messages
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[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate compound area involving just rectangles and squares, where the dimensions are given in the same units\nSubject: Compound Area\nQuestion: What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape. The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()\nIncorrect Answer: \\( 78 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 48 \\mathrm{~cm}^{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate compound area involving just rectangles and squares, where the dimensions are given in the same units\nSubject: Compound Area\nQuestion: What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape. The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()\nIncorrect Answer: \\( 28 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 48 \\mathrm{~cm}^{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Calculates perimeter when asked for area |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the terms equilateral and regular, and recognise the notation for regular polygons\nSubject: 2D Names and Properties of Shapes-Others\nQuestion: Tom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?\nIncorrect Answer: Only\nTom\nCorrect Answer: Neither is correct\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks that only the angles need to be the same for a polygon to be regular |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the terms equilateral and regular, and recognise the notation for regular polygons\nSubject: 2D Names and Properties of Shapes-Others\nQuestion: Tom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?\nIncorrect Answer: Only Katie\nCorrect Answer: Neither is correct\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks that only the sides need to be equal for a polygon to be regular |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the terms equilateral and regular, and recognise the notation for regular polygons\nSubject: 2D Names and Properties of Shapes-Others\nQuestion: Tom and Katie are discussing regular polygons.\nTom says if all the angles are Katie says if all the sides are equal equal then the polygon must be length then the polygon must be regular regular\nWho is correct?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Neither is correct\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that all angles and sides must be equal for regular shapes |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions to percentages containing 1 decimal place\nSubject: Converting between Fractions and Percentages\nQuestion: What is \\( \\frac{17}{40} \\) written as a percentage?\nIncorrect Answer: \\( 34 \\% \\)\nCorrect Answer: \\( 42.5 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a fraction out of a number other than 100 represents a percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions to percentages containing 1 decimal place\nSubject: Converting between Fractions and Percentages\nQuestion: What is \\( \\frac{17}{40} \\) written as a percentage?\nIncorrect Answer: \\( 68 \\% \\)\nCorrect Answer: \\( 42.5 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a fraction out of a number other than 100 represents a percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions to percentages containing 1 decimal place\nSubject: Converting between Fractions and Percentages\nQuestion: What is \\( \\frac{17}{40} \\) written as a percentage?\nIncorrect Answer: 17%\nCorrect Answer: \\( 42.5 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a fraction out of a number other than 100 represents a percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Construct a pictogram involving fractions of symbols\nSubject: Pictogram\nQuestion: This pictogram shows the different types of music Bob has in his music collection.\nBob has \\( 2 \\) rave CDs.\n\nHow would he display this on the pictogram? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\nIncorrect Answer: ![\\( 00 \\)]()\nCorrect Answer: ![\\( 0 \\)]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When interpreting a pictogram, thinks each symbol stands for 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a situation sketch an appropriate speed-time graph\nSubject: Real Life Graphs\nQuestion: Sunita accelerates quickly, then travels at a constant speed, then slowly comes to rest. Which of the following velocity \\( (v) \\) time \\( (t) \\) graphs is most likely to illustrate Sunita's journey?\nIncorrect Answer: ![A graph with time on the horizontal axis and distance on the vertical axis. The graph starts at the origin, travels right and up in a straight line, travels horizontally right, then travels right and down in a more steep straight line than the start, until it reaches the horizontal axis.]()\nCorrect Answer: ![A graph with time on the horizontal axis and velocity on the vertical axis. The graph starts at the origin, travels right and up in a steep straight line, travels horizontally right, then travels right and down in a less steep straight line than the start, until it reaches the horizontal axis.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a steeper downwards line on a graph means a slower decrease |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify non-unit fractions when part of a shape\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: What mixed number fraction is represented below? ![Four bars, each split into six equal parts. In three of the shapes, all six parts are shaded. In the fourth shape, five out of six parts are shaded.]