Common Mistakes in Cambridge Primary Mathematics Learner’s Book 1 (2nd Edition) | 剑桥小学数学学习者用书第一册（第二版）易错点总结

📚 Common Mistakes in Cambridge Primary Mathematics Learner’s Book 1 (2nd Edition) | 剑桥小学数学学习者用书第一册（第二版）易错点总结

Welcome to our focused review of the most common mistakes young learners make when working through Cambridge Primary Mathematics Learner’s Book 1 (2nd Edition). By understanding these pitfalls early, parents and teachers can help children build a strong mathematical foundation. Each section highlights a typical error area and offers simple strategies to overcome it.

欢迎阅读我们对《剑桥小学数学学习者用书第一册（第二版）》中最常见错误的专题总结。了解这些早期容易出现的陷阱，家长和老师就能帮助孩子打下扎实的数学基础。每一节都会指出一个典型的易错领域，并提供简单的克服策略。

---

1. Number Recognition and Writing | 数字识别与书写

Children often confuse digits that look alike, such as 2 and 5, or 6 and 9. Mirror writing is also very common, especially for 3, 7 and 9, where the direction of the curve or the slant is reversed.

孩子们经常混淆外形相似的数字，比如 2 和 5，或者 6 和 9。镜像书写也十分常见，特别是 3、7 和 9，这些数字的弯曲方向或倾斜方向会被颠倒。

Another frequent mistake is incorrect stroke order, which leads to poorly shaped numbers. For example, writing 8 as two separate circles instead of a continuous ‘S’ shape can make the digit hard to recognise.

另一个常见错误是笔顺不正确，导致数字形状不规范。例如，把 8 写成两个分开的圆圈，而不是连续的 ‘S’ 形，会使这个数字难以辨认。

---

2. Accurate Counting | 准确计数

When counting a set of objects, children may skip an object or count the same one twice. This often happens when objects are scattered rather than placed in a neat row.

在点数一组物体时，孩子可能会漏数一个，或者把同一个物体数了两次。这种情况在物体散乱放置而非整齐排成一行时尤其容易发生。

Another error is losing track of the spoken number – the child might say ‘one, two, three, four, six’ without realising five was missed, then match the last word to the final item and give an incorrect total.

另一个错误是口手不一致——孩子可能念着“一、二、三、四、六”，并没有意识到漏掉了五，然后把最后一个数词对应到最后的物体上，得出错误的总数。

---

3. Comparing Quantities: More and Less | 比较数量：多与少

Learners sometimes answer based on appearance rather than one‑to‑one matching. A group of larger objects may be judged as ‘more’ even if it contains fewer items than a group of smaller objects.

学习者有时会根据外观而非一一对应来回答。一堆较大的物体即使数量比一堆较小的物体少，也可能被判断为“更多”。

They also tend to confuse the language: when asked ‘Which group has fewer?’, they might point to the group with more, simply because the word ‘fewer’ is not firmly linked to a smaller quantity.

他们还容易混淆用语：当被问到“哪一堆更少？”时，可能指向更多的那一堆，只是因为“更少”这个词还没有牢固地和较小的数量联系起来。

---

4. Using Comparison Symbols <, >, = | 使用比较符号 <, >, =

The most classic mistake is getting the direction of the inequality sign wrong. Children often see ‘>’ and ‘<‘ as a mouth that eats the bigger number, but still write the symbol backward for statements like 3 < 7.

最典型的错误是搞反不等号的方向。孩子们常常把 ‘>’ 和 ‘<‘ 看作一张吃掉大数的嘴巴，但在写像 3 < 7 这样的语句时仍然会把符号方向写反。

When comparing two equal sets, some pupils are reluctant to use the equals sign, thinking that ‘=’ only belongs in addition sentences. They may leave the space blank or guess a wrong symbol.

在比较两个相等的集合时，有些学生不愿意使用等号，认为 ‘=’ 只出现在加法算式中。他们可能会把空格留空，或者猜一个错误的符号。

---

5. Addition as Combining Sets | 加法：合并集合

A common misunderstanding is treating addition as ‘counting all’ without keeping track of the first addend. For example, when solving 5 + 3, a child might put up five fingers, then three more, but start recounting from ‘one’ instead of continuing from five.

一种常见的误解是把加法当作“全部重数一遍”，却没有记住第一个加数。例如，在计算 5 + 3 时，孩子可能先伸出 5 根手指，再伸出 3 根，但重新从“一”开始数，而不是从 5 接着数。

Some children also write the numbers in the wrong order, thinking that 2 + 6 and 6 + 2 give different results, or they misread the ‘+’ sign as a ‘4’ and copy it incorrectly.

有些孩子还会把数字的顺序写错，以为 2 + 6 和 6 + 2 会得到不同的结果，或者把 ‘+’ 号错看成 ‘4’，并抄写错误。

---

6. Subtraction as Taking Away | 减法：拿走

When acting out subtraction, pupils may remove the wrong number of objects or forget how many they started with. For instance, given 8 − 3, they might take away 3 correctly but then count the remaining objects as ‘1, 2, 3, 4’ and declare the answer is 4, having started counting from one instead of recognising the leftover set.

在演示减法时，学生可能拿走错误数量的物体，或者忘记最初的数目。例如，对于 8 − 3，他们可能正确地拿走 3 个，但接着数剩下的物体“1, 2, 3, 4”，并宣布答案是 4，而没有直接识别剩下的数量。

Another error is confusing subtraction with addition or counting back incorrectly. Some children count back and include the starting number as the first count back, so for 7 − 2 they say ‘7, 6’ and think the answer is 6 instead of 5.

