Worked solutions and error analysis

Use the guidance first, attempt each worked example, then open its solution. Practice sets and timed rehearsals keep their original boundaries.

4.1 A complete explanation has four jobs

It names the target, justifies a representation, carries out valid mathematics, and checks the result against the original problem. An answer key alone performs none of these jobs. Use the worked explanations to compare reasoning, not merely to change an incorrect letter to the correct one.

Code

First failure

Useful repair

T

Target

Underline the requested quantity, expression, or unit before solving.

M

Model

Label quantities and translate one relationship at a time.

C

Condition

List nonzero, sign, domain, integer, and parameter restrictions.

E

Execution

Identify the exact sign, arithmetic, distribution, or algebra mistake.

D

Data reading

Read axis scales, frequencies, table totals, and conditional groups.

K

Calculator/entry

Check grouping, angle mode, copied coordinates, and the response field.

P

Pacing

Name the unproductive step and leave a useful restart note.

J

Justification

Audit a statistical claim, a supposed identity, or missing information.

4.2 Review three kinds of correct answers too

Guessed correct: the answer was right but the method was not established. Slow correct: the reasoning worked but consumed avoidable time. Fragile correct: the reasoning depended on an invalid assumption that happened not to change this answer. All three deserve a fresh follow-up.

One error may produce several symptoms If you chose the wrong percentage base, the later equation and final calculation can both be wrong. Fix the base selection first. Do not record three unrelated arithmetic errors when one incorrect model explains the whole chain.

4.3 Use a repair protocol

1. Preserve. Keep the original answer and scratch work. 2. Locate. Identify the first unsupported step. 3.

Rebuild. Solve from a blank page, explaining the condition or relationship that failed. 4. Transfer. Try a fresh item that changes the representation or target. 5. Retest. Revisit the skill later inside mixed work. Do not erase the original timed answer in order to make a score sheet look better. Corrections belong in the review record. The point of tracking errors is to choose the next task accurately.

From vague intention to observable behavior

Too vague A behavior you can test

“Be more careful.” Before accepting a radical root, check the original sign condition and substitute.

“Get faster at systems.” Before entering equations in a graphing tool, inspect coefficient pairs for elimination.

“Remember Write the 100% base next to the variable before composing multipliers. percentages.”

“Study probability.” Name the selection group beside the denominator before simplifying a fraction.

“Fix careless geometry.” Mark radius versus diameter and squared versus cubed units before substitution.

How to use the 15 cases

Each case begins with deliberately flawed work. Before reading the correction, identify the first error, supply the valid answer, and write a replacement habit. A case is complete only when you can explain why the old method failed, not merely supply the corrected value.

15 worked examples

4.01. A distribution error disguised as arithmetic

Error analysis: a student writes 4 − 3(x − 2) = 19, then 4 − 3x − 6 = 19, and concludes x = −7. Identify and repair the first error.

Show worked solutionHide worked solution for example 4.01

Work. The product −3(x − 2) is −3x + 6, not −3x − 6. The corrected equation is 10 − 3x = 19, so −3x = 9 and x = −3. The problem is the sign in distribution, before the final division.

Answer: x = −3

Check. 4 − 3(−3 − 2) = 4 + 15 = 19.

Key takeaway. Replacement habit: write the two products (−3)x and (−3)(−2) before combining constants.

4.02. A correct operation with the wrong percentage base

Error analysis: a discounted price is $72 after a 20% reduction. A student adds 20% of 72 and reports an original price of $86.40. Repair the model.

Show worked solutionHide worked solution for example 4.02

Work. The discount was 20% of the original price p, so the paid fraction is 80%: 0.80p = 72. Thus p = 90. Adding 20% of the reduced price uses the wrong base.

Answer: $90

Check. 20% of 90 is 18, and 90 − 18 = 72.

Key takeaway. Replacement habit: label 100% before converting a percent statement into an equation.

4.03. An average of unequal groups

Error analysis: one class of 10 has mean 60; another of 30 has mean 80. A student reports the combined mean as 70. Repair the calculation.

Show worked solutionHide worked solution for example 4.03

Work. The group means cannot receive equal weight because the group sizes differ. The combined total is 10(60) + 30(80) = 3000, across 40 students. The mean is 3000/40 = 75.

Answer: 75

Check. Three-quarters of the students belong to the mean-80 group, so the combined mean should be closer to 80.

Key takeaway. Replacement habit: reconstruct each group total before dividing by the combined count.

4.04. Canceling a factor and forgetting its restriction

Error analysis: from (x2 − 9)/(x − 3) = 6, a student cancels x − 3, obtains x + 3 = 6, and accepts x = 3. What is the actual solution set?

Show worked solutionHide worked solution for example 4.04

Work. The original denominator excludes x = 3. Simplification is valid only for x ≠ 3. The simplified equation yields the excluded input, so the original equation has no solution.

Answer: No solution.

Check. The original expression at 3 is 0/0, which is undefined, not 6.

Key takeaway. Replacement habit: write exclusions above the first algebraic transformation and audit every candidate against them.

4.05. Losing a root by dividing by the variable

Error analysis: to solve x2 = 5x, a student divides by x and gives only x = 5. Repair the solution.

Show worked solutionHide worked solution for example 4.05

Work. Division by x assumes x ≠ 0 and may discard a solution. Move all terms to one side: x2 − 5x = x(x − 5) = 0. The zero-product property gives x = 0 or 5.

Answer: x = 0 or x = 5

Check. Both values satisfy x2 = 5x.

Key takeaway. Replacement habit: factor before dividing by an expression that might equal zero.