()\nIncorrect Answer: \\( 2 \\frac{3}{6} \\)\nCorrect Answer: \\( 3 \\frac{5}{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When converting from an improper fraction to a mixed number, just writes the tens digit as the number of wholes |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify non-unit fractions when part of a shape\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: What mixed number fraction is represented below? ![Four bars, each split into six equal parts. In three of the shapes, all six parts are shaded. In the fourth shape, five out of six parts are shaded.]()\nIncorrect Answer: \\( \\frac{23}{6} \\)\nCorrect Answer: \\( 3 \\frac{5}{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confused mixed numbers with improper fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a linear sequence expressed as a pattern to make a prediction about another term in the sequence other than the next one\nSubject: Sequences-Others\nQuestion: What is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()\nIncorrect Answer: ![7 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left orange square missing.]()\nCorrect Answer: ![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked for a specific term in a sequence just gives the next term |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a linear sequence expressed as a pattern to make a prediction about another term in the sequence other than the next one\nSubject: Sequences-Others\nQuestion: What is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()\nIncorrect Answer: ![9 orange squares arranged as an incomplete rectangle of base 5 and height 2, with the top left orange square missing.]()\nCorrect Answer: ![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked for a specific term in a sequence gives a different term, which is not the next |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a linear sequence expressed as a pattern to make a prediction about another term in the sequence other than the next one\nSubject: Sequences-Others\nQuestion: What is the 7th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is 1 orange square. The second pattern is 3 orange squares arranged as an incomplete rectangle of base 2 and height 2, with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle of base 3 and height 2, with the top left orange square missing.]()\nIncorrect Answer: ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\nCorrect Answer: ![13 orange squares arranged as an incomplete rectangle of base 7 and height 2, with the top left orange square missing.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked for a specific term in a sequence gives a different term, which is not the next |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find another power of 10 more than a given number\nSubject: Place Value\nQuestion: What number is \\( 10,000 \\) more than \\( 298,603 \\) ?\nIncorrect Answer: \\( 398,603 \\)\nCorrect Answer: \\( 308,603 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding powers of 10 adds onto the wrong column |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find another power of 10 more than a given number\nSubject: Place Value\nQuestion: What number is \\( 10,000 \\) more than \\( 298,603 \\) ?\nIncorrect Answer: \\( 2,986,030,000 \\)\nCorrect Answer: \\( 308,603 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies rather than adds when given the command word 'more' |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find another power of 10 more than a given number\nSubject: Place Value\nQuestion: What number is \\( 10,000 \\) more than \\( 298,603 \\) ?\nIncorrect Answer: \\( 208,603 \\)\nCorrect Answer: \\( 308,603 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in a scalene triangle\nSubject: Angles in Triangles\nQuestion: What is the size of angle \\( p \\) ? ![A triangle with angles labelled 49 degrees, 51 degrees and p [not to scale]]()\nIncorrect Answer: \\( 51^{\\circ} \\)\nCorrect Answer: \\( 80^{\\circ} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks angles which look the same on diagram will be equal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in a scalene triangle\nSubject: Angles in Triangles\nQuestion: What is the size of angle \\( p \\) ? ![A triangle with angles labelled 49 degrees, 51 degrees and p [not to scale]]()\nIncorrect Answer: Not enough information\nCorrect Answer: \\( 80^{\\circ} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know that angles in a triangle sum to 180 degrees |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate coordinates of points on the graph of y = ax, where x is a positive non-integer\nSubject: Graphs of Exponentials and Other Powers of x\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( \\frac{8}{3} \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate coordinates of points on the graph of y = ax, where x is a positive non-integer\nSubject: Graphs of Exponentials and Other Powers of x\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( \\sqrt{8} \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up square rooting and cube rooting |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate coordinates of points on the graph of y = ax, where x is a positive non-integer\nSubject: Graphs of Exponentials and Other Powers of x\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{8}^{\\boldsymbol{x}} \\) \\begin{tabular}{|l|c|}\n\\hline\\( x \\) & \\( \\frac{1}{3} \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 24 \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Divides