messages
listlengths 2
2
| misconception
stringlengths 14
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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 the square of a number\nSubject: Function Machines\nQuestion: ![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?\nIncorrect Answer: \\( 40 \\)\nCorrect Answer: \\( 400 \\)\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 squaring and multiplying by 2 or doubling |
[
{
"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 of a number\nSubject: Function Machines\nQuestion: ![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?\nIncorrect Answer: \\( 22 \\)\nCorrect Answer: \\( 400 \\)\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 squaring and addition |
[
{
"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 of a number\nSubject: Function Machines\nQuestion: ![An image of a function machine. The input is 20 and the function is squared.]() What is the output of this function machine?\nIncorrect Answer: \\( 10 \\)\nCorrect Answer: \\( 400 \\)\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 squaring and halving |
[
{
"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 and use efficient methods for mental multiplication\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?\nIncorrect Answer: Only Tom\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 correctly apply the distributive property of 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: Recognise and use efficient methods for mental multiplication\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?\nIncorrect Answer: Only Katie\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 correctly apply the distributive property of 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: Recognise and use efficient methods for mental multiplication\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie are discussing ways to calculate \\( 21 \\times 12 \\) mentally Tom does \\( 12 \\times 7 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 21 \\times 6 \\) and then doubles her answer Who would get the correct answer?\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 correctly apply the distributive property of 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: Simplify an algebraic fraction by dividing by a single letter\nSubject: Simplifying Algebraic Fractions\nQuestion: Tom and Katie are arguing about simplifying fractions. Tom says \\( \\frac{3 p-1}{p} \\equiv 2 \\) Katie says \\( \\frac{3 p-1}{p} \\equiv 3-\\frac{1}{p} \\) 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"
}
] | Only applies a division to one of multiple terms in a numerator when simplifying an algebraic 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: Multiply a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: Work out:\n\\[\n0.6 \\times 11\n\\]\nIncorrect Answer: \\( 7 \\)\nCorrect Answer: \\( 6.6 \\)\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"
}
] | Gives a rounded whole number instead of a decimal |
[
{
"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: Multiply a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: Work out:\n\\[\n0.6 \\times 11\n\\]\nIncorrect Answer: \\( 66 \\)\nCorrect Answer: \\( 6.6 \\)\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 multiplying a decimal by an integer, ignores decimal point and just multiplies the 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: Convert between cl and l\nSubject: Volume and Capacity Units\nQuestion: \\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\nIncorrect Answer: \\( 0.65 \\)\nCorrect Answer: \\( 6.5 \\)\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"
}
] | Confuses cl and ml |
[
{
"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 between cl and l\nSubject: Volume and Capacity Units\nQuestion: \\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\nIncorrect Answer: \\( 65000 \\)\nCorrect Answer: \\( 6.5 \\)\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"
}
] | Multiplies when converting to a larger unit |
[
{
"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 between cl and l\nSubject: Volume and Capacity Units\nQuestion: \\[\n650 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\nIncorrect Answer: \\( 65 \\)\nCorrect Answer: \\( 6.5 \\)\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"
}
] | Thinks there are 10cl in a litre |
[
{
"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 inequality notation to order a negative and a positive integer\nSubject: Inequalities on Number Lines\nQuestion: One of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?\nIncorrect Answer: \\( \\begin{array}{c}d=1 \\\\ h=-4\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}d=-5 \\\\ h=-1\\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"
}
] | Mixes up greater than and less than symbols |
[
{
"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 inequality notation to order a negative and a positive integer\nSubject: Inequalities on Number Lines\nQuestion: One of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?\nIncorrect Answer: \\( \\begin{array}{l}d=2 \\\\ h=2\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}d=-5 \\\\ h=-1\\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"