另一个错误是把减法与加法混淆，或者倒数时出错。有些孩子在倒数时，把起始数也算作第一步倒数，比如计算 7 − 2 时，他们会说“7, 6”并认为答案是 6 而不是 5。

---

7. Number Bonds to 10 | 10以内数字组合

Learners often rely on counting instead of recalling bonds instantly. They may know that 5 + 5 makes 10, but hesitate on 3 + 7 or 6 + 4, sometimes giving answers like 9 or 11 because they have not yet built automaticity.

学习者常常依赖数数，而不是即时回忆数的组合。他们可能知道 5 + 5 等于 10，但在 3 + 7 或 6 + 4 上会迟疑，有时给出 9 或 11 这样的答案，因为他们还没有形成自动化。

Another subtle mistake occurs when the same bond is presented in a different order, for example, 2 + 8 is not recognised as the same as 8 + 2. This shows the understanding of commutativity is still developing.

另一个微妙的错误是当同样的数字组合以不同顺序出现时，比如 2 + 8 没有被识别为和 8 + 2 相同。这表明对交换律的理解还在发展中。

---

8. Place Value: Tens and Ones | 位值：十位和个位

When writing two‑digit numbers, children frequently reverse the digits, writing 31 for thirteen. This happens because they hear ‘thir‑teen’ and write the 3 first for ‘thir’, then the 1, not realising the 1 represents a ten.

在书写两位数时，孩子们经常把数字写反，比如把十三写成 31。这是因为他们听到“十三”，就按照听到的顺序先写 3 表示“十”，再写 1，而没有意识到 1 代表一个十。

They may also think that the ‘ty’ in twenty, thirty just means an extra zero, and then struggle to explain why 14 is not written as 104. Building clear representations with ten‑frames and base‑ten blocks is essential at this stage.

他们还可能认为 twenty、thirty 中的 ‘ty’ 就意味着加个零，于是难以解释为什么 14 不写成 104。在这个阶段，用十格阵和十进制积木建立清晰表象至关重要。

---

9. Recognising 2D Shapes | 认识平面图形

Children often identify a shape only in its prototypical orientation. A square rotated 45° might be called a ‘diamond’, and a triangle standing on its vertex may no longer be recognised as a triangle.

儿童常常只在原型取向上识别形状。一个旋转了 45° 的正方形可能被称为“菱形”，而一个顶点朝下的三角形可能就不再被认作三角形了。

They also confuse rectangles and squares, believing that a square is not a rectangle because it is ‘special’, or they call any elongated shape a rectangle without checking if it has four right angles.

他们还混淆长方形和正方形，认为正方形因为“特别”所以不算是长方形，或者把任何细长的形状都叫作长方形，而不检查它是否有四个直角。

---

10. Measurement: Length and Height | 测量：长度和高度

A very frequent mistake when using a ruler is starting from the edge of the ruler rather than the zero mark. If the ruler has a gap before zero, the measured length will be longer than the actual object.

使用尺子时一个非常常见的错误是从尺子的边缘开始测量，而不是从零刻度开始。如果尺子的零刻度前有空余，测出的长度就会比实际物体长。

When measuring with non‑standard units like paperclips, children may leave gaps between units or overlap them, leading to incorrect comparisons. They also might align the first paperclip incorrectly, counting the starting point as one unit.

在用回形针这类非标准单位测量时，孩子们可能会在单位之间留下空隙或让单位重叠，导致比较不准确。他们还可能错误地对齐第一个回形针，把起始点也算作一个单位。

---

11. Time: O’clock and Half Past | 时间：整点和半点

The biggest confusion is between the hour hand and the minute hand. Children often read the minute hand as showing the hour, saying ‘It is 12 o’clock’ when the minute hand points to 12 and the hour hand points to 3.

最大的混淆是时针和分针。孩子们经常把分针所指的位置当作小时来读，比如当分针指向 12、时针指向 3 时，他们会说“现在 12 点钟”。

At half past, they may expect the hour hand to point exactly to a number. When the hour hand is halfway between two numbers, they might read the wrong hour, e.g., half past 3 read as half past 4 because the hand is nearer to 4.

在半点时，他们可能以为时针应该精确指向某个数字。当时针处于两个数字的中间时，他们可能会读错小时，例如把三点半读成四点半，因为时针更靠近 4。

---

12. Money: Recognising Coins and Simple Problems | 钱币：认识硬币和简单问题

Children mix up coins of different sizes and colours, especially the 2p and 1p coins, or the old‑style 5p and 10p. They may rely solely on size, thinking a larger coin always has a greater value, which is not true for 2p and 10p compared to 5p.

孩子们会混淆不同大小和颜色的硬币，尤其是 2 便士和 1 便士，或者旧版的 5 便士和 10 便士。他们可能只凭大小判断，认为较大的硬币价值一定更大，但这对于 2 便士和 10 便士与 5 便士相比并不成立。

When adding small amounts, they forget that coins can be combined in different ways. For example, 5p + 2p + 1p is seen as completely different from 5p + 1p + 2p, and they struggle to count on from the largest coin when finding a total.

在做小额加法时，他们忘记硬币可以有不同的组合方式。例如，5p + 2p + 1p 被看作与 5p + 1p + 2p 完全不同，而且他们在求和时，很难从最大面额的硬币开始接着数。

Published by TutorHao | Mathematics Revision Series | aleveler.com

更多咨询请联系16621398022（同微信）