3a = 9a²
Whereas 3a² means 3 × (a²) = 3 × a × a
( a + b )² = a² + b² Use a diagram to justify answer.
(a + b )² = (a + b)(a + b) = a² +ab + ab + b² = a² + 2ab + b²

Trail and improvement Encourage students to check their answer

x³ + 2x² = 100
Answer to 2 dp is 100.14
Expanding brackets Justify using a diagram.
5( x + 3 ) = 5x + 3 Ask students to check their answer by substituting in a value for x.
Factorising Practice makes perfect. Provide a mixture of questions.
x² + 5x = ( )( )
y = 2 is vertical When plotting/sketching y =2 ask students to firstly write down some coordinates where y = 2.
Rules of indices Explore patterns such as
a° = 0 5³ = 125
x-2 = -x² 5² = 25
51 = 5
5° = 1
5-1 = 1/5 divide by 5
Locating the wrong region when Encourage students to pick a point in their region and check that it works for the inequality.
sketching graphical regions for
inequalities
Gradient and intercept mixed up when Encourage students to always rearrange the equation of the line in the form y = mx + c and
equation of line not given in the form y then compare to find the gradient and intercept.
= mx + c
√-4 = 2 (-2)² = 4 and √4 = 2. √-4 is not possible (at this stage of their learning)
All algebraic expressions can be Encourage students to check that they have correctly simplified by substituting numbers
combined
e.g. 11a + 3a – 3 = 11a
3x + x² = 4x or 4x²
If x =-3 than x² = -3² = -9 Encourage students to use brackets when substituting
 e.g. x² = (-3)²
x + 5 can be cancelled to get 1 + 5 Rewrite as x/x + 5/x
x
Data Handling
Misconception
The location of the line of best fit on a
scatter graph.
When asked to identify the modal class
from a grouped frequency table students
give the highest frequency
The probability of it raining today is ½
because it either rains or does not rain.
Distinction between mean, median and
mode
Range is a type of average
Range is written as 6-9 and not 3
Finding the mean from a frequency
distribution students divide by the
number of classes
Finding the mean from a grouped
frequency distribution students divide by
the number of classes
When drawing pie charts students do not
move the protractor round to draw the
next sector
Using the mid points of the class
intervals to plot a cumulative frequency
curve
Reading cumulative frequency graphs as
less than and not more than
Probability can be greater than 1
A bar chart and a histogram are the
same
That you add the fractions on the
branches of a tree diagram
When finding the median from a stem
and leaf diagram students only write
Correction
Instruct the students to hold a ruler at 90 degrees to the page so that they can see both above
and below their line. Move the ruler over the graph to find the best position.
Continuously ask students to describe the information in the table before they begin each
question.
Describe different situations i.e. The sun is out and there is not a cloud in the sky. What is the
probability of it raining? There are big black clouds and it is really dark. What is the
probability of it raining?
The mean is mean because it is nasty to work out
Mode begins mo which stands for most often
Median - Median looks like the work Middle. Get students to write middle underneath median
Middle
Range is a measure of the spread of the data and is given as a number.
Encourage students to discuss what information the table is showing before they begin the
question.
Initially students could write out the data in the long form to calculate the mean.
Ask students to read the information in the table.
Ensure that they check that their answer is reasonable.
Emphasise that the angles must add up to 360°
Discussion concerning what a cumulative frequency graph is illustrating
Discussion concerning what a cumulative frequency graph is illustrating
Complete a probability number line where 0 is impossible and 1 is certain.
Ask students to write events in appropriate locations on the number line.
Get students to draw a bar chart to illustrate a carefully chosen grouped frequency
distribution.
Discuss concerns and any misleading information.
Explain that the branches are multiplying out to form more branches.
For many questions if you add the branches the answer will be greater than 1!
Is your answer sensible?
down the part of the number on the leaf
and not on the stem.