}
] | Does not understand inequality notation |
[
{
"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 inequality notation to order a negative and a positive integer\nSubject: Inequalities on Number Lines\nQuestion: One of these pairs of numbers does not fit \nthe inequality \\( d \\geq h \\)\n\nCan you find which pair?\nIncorrect Answer: \\( \\begin{array}{l}d=5 \\\\ h=4\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}d=-5 \\\\ h=-1\\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"
}
] | Mixes up greater than and less than symbols |
[
{
"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 cube root of a number\nSubject: Square Roots, Cube Roots, etc\nQuestion: \\( \\sqrt[3]{8}= \\)\nIncorrect Answer: \\( 2 . \\dot{6} \\)\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 order of the 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: Calculate the cube root of a number\nSubject: Square Roots, Cube Roots, etc\nQuestion: \\( \\sqrt[3]{8}= \\)\nIncorrect Answer: \\( 4 \\)\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"
}
] | Halves when asked to find the cube 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: Calculate the cube root of a number\nSubject: Square Roots, Cube Roots, etc\nQuestion: \\( \\sqrt[3]{8}= \\)\nIncorrect Answer: \\( 64 \\)\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"
}
] | Confuses cube rooting with squaring 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: Solve quadratic equations using the quadratic formula where the coefficient of x² is not 1 \nSubject: Quadratic Equations\nQuestion: Mo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the triangle? \\( ?\\pm \\sqrt{\\triangle-?} \\)\nIncorrect Answer: \\( -6 \\)\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"
}
] | Mixes up squaring and multiplying by 2 or doubling |
[
{
"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 quadratic equations using the quadratic formula where the coefficient of x² is not 1 \nSubject: Quadratic Equations\nQuestion: Mo wants to solve this equation using the quadratic formula.\n\\(\n5 h^{2}-3 h-2=0\n\\)\n\nWhat should replace the triangle? \\( ?\\pm \\sqrt{\\triangle-?} \\)\nIncorrect Answer: \\( -9 \\)\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"
}
] | Believes multiplying two negatives gives a negative 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: Interpret the gradient on a linear section on a real life graph\nSubject: Real Life Graphs\nQuestion: Jadon decides to go for a run starting from home.\nThe graph on the right shows Jadon's distance in metres \\( (d) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.5 \\).\n\nWhich of the following does that \\( 0.5 \\) best represent? ![A sketch of a graph with d on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\nIncorrect Answer: Jadon is travelling away from home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)\nCorrect Answer: Jadon is travelling back home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)\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 downward slope on a distance-time graph means travelling away |
[
{
"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 the gradient on a linear section on a real life graph\nSubject: Real Life Graphs\nQuestion: Jadon decides to go for a run starting from home.\nThe graph on the right shows Jadon's distance in metres \\( (d) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.5 \\).\n\nWhich of the following does that \\( 0.5 \\) best represent? ![A sketch of a graph with d on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\nIncorrect Answer: Jadon is decelerating at a rate of \\( 0.5 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nCorrect Answer: Jadon is travelling back home at a speed of \\( 0.5 \\mathrm{~m} / \\mathrm{s} \\)\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 gradient of a distance-time graph is the acceleration |
[
{
"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 the order of operations to carry out calculations involving addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: What does the following equal?\n\\[\n3-5+4 \\times 2\n\\]\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 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"
}
] | 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: Use the order of operations to carry out calculations involving addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: What does the following equal?\n\\[\n3-5+4 \\times 2\n\\]\nIncorrect Answer: \\( -12 \\)\nCorrect Answer: \\( 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"
}
] | Performs addition ahead 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: Use the order of operations to carry out calculations involving addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: What does the following equal?\n\\[\n3-5+4 \\times 2\n\\]\nIncorrect Answer: \\( -10 \\)\nCorrect Answer: \\( 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"
