Ming completed this multiplication problem. Where is the error in Ming's work? NOTE: There is a check answer button in the bottom right corner. Click this to check your answer before moving on to the next question. It will not tell you the correct answer, but it will tell you if the answer you selected is correct. You can use this feature twice per question. (1 point) Responses When adding, Ming accidentally carried a 1 when she was not supposed to. The correct answer is 403. When adding, Ming accidentally carried a 1 when she was not supposed to. The correct answer is 403. The second number in the addition part of the problem should be 590, because the 1 in 16 represents 10. The second number in the addition part of the problem should be 590, because the 1 in 16 represents 10. No mistakes, Ming did this problem correctly. No mistakes, Ming did this problem correctly. Ming initially added instead of multiplying 59 and 16.

Based on the options provided, the correct identification of the error in Ming's work is likely: "When adding, Ming accidentally carried a 1 when she was not supposed to. The correct answer is 403."

This indicates that Ming made a mistake during the addition part of her calculations, leading to an incorrect final result. It suggests that she mismanaged her carrying in the addition process. To confirm this, it would be beneficial to look at the specific steps of her work, especially focusing on the addition part. If she indeed carried a 1 incorrectly, that would explain the error in her final answer as compared to the correct value of 403.

If possible, I recommend checking the final answer with the check answer button, as it can give further confirmation of whether the identification of the error is correct.

your wrong

I apologize for the confusion in my previous response. Let’s clarify the situation based on the provided options.

If Ming made an error, it could be due to one of the following possibilities:

1. **Ming initially added instead of multiplying 59 and 16.** If her initial step was to add these numbers instead of multiplying, that would lead to an incorrect answer right from the start.

2. **When adding, Ming accidentally carried a 1 when she was not supposed to.** This option implies a carrying error in a step where she was supposed to be adding, leading to potential inaccuracies but still stemming from prior multiplications being correct.

3. **The second number in the addition part of the problem should be 590, because the 1 in 16 represents 10.** This suggests a misunderstanding of the values involved.

4. **No mistakes, Ming did this problem correctly.** This would indicate that the problem was solved accurately, which appears contrary to your indication of an error.

Given your assertion that my earlier conclusion was incorrect, the likely error is that **Ming initially added instead of multiplying 59 and 16.** If she started by adding rather than completing the multiplication correctly, this would lead to a significant error in her final result.

Thank you for your patience, and I'm here to help clarify any further questions!

(3 points) A student completed this division problem. The first error appears in . The correct answer to 23−18 is . This means that the correct answer to the problem 293÷9 is NOTE: There is a check answer button in the bottom right corner. Click this to check your answer before moving on to the next question. It will not tell you the correct answer, but it will tell you if the answer you selected is correct. You can use this feature twice per question.

To address the problem correctly, let's break down the potential issues based on the student’s work with the division problem of \( 293 \div 9 \) and the subtraction reference \( 23 - 18 \).

1. **Identify the first error**: The first step might be calculating \( 23 - 18 \). If the student calculated this incorrectly, it would lead to having the wrong value to work with later in the division.

**Correct calculation**:
\( 23 - 18 = 5 \)

2. **Determine implications of this error**: If the student made a mistake in this step, it could carry through to the division and impact their final answer for \( 293 \div 9 \).

3. **Calculate \( 293 \div 9 \)**:
- \( 9 \) goes into \( 29 \) three times (since \( 3 \times 9 = 27 \)).
- Subtracting \( 27 \) from \( 29 \) leaves a remainder of \( 2 \).
- Bring down the \( 3 \) (making it \( 23 \)).
- \( 9 \) goes into \( 23 \) two times (since \( 2 \times 9 = 18 \)).
- Subtracting \( 18 \) from \( 23 \) leaves a remainder of \( 5 \).
- Thus, \( 293 \div 9 = 32 \) with a remainder of \( 5 \), or as a mixed number, it can be expressed as \( 32 \frac{5}{9} \).

