Substraction

I guess that that 6 is the result of doing 8-14, and then sticking the - sign up your butt, but I'm not sure really. I mean, is one supposed to pay attention to + and - signs?

Anyway, my favorite part of this image is the two-story number in the third line:
4
10

What in hell is it supposed to be? It's clearly not an exponent, because it's ON TOP of the 10, but then again, what IS it? I left that question to you boys.

Number Line

If after the zero we write 1, 2, 3, 4, it is only logical to write the complete number line like this, right?


Now, I really don't know what bewilders me the most: the way in which this student draw the number the ifirst time, or the fact that the second time he did it, he wasn't disturbed by the fact that he had to completely ignore -5, -6 and -7 to make the new line.

Advanced equation solving II

OK, let's go step by step:
1: How in earth can -4 -(-2) = -6 ??? Look! Even the minuses with the parenthesis look like a + sign! -4 + 2 = -2!!!!

2: This is probably one of my favorite errors. He decided to treat the numerator of the fraction as if it was completely alone!!! And he didn't stop there, either. He took the denominator and decided that it would be the numerator from there on. Speechless.

3: If anyone knows how a fraction whose numerator is smaller than its denominator , like 3/6, becomes greater than 1, please, let me know. I beg you.

Inequality

I could give it a try and attempt to explain what this student tried to do... but I don't really think I could.


Again, this fella decided that the > sign was bothering him, and eliminated it. It's becoming a trend!