}
] | 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: Use a protractor to draw angles between 0° and 90° \nSubject: Measuring Angles\nQuestion: When drawing an angle, which step will you complete last?\nIncorrect Answer: Make sure the centre of the protractor is at the end of the line segment.\nCorrect Answer: Draw a line to join up the end of the line segment and the marker.\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 recall the steps required to draw an angle |
[
{
"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 draw angles between 0° and 90° \nSubject: Measuring Angles\nQuestion: When drawing an angle, which step will you complete last?\nIncorrect Answer: Draw a marker to show where the angle needs to be drawn.\nCorrect Answer: Draw a line to join up the end of the line segment and the marker.\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 recall the steps required to draw an angle |
[
{
"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 draw angles between 0° and 90° \nSubject: Measuring Angles\nQuestion: When drawing an angle, which step will you complete last?\nIncorrect Answer: Draw a line segment\nCorrect Answer: Draw a line to join up the end of the line segment and the marker.\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 recall the steps required to draw an angle |
[
{
"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 draw angles between 0° and 90° \nSubject: Measuring Angles\nQuestion: Which diagram shows an angle of \\( 55^{\\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 130 and 140 (inner scale) and halfway between 50 and 40 (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 50 and 60 (inner scale) and halfway between 130 and 120 (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: Use a protractor to draw angles between 0° and 90° \nSubject: Measuring Angles\nQuestion: Which diagram shows an angle of \\( 55^{\\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 50 and 60 (inner scale) and halfway between 130 and 120 (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: Use a protractor to draw angles between 0° and 90° \nSubject: Measuring Angles\nQuestion: Which diagram shows an angle of \\( 55^{\\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 50 and 60 (inner scale) and halfway between 130 and 120 (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: Expand two brackets with linear terms in the form (x + a)(x + b)\nSubject: Expanding Double Brackets\nQuestion: Which of the following answers shows a correct expansion of the expression below? \\( (x+5)(x-2) \\)\nIncorrect Answer: \\( x^{2}-2 x+5 x+3 \\)\nCorrect Answer: \\( x^{2}-2 x+5 x-10 \\)\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"
}
] | Adds instead of multiplying when expanding 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: 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: Points \\( P, Q \\) and \\( R \\) are equally spaced along the line segment, as shown in the sketch.\n\nThe coordinates of \\( \\mathrm{P} \\) and \\( \\mathrm{R} \\) are marked on the diagram.\n\nWhat are the coordinates of \\( Q \\) ? ![A graph with 4 quadrants showing a line joining points R(2, 7), Q (unknown coordinate in 3rd quadrant) and P (-4, -10)]()\nIncorrect Answer: \\( (-2,-3) \\)\nCorrect Answer: \\( (-1,-1.5) \\)\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: Identify the mode from a frequency table\nSubject: Averages and Range from Frequency Table\nQuestion: The frequency table shows the grade achieved by some students in a maths exam.\nWhat was the modal grade? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 3 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 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 mode is the most common frequency rather than the highest frequency |
[
{
"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 mode from a frequency table\nSubject: Averages and Range from Frequency Table\nQuestion: The frequency table shows the grade achieved by some students in a maths exam.\nWhat was the modal grade? ![\\begin{tabular}{|c|c|}\n\\hline Grade & Frequency \\\\\n\\hline \\( 1 \\) & \\( 3 \\) \\\\\n\\hline \\( 2 \\) & \\( 7 \\) \\\\\n\\hline \\( 3 \\) & \\( 3 \\) \\\\\n\\hline \\( 4 \\) & \\( 9 \\) \\\\\n\\hline \\( 5 \\) & \\( 1 \\) \\\\\n\\hline\n\\end{tabular}]()\nIncorrect Answer: \\( 9 \\)\nCorrect Answer: \\( 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 mode is the frequency rather than the value/group |
[
{
"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: Express pictorial representations of objects as a ratio\nSubject: Writing Ratios\nQuestion: \\( \\square \\square \\square \\triangle \\square \\square \\square \\triangle \\square \\square \\square \\triangle \\) For every \\( 3 \\) triangles there are \\(___\\) squares\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"
}
] | Finds one part of a ratio but doesn't multiply that by the number of parts needed |
[
{