by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write numbers between 0 and 1 in standard form\nSubject: Standard Form\nQuestion: Write the following number in standard form:\n\\[\n0.0003001\n\\]\nIncorrect Answer: \\( 3.001 \\times 10^{4} \\)\nCorrect Answer: \\( 3.001 \\times 10^{-4} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not think we can have negative powers in standard form |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write numbers between 0 and 1 in standard form\nSubject: Standard Form\nQuestion: Write the following number in standard form:\n\\[\n0.0003001\n\\]\nIncorrect Answer: \\( 3.1 \\times 10^{-4} \\)\nCorrect Answer: \\( 3.001 \\times 10^{-4} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When changing a number to standard form omits zero's of significance |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write numbers between 0 and 1 in standard form\nSubject: Standard Form\nQuestion: Write the following number in standard form:\n\\[\n0.0003001\n\\]\nIncorrect Answer: \\( 3.1 \\times 10^{-7} \\)\nCorrect Answer: \\( 3.001 \\times 10^{-4} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Subtracts instead of adds when answering worded problems |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from mixed number fractions to improper fractions\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: Convert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)\nIncorrect Answer: \\( \\frac{42}{3} \\)\nCorrect Answer: \\( \\frac{14}{3} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the number of wholes in a mixed number represents the tens from the numerator of an improper fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from mixed number fractions to improper fractions\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: Convert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)\nIncorrect Answer: \\( \\frac{11}{3} \\)\nCorrect Answer: \\( \\frac{14}{3} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks you multiply by the numerator and add the denominator when converting a mixed number to an improper fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from mixed number fractions to improper fractions\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: Convert this into an improper fraction:\n\\(\n4 \\frac{2}{3}\n\\)\nIncorrect Answer: \\( \\frac{12}{3} \\)\nCorrect Answer: \\( \\frac{14}{3} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgets to add the numerator when converting from a mixed number to an improper fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the equations of vertical lines from a diagram\nSubject: Horizontal and Vertical Lines\nQuestion: ![A set of axes with a vertical line going through 3 on the x axis]() What is the equation of this line?\nIncorrect Answer: \\( y=3 \\)\nCorrect Answer: \\( x=3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the equations of vertical and horizontal lines |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the equations of vertical lines from a diagram\nSubject: Horizontal and Vertical Lines\nQuestion: ![A set of axes with a vertical line going through 3 on the x axis]() What is the equation of this line?\nIncorrect Answer: \\( y=3 x \\)\nCorrect Answer: \\( x=3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses lines of the form y = a and y= ax |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a unit of length\nSubject: Volume and Capacity Units\nQuestion: George has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)\nIncorrect Answer: \\( m \\)\nCorrect Answer: \\( m l \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise metres as a unit of length |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a unit of length\nSubject: Volume and Capacity Units\nQuestion: George has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)\nIncorrect Answer: \\(mm \\)\nCorrect Answer: \\( m l \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise millimetres as a unit of length |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a unit of length\nSubject: Volume and Capacity Units\nQuestion: George has answered a question on perimeter and worked out an answer of \\( 310 \\).\n\nBehind the star he has written the units that he used.\n\nWhich of the following units is definitely wrong? \\( 310 \\color{yellow} \\bigstar\\)\nIncorrect Answer: \\( f t \\)\nCorrect Answer: \\( m l \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise feet (ft) as a unit of length |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve one-step linear equations requiring addition or subtraction, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()\nIncorrect Answer: \\( +7 \\)\nCorrect Answer: \\( -7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving an equation, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve one-step linear equations requiring addition or subtraction, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()\nIncorrect Answer: \\( \\times 7 \\)\nCorrect Answer: \\( -7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the inverse of addition is multiplication |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve one-step linear equations requiring addition or subtraction, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x + 7 = ..., and the bottom line is x = ...]