A small argument is brewing in the corner of Mr. Long's first-grade classroom. Four students who have been given a story problem (Carmen has 9 pennies. Brian has 4 pennies. How many more pennies does Carmen have?) have used four different strategies to get three different answers. Malik says,"The answer is 9 pennies. If Carmen has 9 pennies and Brian has 4 pennies and you take Brian's 4 pennies away you still have Carmen's 9 pennies!" (See Figure 1-1.) Hong rolls her eyes and says,"That's just plain wrong. The story says 'more' so you have to add the 9 pennies and the 4 pennies and that means there are 13 pennies. Thirteen pennies is more than 9 or 4 pennies." But that's not what the story is saying," Kendra insists."See [using counters to illustrate], here are Carmen's pennies. Here are Brian's pennies. You want to know how many pennies Brian needs to catch up to Carmen. Look, he needs 5 more pennies." "I got the answer of 5 pennies, too. But that's not how I did it," Simon tells the group."Here are Carmen's pennies [models 9 pennies with counters].This is a subtracting story, so you have to take away Brian's 4 pennies. Then there's 5 pennies left. Nine take away 4 leaves 5."

what are the misconception in this problem.