"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 that combine addition or subtraction with multiplication\nSubject: Mental Addition and Subtraction\nQuestion: There are \\( 8 \\) shelves of plates. Four of the shelves hold \\( 15 \\) plates each. Two of the shelves hold \\( 23 \\) plates each. The other shelves hold \\( 17 \\) plates each.\nHow many plates are there in total?\nIncorrect Answer: \\( 55 \\)\nCorrect Answer: \\( 140 \\)\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"
}
] | Ignores numbers written as words in worded questions, and just calculates using those written in 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: Solve problems that combine addition or subtraction with multiplication\nSubject: Mental Addition and Subtraction\nQuestion: There are \\( 8 \\) shelves of plates. Four of the shelves hold \\( 15 \\) plates each. Two of the shelves hold \\( 23 \\) plates each. The other shelves hold \\( 17 \\) plates each.\nHow many plates are there in total?\nIncorrect Answer: \\( 63 \\)\nCorrect Answer: \\( 140 \\)\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"
}
] | Ignores numbers written as words in worded questions, and just calculates using those written in 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: Divide a quantity into two parts for a given a ratio, where each part is an integer\nSubject: Writing Ratios\nQuestion: For every \\( 3 \\) green squares there are \\( 1 \\) red squares.\n\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|l|l|l|l|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 12 \\)\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 believe you can scale up a proportional statement |
[
{
"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: Divide a quantity into two parts for a given a ratio, where each part is an integer\nSubject: Writing Ratios\nQuestion: For every \\( 3 \\) green squares there are \\( 1 \\) red squares.\n\nHow many squares should be coloured green in the grid on the right? \\begin{tabular}{|l|l|l|l|}\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline \\(\\;\\) & \\(\\;\\) & \\(\\;\\) & \\(\\;\\) \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 12 \\)\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"
}
] | Shares equally instead of in given ratio |
[
{
"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 the order of operations to carry out calculations involving brackets\nSubject: BIDMAS\nQuestion: \\[\n6-3+2\n\\]\nTom and Katie are trying to make the calculation above equal to \\( 5 \\).\nTom says you can write it like this: \\( (6-3)+2 \\)\nKatie says you can leave it like this: \\( 6-3+2 \\)\nWho is correct?\nIncorrect Answer: Only Tom\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"
}
] | Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority) |
[
{
"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 median as an average from an even numbered list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the median of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01,\\quad 0.001 \\)\nIncorrect Answer: \\( 0.22 \\)\nCorrect Answer: \\( 0.055 \\)\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: Calculate the median as an average from an even numbered list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the median of the following numbers?\n\\( 1, \\quad 0.1, \\quad 0.01,\\quad 0.001 \\)\nIncorrect Answer: \\( 0.11 \\)\nCorrect Answer: \\( 0.055 \\)\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 finding the median from a even dataset does not understand we must find the midpoint of the two values in the middle |
[
{
"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 a Fibonacci sequence expressed as a pattern\nSubject: Other Sequences\nQuestion: Which of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()\nIncorrect Answer: Linear\nCorrect Answer: Fibonacci\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 a Fibonacci sequence expressed as a pattern\nSubject: Other Sequences\nQuestion: Which of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()\nIncorrect Answer: Quadratic\nCorrect Answer: Fibonacci\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 term quadratic |
[
{
"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 a Fibonacci sequence expressed as a pattern\nSubject: Other Sequences\nQuestion: Which of the following is the best way to describe this sequence: ![A pattern with 6 terms made of green and red dots. The first term is a green dot, the second a red dot, the third is one red and one green dot. The fourth term is made of one green and two red dots. The fifth term is made from two green dots and three red dots. The sixth term is made of five red dots and three green dots. ]()\nIncorrect Answer: Geometric\nCorrect Answer: Fibonacci\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 what a Fibonacci sequence 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: Represent the solution to a graphical inequality involving a combination of vertical, horizontal and diagonal lines\nSubject: Graphing Linear Inequalities (Shading Regions)\nQuestion: Which letter describes the region where \\( \\boldsymbol{x}+\\boldsymbol{y} \\leq \\mathbf{3} \\) and \\( \\boldsymbol{y} \\leq \\mathbf{1} \\) ? ![A set of axes with two straight lines drawn on. The line x+y=3 goes through points (3,0) and (0,3). The line y=1 is a horizontal line going through (0,1). The lines intersect one another at (2,1).\nA is the region below x+y=3 and above y=1.\nB is the region above both lines.\nC is the region below y=1 but above x+y=3.\nD is the region below both lines. ]()\nIncorrect Answer: B\nCorrect Answer: D\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 greater than and less than symbols |