()\nIncorrect Answer: \\( \\div 7 \\)\nCorrect Answer: \\( -7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the inverse of addition is division |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the sketch of a curve in the form (x + a)(x + b), work out its factorised form\nSubject: Sketching from Factorised Form\nQuestion: Which of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()\nIncorrect Answer: \\( y=(x+1)(x+3) \\)\nCorrect Answer: \\( y=(x-1)(x-3) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgets to swap the sign of roots when placing into brackets |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the sketch of a curve in the form (x + a)(x + b), work out its factorised form\nSubject: Sketching from Factorised Form\nQuestion: Which of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()\nIncorrect Answer: \\( y=(x+1)(x-3) \\)\nCorrect Answer: \\( y=(x-1)(x-3) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the link between the sign of the root and the sign in the bracket |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the sketch of a curve in the form (x + a)(x + b), work out its factorised form\nSubject: Sketching from Factorised Form\nQuestion: Which of the following could be the equation of this curve? ![A graph of a quadratic curve that crosses the x axis at (1,0) and (3,0) and crosses the y axis at (0,3).]()\nIncorrect Answer: \\( y=(x-1)(x+3) \\)\nCorrect Answer: \\( y=(x-1)(x-3) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the link between the sign of the root and the sign in the bracket |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a bar model to express a ratio problem\nSubject: Sharing in a Ratio\nQuestion: Tom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?\nIncorrect Answer: ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and each block is labelled £30.]()\nCorrect Answer: ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | In ratio where total is given, treats that as one part without dividing |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a bar model to express a ratio problem\nSubject: Sharing in a Ratio\nQuestion: Tom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?\nIncorrect Answer: ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The difference in length between the pink bar and the blue bar is labelled £30.]()\nCorrect Answer: ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When drawing bar diagram for ratio, shows the total as the difference between parts |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a bar model to express a ratio problem\nSubject: Sharing in a Ratio\nQuestion: Tom and Katie share \\( £ 30 \\) in the ratio \\( 3\\;: 2 \\).\nWhich of the following diagrams best represents this situation?\nIncorrect Answer: ![A pink bar split into 3 blocks, and below it a shorter blue bar split into 2 blocks. All the blocks are the same size. The length of the pink bar is labelled £30.]()\nCorrect Answer: ![A bar split into 3 pink blocks and 2 blue blocks. All the blocks are the same size and the length of the whole bar is labelled £30.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When drawing bar diagram for ratio, shows the total amount as the total of one side |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with the same denominator\nSubject: Adding and Subtracting Fractions\nQuestion: Calculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)\nIncorrect Answer: \\( \\frac{2}{7} \\)\nCorrect Answer: \\( \\frac{3}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies the numerators when adding fractions with a common denominator |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with the same denominator\nSubject: Adding and Subtracting Fractions\nQuestion: Calculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)\nIncorrect Answer: \\( \\frac{2}{49} \\)\nCorrect Answer: \\( \\frac{3}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked to add fractions, multiplies instead |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with the same denominator\nSubject: Adding and Subtracting Fractions\nQuestion: Calculate:\n\\(\n\\frac{2}{7}+\\frac{1}{7}\n\\)\nIncorrect Answer: \\( \\frac{3}{14} \\)\nCorrect Answer: \\( \\frac{3}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding fractions, adds the numerators and denominators |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square root of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 15^{2} \\)} \\\\\n\\hline\\( \\square^{2} \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the sum of 2 numbers, each squared first, is the same as adding the two numbers and then squaring the total |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square root of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of the missing number? ![\\begin{tabular}{|c|c|}\n\\hline \\multicolumn{2}{|c|}{\\( 15^{2} \\)} \\\\\n\\hline\\( \\square^{2} \\) & \\( 2 \\) \\\\\n\\hline\n\\end{tabular}]()\nIncorrect Answer: \\( 40.5 \\)\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Halves when asked to find the square root |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete missing number mental subtraction problems with numbers over 1000\nSubject: Mental Addition and Subtraction\nQuestion: A \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Subtracts instead of adds |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete missing number mental subtraction problems with numbers over 1000\nSubject: Mental Addition and Subtraction\nQuestion: A \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | does not know the meaning of the word digit |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete missing number mental subtraction problems with numbers over 1000\nSubject: Mental Addition and Subtraction\nQuestion: A \\( 4 \\) digit number belongs in this box to make the calculation true\n\\(\n\\square -7806=1253\n\\)\nWhat is the \\( 4^{\\text {th }} \\) digit of the number that belongs in the box?