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The formative assessment probe “How Far Did It Go?” in Uncovering Student Ideas in Physical Science: 45 Force and Motion Assessment Probes (Keeley and Harrington 2010) can be used to reveal whether students recognize that units of distance traveled must be measured from the starting point to the ending point. It is especially useful in determining how students measure length when there is a nonzero origin. Student responses reveal a common error pattern that children make in both science and mathematics. Common error patterns refer to the systematic use of inaccurate and inefficient procedures or strategies (Rose and Minton 2010). For example, a common error pattern that applies to this motion assessment probe is the consistent misreading of a measurement device.