[
{
"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 simple directions to translate a shape or object using words not vectors\nSubject: Translation and Vectors\nQuestion: Describe the movements to get from\n\n\\[\n(5,-2) \\text { to }(0,1)\n\\]\nIncorrect Answer: Left \\( 5 \\) squares, down \\( 1 \\) square\nCorrect Answer: Left \\( 5 \\) squares, up \\( 3 \\) 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"
}
] | Confuses negative and positive coordinates when working with graphs in four quadrants |
[
{
"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 simple directions to translate a shape or object using words not vectors\nSubject: Translation and Vectors\nQuestion: Describe the movements to get from\n\n\\[\n(5,-2) \\text { to }(0,1)\n\\]\nIncorrect Answer: Left \\( 5 \\) squares, up \\( 4 \\) squares\nCorrect Answer: Left \\( 5 \\) squares, up \\( 3 \\) 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 finding the distance between coordinates, includes the starting 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: Convert between g and kg\nSubject: Weight Units\nQuestion: \\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)\nIncorrect Answer: \\( 400 \\)\nCorrect Answer: \\( 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"
}
] | Thinks there are 10g in a kilogram |
[
{
"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 between g and kg\nSubject: Weight Units\nQuestion: \\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)\nIncorrect Answer: \\( 4000000 \\)\nCorrect Answer: \\( 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"
}
] | Multiplies rather than divides |
[
{
"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 between g and kg\nSubject: Weight Units\nQuestion: \\( 4000 \\mathrm{~g} \\) is the same as \\( k g \\)\nIncorrect Answer: \\( 40 \\)\nCorrect Answer: \\( 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"
}
] | Thinks there are 100g in a kilogram |
[
{
"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: Divide decimals by 100\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 3.06 \\div 100= \\)\nIncorrect Answer: \\( 0.36 \\)\nCorrect Answer: \\( 0.0306 \\)\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 value of zeros as placeholders |
[
{
"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: Divide decimals by 100\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 3.06 \\div 100= \\)\nIncorrect Answer: \\( 0.036 \\)\nCorrect Answer: \\( 0.0306 \\)\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 value of zeros as placeholders |
[
{
"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: Divide decimals by 100\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 3.06 \\div 100= \\)\nIncorrect Answer: \\( 0.00306 \\)\nCorrect Answer: \\( 0.0306 \\)\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"
}
] | Divided by 100 rather than 10 |
[
{
"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 of a number\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.7^{2}= \\)\nIncorrect Answer: \\( 1.4 \\)\nCorrect Answer: \\( 0.49 \\)\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 squaring and multiplying by 2 or doubling |
[
{
"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 of a number\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.7^{2}= \\)\nIncorrect Answer: \\( 0.14 \\)\nCorrect Answer: \\( 0.49 \\)\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 squaring and multiplying by 2 or doubling |
[
{
"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 of a number\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.7^{2}= \\)\nIncorrect Answer: \\( 4.9 \\)\nCorrect Answer: \\( 0.49 \\)\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 multiplying decimals, divides by the wrong power of 10 when reinserting the decimal |
[
{
"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 using vertically opposite angles\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()\nIncorrect Answer: \\( 137^{\\circ} \\)\nCorrect Answer: \\( 43^{\\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"
}
] | Believes vertically opposite angles 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: Find missing angles using vertically opposite angles\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()\nIncorrect Answer: \\( 47^{\\circ} \\)\nCorrect Answer: \\( 43^{\\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"
}