\nIncorrect Answer: Not possible\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that addition is the inverse operation of subtraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out addition problems involving two negative integers \nSubject: Adding and Subtracting Negative Numbers\nQuestion: \\( (-9)+(-4)= \\)\nIncorrect Answer: \\( -5 \\)\nCorrect Answer: \\( -13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that adding a negative will increase the value of the original number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out addition problems involving two negative integers \nSubject: Adding and Subtracting Negative Numbers\nQuestion: \\( (-9)+(-4)= \\)\nIncorrect Answer: \\( 13 \\)\nCorrect Answer: \\( -13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes adding two negatives gives a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Generate a descending integer linear sequence from the nth term rule\nSubject: Quadratic Sequences\nQuestion: Tom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?\nIncorrect Answer: Only\nTom\nCorrect Answer: Only\nKatie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that a linear sequence must increase or decrease by same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Generate a descending integer linear sequence from the nth term rule\nSubject: Quadratic Sequences\nQuestion: Tom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only\nKatie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that a linear sequence must increase or decrease by same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Generate a descending integer linear sequence from the nth term rule\nSubject: Quadratic Sequences\nQuestion: Tom and Katie are discussing sequences Tom says \\( (2 n+1)^{2} \\) would produce a linear sequence Katie says \\( 1-\\frac{n}{2} \\) would produce a linear sequence Who is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only\nKatie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes linear sequences cannot include fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add decimals with the same number of decimals places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 3.52+2.75= \\)\nIncorrect Answer: \\( 5.27 \\)\nCorrect Answer: \\( 6.27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add decimals with the same number of decimals places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 3.52+2.75= \\)\nIncorrect Answer: \\( 7.17 \\)\nCorrect Answer: \\( 6.27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding decimals, just adds the digits and ignores place value |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add decimals with the same number of decimals places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 3.52+2.75= \\)\nIncorrect Answer: \\( 5.127 \\)\nCorrect Answer: \\( 6.27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding decimals, just adds the digits and ignores place value |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Know the equation of the axes\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of the \\( x \\) axis?\nIncorrect Answer: \\( x=1 \\)\nCorrect Answer: \\( y=0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks x = 1 at the x axis |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Know the equation of the axes\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of the \\( x \\) axis?\nIncorrect Answer: \\( x=0 \\)\nCorrect Answer: \\( y=0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the equations of vertical and horizontal lines |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Know the equation of the axes\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of the \\( x \\) axis?\nIncorrect Answer: \\( x=y \\)\nCorrect Answer: \\( y=0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks x = y is an axis |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]\nIncorrect Answer: \\( 22 \\mathrm{~cm} \\)\nCorrect Answer: \\( 18 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Identifies the biggest value for the range |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]\nIncorrect Answer: \\( 3 \\mathrm{~cm} \\)\nCorrect Answer: \\( 18 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the range is just the first value subtracted from the last value, without ordering |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of this set of data?\n\\[\n4 \\mathrm{~cm}, \\quad 22 \\mathrm{~cm}, \\quad 5 \\mathrm{~cm}, \\quad 7 \\mathrm{~cm}\n\\]\nIncorrect Answer: \\( 26 \\mathrm{~cm} \\)\nCorrect Answer: \\( 18 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | To find the range adds the biggest and smallest number rather than subtract |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe an ascending linear sequence in words\nSubject: Linear Sequences (nth term)\nQuestion: Which of the following is the most accurate way to describe this sequence?\n\n\\[\n4,10,16,22,28, \\ldots\n\\]\nIncorrect Answer: The first term is \\( 6 \\) and the common difference is positive \\( 4 \\)\nCorrect Answer: The first term is \\( 4 \\) and the common difference is positive \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the definition of term or term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe an ascending linear sequence in words\nSubject: Linear Sequences (nth term)\nQuestion: Which of the following is the most accurate way to describe this sequence?