4.06. Misreading the vertex sign

Error analysis: for y = 3(x + 2)2 − 5, a student identifies the vertex as (2, −5). Correct the point and explain the sign.

Show worked solutionHide worked solution for example 4.06

Work. The squared expression becomes zero at x = −2, not at 2. In a(x − h)2 + k, the inner expression is x − h; here h = −2 and k = −5.

Answer: (−2, −5)

Check. Substitution gives y(−2) = −5, the minimum. At x = 2, the output is 43.

Key takeaway. Replacement habit: find the input that makes the squared term zero instead of reading its sign mechanically.

4.07. A discriminant used after the degree disappears

Error analysis: a student claims (k − 1)x2 + 2x + 1 = 0 has one real solution only when its discriminant is zero. Find every value of k that gives exactly one real solution.

Show worked solutionHide worked solution for example 4.07

Work. First test k = 1: the equation becomes 2x + 1 = 0, with one solution. For k ≠ 1, it is quadratic and has one real root when 4 − 4(k − 1) = 0, which gives k = 2. Both cases count.

Answer: k = 1 or k = 2

Check. At k = 1, x = −1/2; at k = 2, (x + 1)2 = 0.

Key takeaway. Replacement habit: classify the equation degree before applying a degree-specific rule.

4.08. Squaring without checking the original sign

Error analysis: solving x + 6 = x, a student obtains x = −2 and x = 3 and accepts both. Repair the answer.

Show worked solutionHide worked solution for example 4.08

Work. The left side is nonnegative, so x ≥ 0. The squared equation x + 6 = x2 has roots −2 and 3, but −2 violates the sign condition.

Answer: x = 3

Check. 9 = 3, whereas at −2 the original sides are 2 and −2.

Key takeaway. Replacement habit: capture sign restrictions before squaring, then verify the surviving candidate.

4.09. A conditional probability with the full-population denominator

Error analysis: 18 of 40 club members are seniors; 6 of those seniors are officers. Asked for the probability that a randomly selected senior is an officer, a student answers 6/40. Repair it.

Show worked solutionHide worked solution for example 4.09

Work. The random selection is from the 18 seniors, not all 40 members. Six favorable seniors out of 18 possible seniors gives 6/18 = 1/3.

Answer: 13

Check. 6/40 would describe selecting a senior officer from all club members.

Key takeaway. Replacement habit: state the selection group in words before writing a fraction.

4.10. Confusing translation with a change in spread

Error analysis: a student says adding 100 to every observation increases the standard deviation by 100. Explain the correction.

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Work. Both each observation and the mean increase by 100. Their differences remain xi − x¯. Since standard deviation depends on these differences, it does not change.

Answer: The standard deviation is unchanged.

Check. Data {1, 3} and {101, 103} have identical distances from their respective means.

Key takeaway. Replacement habit: reason about deviations from the new mean, not the sizes of the new observations.

4.11. Using a length factor for a volume

Error analysis: two similar solids have corresponding lengths in the ratio 2 : 5. A student says the larger volume is 5/2 times the smaller volume. Repair the factor.

Show worked solutionHide worked solution for example 4.11

Work. A volume has three length dimensions. Each is scaled by 5/2, so the volume factor is (5/2)3 = 125/8. The factor 5/2 applies only to corresponding lengths.

Answer: 1258

Check. Cubes with sides 2 and 5 have volumes 8 and 125.

Key takeaway. Replacement habit: write the units of the requested quantity and match their exponent to the scale factor.

4.12. A radians formula with a degree input

Error analysis: for a circle of radius 12 and central angle 60°, a student uses s = rθ and reports arc length 720. Repair the work.

Show worked solutionHide worked solution for example 4.12

Work. The formula s = rθ requires radians. Convert 60° = π/3 radians, then s = 12(π/3) = 4π. Or take 60/360 of circumference 24π.

Answer: 4π

Check. The arc is one-sixth of the circumference, so it cannot exceed the full circumference.

Key takeaway. Replacement habit: label angle units next to the variable in the formula.

4.13. Reading the wrong coordinate from an intersection

Error analysis: a graphing tool reports an intersection at (4, 9). The problem asks for the value of x, but a student enters 9. What correction is needed?

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Work. An ordered pair is written (x, y), so the requested input is 4. The calculation may be perfectly correct; the error occurs when transferring the result to the requested quantity.

Answer: 4

Check. Label the coordinates explicitly as x = 4, y = 9 before entering the response.

Key takeaway. Replacement habit: rewrite the target above the final answer line; tool output is not automatically the answer.

4.14. A correct equation followed by inappropriate rounding

Error analysis: a task requires at least 250 chairs. Each box holds 24 chairs. A student computes 250/24 ≈ 10.42 and orders 10 boxes. Repair the decision.

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Work. The number of boxes b must be an integer with 24b ≥ 250. Thus b ≥ 250/24, and the smallest admissible integer is 11, not the nearest integer.

Answer: 11 boxes

Check. Ten boxes hold 240 chairs; eleven hold 264.

Key takeaway. Replacement habit: translate the operational requirement before deciding whether to round up or down.

4.15. Promoting association to causation

Error analysis: a school surveys volunteers and finds that students who use a planning app have higher grades. A report states that the app caused the higher grades for all students at the school. What is unsupported?

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Work. The study did not randomly assign app use, so confounding could explain the association. Volunteers also need not represent all students. The report overstates both causation and generalizability.

Answer: Neither the causal claim nor the schoolwide generalization is justified by this design alone.

Check. Motivation might influence both app use and grades; willingness to volunteer can also be related to academic behavior.

Key takeaway. Replacement habit: audit sampling and assignment separately before approving a statistical claim.