] | Believes vertically opposite angles sum to 90 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: Find missing angles using vertically opposite angles\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( y \\) ? ![A diagram showing 3 lines crossing at a point to form 6 angles. One angle is marked as 43 degrees. Another angle is marked as y. There are two blank angles between each marked angle.]()\nIncorrect Answer: Not enough information\nCorrect Answer: \\( 43^{\\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 vertically opposite angles are 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: Identify unit fractions when part of a shape\nSubject: Fractions of an Amount\nQuestion: What fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()\nIncorrect Answer: \\( \\frac{1}{3} \\)\nCorrect Answer: \\( \\frac{1}{8} \\)\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 a denominator represents equal 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: Identify unit fractions when part of a shape\nSubject: Fractions of an Amount\nQuestion: What fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()\nIncorrect Answer: \\( 1 \\)\nCorrect Answer: \\( \\frac{1}{8} \\)\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 write a fraction - just given an integer 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: Identify unit fractions when part of a shape\nSubject: Fractions of an Amount\nQuestion: What fraction of the shape is shaded? ![A rectangle split in half. One half is split in half again, and one half of that is split in half again, with one of those parts shaded.]()\nIncorrect Answer: \\( \\frac{1}{4} \\)\nCorrect Answer: \\( \\frac{1}{8} \\)\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 a denominator represents equal 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: Calculate the cube of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \"\\( 3 \\) cubed\"?\nIncorrect Answer: \\( 9 \\)\nCorrect Answer: \\( 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"
}
] | Mixes up square numbers and cube numbers |
[
{
"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 cube of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \"\\( 3 \\) cubed\"?\nIncorrect Answer: \\( 33 \\)\nCorrect Answer: \\( 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"
}
] | Adds the index to the 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: Calculate the cube of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \"\\( 3 \\) cubed\"?\nIncorrect Answer: \\( 333 \\)\nCorrect Answer: \\( 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"
}
] | Repeats the digits three times when cubing 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: Substitute negative integer values into expressions involving no powers or roots\nSubject: Distance Between Two Co-ordinates\nQuestion: Amy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She labels them like this: \\( \\begin{array}{rrrr}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (1, & -6) & (-5, & 2)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the second bracket equal?\nIncorrect Answer: \\( (-8)^{2} \\)\nCorrect Answer: \\( (8)^{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"
}
] | Believes subtraction is commutative |
[
{
"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: Substitute negative integer values into expressions involving no powers or roots\nSubject: Distance Between Two Co-ordinates\nQuestion: Amy is trying to work out the distance between these two points: \\( (1,-6) \\) and \\( (-5,2) \\) She labels them like this: \\( \\begin{array}{rrrr}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (1, & -6) & (-5, & 2)\\end{array} \\) And then decides to use this formula: \\( \\sqrt{\\left(x_{2}-x_{1}\\right)^{2}+\\left(y_{2}-y_{1}\\right)^{2}} \\) What does the second bracket equal?\nIncorrect Answer: \\( (-4)^{2} \\)\nCorrect Answer: \\( (8)^{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 subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored |
[
{
"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 where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: How should you line up the digits to calculate \\( 0.7+0.54 \\) ?\nIncorrect Answer: ![A column addition of 0.7 + 0.54. The 0 of 0.7 is directly above the decimal point of 0.54, the decimal point of 0.7 is directly above the 5 of 0.54 and the 7 of 0.7 is directly above the 4 of 0.54.]()\nCorrect Answer: ![A column addition of 0.70 + 0.54 with the decimal points lined up.]()\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 when adding decimals with a different number of decimal places, you should line up the digits to the right |
[
{
"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 where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: How should you line up the digits to calculate \\( 0.7+0.54 \\) ?\nIncorrect Answer: ![A column addition of 0.07 + 0.54 with the decimal points lined up.]()\nCorrect Answer: ![A column addition of 0.70 + 0.54 with the decimal points lined up.]()\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 value of zeros as placeholders |
[
{