\n\n\\[\n4,10,16,22,28, \\ldots\n\\]\nIncorrect Answer: The first term is \\( 6 \\) and the common difference is negative \\( 4 \\)\nCorrect Answer: The first term is \\( 4 \\) and the common difference is positive \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the definition of term or term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete mental addition problems up to 1000\nSubject: Mental Addition and Subtraction\nQuestion: \\( 23+108= \\)\nIncorrect Answer: \\( 338 \\)\nCorrect Answer: \\( 131 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Lines up the digits incorrectly when doing an addition involving two numbers with a different amount of digits |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete mental addition problems up to 1000\nSubject: Mental Addition and Subtraction\nQuestion: \\( 23+108= \\)\nIncorrect Answer: \\( 121 \\)\nCorrect Answer: \\( 131 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When two digits sum to 10 or more during an addition problem, does not add one to the preceding digit |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve problems involving converting between fractions, decimals and percentages\nSubject: Converting between Fractions and Percentages\nQuestion: \\( 0.2=\\frac{1}{5}=? \\% \\)\nIncorrect Answer: \\( 15 \\% \\)\nCorrect Answer: \\( 20 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Converts a fraction to a percentage by writing the numerator followed by the denominator |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve problems involving converting between fractions, decimals and percentages\nSubject: Converting between Fractions and Percentages\nQuestion: \\( 0.2=\\frac{1}{5}=? \\% \\)\nIncorrect Answer: \\( 2 \\% \\)\nCorrect Answer: \\( 20 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies by 10 instead of 100 when converting decimal to percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a single bracket containing a linear expression by taking out a single numeric common factor (e.g. 6)\nSubject: Factorising into a Single Bracket\nQuestion: What should replace the star and triangle when this expression is fully factorised? \\( 8 m - 10 \\equiv {\\bigstar}(\\triangle m-\\bigcirc) \\)\nIncorrect Answer: \\( \\begin{array}{l}{\\bigstar}=8 \\\\ \\Delta=1\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}{\\bigstar}=2 \\\\ \\Delta=4\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When factorising, finds a factor that goes into only the first term of the expression |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a single bracket containing a linear expression by taking out a single numeric common factor (e.g. 6)\nSubject: Factorising into a Single Bracket\nQuestion: What should replace the star and triangle when this expression is fully factorised? \\( 8 m - 10 \\equiv {\\bigstar}(\\triangle m-\\bigcirc) \\)\nIncorrect Answer: \\( \\begin{array}{l}{\\bigstar}=5 \\\\ \\Delta=3\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}{\\bigstar}=2 \\\\ \\Delta=4\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes factors add to give a number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a horizontal line with the line of reflection given as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 8, y-axis from -5 to 6. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (2, 3). Point (2, 3) is labelled with the letter \"P\". ]()\nIncorrect Answer: \\( (2,3) \\)\nCorrect Answer: \\( (2,-3) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when a shape touches the mirror line, all of its vertices will stay the same when reflected |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a horizontal line with the line of reflection given as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the \\( x \\)-axis\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 8, y-axis from -5 to 6. Three points are plotted and joined to make a triangle: (2, 0), (4, 0), (2, 3). Point (2, 3) is labelled with the letter \"P\". ]()\nIncorrect Answer: \\( (3,2) \\)\nCorrect Answer: \\( (2,-3) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that reflection always switches the x and y coordinates |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the equations of horizontal lines from a diagram\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()\nIncorrect Answer: \\( x=4 y \\)\nCorrect Answer: \\( y=4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the equation of a horizontal line is in the form x = ay, where a is the y intercept |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the equations of horizontal lines from a diagram\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()\nIncorrect Answer: \\( y=4 x \\)\nCorrect Answer: \\( y=4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Includes the x variable when giving the equation of a horizontal line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the equations of horizontal lines from a diagram\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of this line? ![A graph showing a horizontal line going through 4 on the y axis.]()\nIncorrect Answer: \\( x=4 \\)\nCorrect Answer: \\( y=4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the equations of vertical and horizontal lines |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a protractor to measure angles between 90° and 180°\nSubject: Measuring Angles\nQuestion: Which diagram shows an angle of \\( 135^{\\circ} \\) ?\nIncorrect Answer: ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 120 and 130 (inner scale) and halfway between 60 and 50 (outer scale).]