Going Too Fast

What is going too fast?

Soemtimes it's not about speed.

Sometimes we think of a great "simpler model" to get our students wrapped around the process, and it works. So, we have them change subtracting to adding the opposite.

Then, however, when we're ddoing the distributive property, we don't include that step (because, after all, we don't need that model then...) ... and so to the student it's one of those "math is different anytime you look at it situations."