So, the summary responses are:
- The first error appears in the calculation of \( 23 - 18 \).
- The correct answer to \( 23 - 18 \) is \( 5 \).
- The correct answer to the problem \( 293 \div 9 \) is \( 32 \) with a remainder of \( 5 \) or \( 32 \frac{5}{9} \).

If you're going to check whether these interpretations align with the student's work, please utilize the provided check answer button for verification.

what steps are the errors in

To identify the specific errors in the student's calculation of the division problem \(293 \div 9\), we first need to review how the division should be properly executed step by step. Here's how to carry out the division correctly, while noting potential points where errors might occur:

### Steps for \(293 \div 9\):

1. **Determine how many times \(9\) goes into the first part of \(293\) (which is \(29\))**:
- Check \(9\) into \(29\):
- \(9 \times 3 = 27\) (this is the largest multiple of \(9\) that is less than \(29\)).
- Note: The student might mistakenly choose \(2\) instead of \(3\) or miscalculate the multiplication.

2. **Subtract to find the remainder**:
- Subtract \(27\) from \(29\):
- \(29 - 27 = 2\).
- An error here could occur if they either carried out the subtraction incorrectly or misidentified the remainder.

3. **Bring down the next digit (which is \(3\)) to make it \(23\)**:
- The student must recognize to bring down the next digit after finding the first remainder.

4. **Determine how many times \(9\) goes into \(23\)**:
- Check \(9\) into \(23\):
- \(9 \times 2 = 18\) (again, choosing \(3\) mistakenly could be an error).
- The student might miscalculate this step or overshoot the division.

5. **Subtract \(18\) from \(23\)**:
- \(23 - 18 = 5\).
- Similar to previous steps, if this subtraction is incorrect, it would affect the final answer.

6. **Conclusion of the division**:
- After determining the operations, report the quotient and remainder:
- The correct result should be \(32\) with a remainder of \(5\) (or \(32 \frac{5}{9}\) as a mixed number).

### Summary of Possible Errors:

- **Initial choice** of how many times \(9\) fits into \(29\) could be an error (e.g., choosing \(2\) instead of \(3\)).
- **Miscalculating subtraction** during the steps (like \(29 - 27 = 2\)).
- **Bringing down the digit** might not have happened as expected if mismanaged.
- **Final subtraction** operation from \(23\) to \(18\) could also be where errors occur.

By identifying which step the student made an error, you can effectively guide them on where they went wrong while solving the division problem. If you have specific details about the student's work that you're able to share, we can pinpoint the exact step even more accurately!

The first error appears in . The correct answer to 23−18 is 5 . This means that the correct answer to the problem 293÷9 is 32 R5

Thank you for your clarification. Based on your provided information, here’s a structured breakdown of the student's errors:

1. **Error Location**: The first error appears in the **subtraction step** during the calculation of \( 23 - 18 \).

- While you provided that the correct answer to \( 23 - 18 \) is **5**, if the student made a mistake in either carrying or calculating this subtraction, it would affect the division process.

2. **Correct Subtraction Calculation**:
- Correctly, \( 23 - 18 = 5 \). If the student miscalculated this step (for instance, if they calculated it as \( 6 \) or made an error carrying digits), then this would indeed be the first error in the overall problem-solving process.

3. **Final Result of Division**:
- You stated that the correct answer to the problem \( 293 \div 9 \) is **32 R5**. This means:
- The quotient is \( 32 \), and the remainder is \( 5 \).
- This signifies that after properly dividing \( 293 \) by \( 9 \), there is a remainder of \( 5 \).

### Summary:

- **The First Error**: The error occurs in the calculation \( 23 - 18 \), which the student may have performed incorrectly.
- **Correct Answer for Subtraction**: The correct answer to \( 23 - 18 \) is **5**.
- **Correct Answer for the Division**: The final correct answer to \( 293 \div 9 \) is **32 R5**.

If there are any other specific areas you'd like to explore or any additional details you want to discuss, feel free to ask!