()\nCorrect Answer: ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Chooses the correct scale when measuring angles on a protractor but starts from the wrong number when the angle is in between two labelled dashes |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a protractor to measure angles between 90° and 180°\nSubject: Measuring Angles\nQuestion: Which diagram shows an angle of \\( 135^{\\circ} \\) ?\nIncorrect Answer: ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise , to the red line that is half way between 40 and 50 (inner scale) and halfway between 140 and 130 (outer scale).]()\nCorrect Answer: ![A 180 degree protractor (straight edge at the bottom) with 2 red lines and a blue sector marking out an angle being measured by the protractor. The angle is between the red line that is at 0 (inner scale) and 180 (outer scale) on the right of the protractor, anti-clockwise, to the red line that is half way between 130 and 140 (inner scale) and halfway between 50 and 40 (outer scale).]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Reads the wrong scale on the protractor when measuring obtuse angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: The data is in ascending order.\n\\(\n\\begin{array}{llllll}\nx & 5 & 8 & y & 19 & 25\n\\end{array}\n\\)\nWrite an expression for the range.\nIncorrect Answer: \\( x-25 \\)\nCorrect Answer: \\( 25-x \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | subtracts the highest from the lowest when calculating the range |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: The data is in ascending order.\n\\(\n\\begin{array}{llllll}\nx & 5 & 8 & y & 19 & 25\n\\end{array}\n\\)\nWrite an expression for the range.\nIncorrect Answer: \\( \\frac{57+y+x}{6} \\)\nCorrect Answer: \\( 25-x \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds the mean instead of the range |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Match linear sequences to other representations, such as tables and graphs\nSubject: Linear Sequences (nth term)\nQuestion: Which sequence matches this graph? ![Position]()\nIncorrect Answer: ![The sequence 5, 7, 9 represented pictorially using black line segments shaped into triangles which share a side.]()\nCorrect Answer: ![The sequence 4, 7, 10 represented pictorially using red line segments shaped to form squares.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When given a linear sequence, cannot match it to a visual pattern |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Match linear sequences to other representations, such as tables and graphs\nSubject: Linear Sequences (nth term)\nQuestion: Which sequence matches this graph? ![Position]()\nIncorrect Answer: ![The sequence 3, 5, 7 represented pictorially using squares. For the first term 3 squares are placed with two squares as the base and one square stacked on top of the square on the left hand side. For each additional term, 2 squares, stacked on top of each other are added to the left hand side of the previous term's image.]()\nCorrect Answer: ![The sequence 4, 7, 10 represented pictorially using red line segments shaped to form squares.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When given a linear sequence, cannot match it to a visual pattern |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Match linear sequences to other representations, such as tables and graphs\nSubject: Linear Sequences (nth term)\nQuestion: Which sequence matches this graph? ![Position]()\nIncorrect Answer: ![The first three triangular numbers represented using purple dots.]()\nCorrect Answer: ![The sequence 4, 7, 10 represented pictorially using red line segments shaped to form squares.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When given a linear sequence, cannot match it to a visual pattern |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve two-step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Solve the following equation for \\( a \\) :\n\\[\n2=3 a-4\n\\]\nIncorrect Answer: \\( a=-\\frac{2}{3} \\)\nCorrect Answer: \\( a=2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Subtracts instead of adds when using inverse operations to solve an equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret linear sections of real life graphs\nSubject: Real Life Graphs\nQuestion: The graph on the right shows the mass of sand in a bucket over time\n\nThe gradient of the positive sloping section would tell us... ![A graph with time (secs) on the horizontal axis and mass (g) on the vertical axis. The graph starts at the origin, travels in a straight line up and right, travels horizontally, then travels in a straight line down and right back to the x-axis, more steeply than the start. ]()\nIncorrect Answer: The mass of sand in the bucket\nCorrect Answer: The rate the mass of sand in the bucket is increasing\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not realise that gradient represents rate of change |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Answer negative number problems that require the use of BIDMAS\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\( -4+(-5) \\times 3= \\)\nIncorrect Answer: \\( -27 \\)\nCorrect Answer: \\( -19 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Carries out operations from left to right regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Rotational Symmetry\nQuestion: ![A solid yellow equilateral triangle (3 sided polygon with all 3 sides of equal length).]() What is the order of rotational symmetry of this equilateral triangle?\nIncorrect Answer: \\( 1 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find order of rotational symmetry |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Rotational Symmetry\nQuestion: ![A solid yellow equilateral triangle (3 sided polygon with all 3 sides of equal length).]() What is the order of rotational symmetry of this equilateral triangle?\nIncorrect Answer: \\( 2 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Gives one fewer order of rotational symmetry than there is |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise that a sequence is linear sequences when expressed as a pattern\nSubject: Linear Sequences (nth term)\nQuestion: Tom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long. ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?\nIncorrect Answer: Only\nTom\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that a linear sequence must increase or decrease by same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise that a sequence is linear sequences when expressed as a pattern\nSubject: Linear Sequences (nth term)\nQuestion: Tom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long. ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?\nIncorrect Answer: Only\nKatie\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that a linear sequence must increase or decrease by same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise that a sequence is linear sequences when expressed as a pattern\nSubject: Linear Sequences (nth term)\nQuestion: Tom and Katie are discussing linear sequences Tom says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares so the bottom line is two squares long. The second shape is also an L but with a bottom line of three squares. The fourth shape is the same but the bottom line is four squares long. ]() Katie says this is a linear sequence: ![Three shapes made of squares. The first is an L-shape made of 3 squares. The second shape is an L made of 5 squares, two on the top row and three on the bottom row. The third shape is an L made of 7 squares, 3 on the top row and four on the bottom. ]() Who is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that a linear sequence must increase or decrease by same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive x value, find the corresponding y value for reciprocal graphs\nSubject: Cubics and Reciprocals\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\frac{\\mathbf{1}}{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 1 \\)\nCorrect Answer: The equation is undefined at this value\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that a number divided by itself equals 0 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive x value, find the corresponding y value for reciprocal graphs\nSubject: Cubics and Reciprocals\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\frac{\\mathbf{1}}{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 0 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 0 \\)\nCorrect Answer: The equation is undefined at this value\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that a reciprocal equation is defined when the denominator is 0 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the midpoint between two coordinates in 2D, where all the values are integers but at least one is negative\nSubject: Midpoint Between Two Co-ordinates\nQuestion: What is the midpoint of these two coordinates? ![A set of axes with two points (-4,5) and (6,2) plotted.]()\nIncorrect Answer: \\( (5,3.5) \\)\nCorrect Answer: \\( (1,3.5) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes midpoint calculation is just half of the difference |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the midpoint between two coordinates in 2D, where all the values are integers but at least one is negative\nSubject: Midpoint Between Two Co-ordinates\nQuestion: What is the midpoint of these two coordinates? ![A set of axes with two points (-4,5) and (6,2) plotted.]()\nIncorrect Answer: \\( (2,7) \\)\nCorrect Answer: \\( (1,3.5) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not divide by 2 when finding midpoint |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear simultaneous equations requiring a scaling of both expressions\nSubject: Simultaneous Equations\nQuestion: If three cups of tea and two cups of coffee cost \\( £ 2.40 \\), and two cups of tea and five cups of coffee cost £3.80, what is the cost of a cup of tea and a cup of coffee?\nIncorrect Answer: \\( \\begin{array}{l}\\text { Tea }=80 p, \\\\ \\text { coffee }=44 p\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}\\text { Tea }=40 p \\\\ \\text { coffee }=60 p\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked to solve simultaneous equations, believes they can just find values that work in one equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Form expressions from situations described in words\nSubject: Linear Equations\nQuestion: I think of a number. I add on five and then multiply the result by four. The answer I get is \\( 17 \\).\nWhich of the following equations represents this?\nIncorrect Answer: \\( n+5 \\times 4=17 \\)\nCorrect Answer: \\( 4(n+5)=17 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Carries out operations from left to right regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Form expressions from situations described in words\nSubject: Linear Equations\nQuestion: I think of a number. I add on five and then multiply the result by four. The answer I get is \\( 17 \\).\nWhich of the following equations represents this?\nIncorrect Answer: \\( 4 n+5=17 \\)\nCorrect Answer: \\( 4(n+5)=17 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not include brackets when attempting to multiply an expression |