"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 volume or capacity\nSubject: Volume and Capacity Units\nQuestion: Tom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho 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 know that units of volume are usually cubed |
[
{
"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 volume or capacity\nSubject: Volume and Capacity Units\nQuestion: Tom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho 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 litres as a unit of volume |
[
{
"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 volume or capacity\nSubject: Volume and Capacity Units\nQuestion: Tom and Katie are discussing units of volume\nTom says litres is a unit of volume\nKatie says \\( m^{3} \\) is a unit of volume\nWho 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 a unit of volume |
[
{
"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 notation for powers\nSubject: Squares, Cubes, etc\nQuestion: To calculate \\( 53^{2} \\) you need to do...\nIncorrect Answer: \\( 53+2 \\)\nCorrect Answer: \\( 53 \\times 53 \\)\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 squaring and addition |
[
{
"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 notation for powers\nSubject: Squares, Cubes, etc\nQuestion: To calculate \\( 53^{2} \\) you need to do...\nIncorrect Answer: \\( 53 \\times 2 \\)\nCorrect Answer: \\( 53 \\times 53 \\)\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 squaring and multiplying by 2 or doubling |
[
{
"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: Length Units\nQuestion: Sally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)\nIncorrect Answer: \\( \\mathrm{cm} \\)\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 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: Length Units\nQuestion: Sally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)\nIncorrect Answer: \\( \\mathrm{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 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: Length Units\nQuestion: Sally has answered a question on perimeter and got an answer of \\( 500 \\).\n\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong? \\( 500 \\bigstar \\)\nIncorrect Answer: \\( \\mathrm{km} \\)\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 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: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()\nIncorrect Answer: \\( \\begin{array}{c}00: 00 \\text { to } \\\\ 04: 00\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\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 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: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()\nIncorrect Answer: \\( \\begin{array}{c}08: 00 \\text { to } \\\\ 12: 00\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\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"
}
] | Mixes up colder and hotter when comparing temperatures |
[
{
"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 continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: This graph shows the temperature in Dan's garden in a \\( 24 \\) hour period.\n\nIn which \\( 4 \\) hour period did the temperature fall the most? ![A graph showing the temperature in Dan's house over a 24 hours period. At 00:00 the temperature is -2 degrees, at 04:00 it is -4 degrees, at 08:00 it is 0 degrees, at 12:00 it is 5 degrees, at 16:00 it is 8 degrees, at 20:00 it is 3 degrees and at 00:00 it is 0 degrees.]()\nIncorrect Answer: \\( \\begin{aligned} 20 & : 00 \\text { to } \\\\ 00 & : 00\\end{aligned} \\)\nCorrect Answer: \\( \\begin{array}{c}16: 00 \\text { to } \\\\ 20: 00\\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 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: Raise negative numbers to powers\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\( (-2)^{4}= \\)\nIncorrect Answer: \\( -16 \\)\nCorrect Answer: \\( 16 \\)\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 multiplying two negatives gives a negative 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: Raise negative numbers to powers\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\( (-2)^{4}= \\)\nIncorrect Answer: \\( -8 \\)\nCorrect Answer: \\( 16 \\)\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: Know that probabilities must lie between 0, impossible, and 1, certain\nSubject: Probability of Single Events\nQuestion: The probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\nIncorrect Answer: Certain\nCorrect Answer: Impossible\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 a probability of 0 represents something that is impossible |
[
{
"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 that probabilities must lie between 0, impossible, and 1, certain\nSubject: Probability of Single Events\nQuestion: The probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\nIncorrect Answer: Unlikely\nCorrect Answer: Impossible\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 a probability of 0 represents something that is impossible |
[
{
"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 that probabilities must lie between 0, impossible, and 1, certain\nSubject: Probability of Single Events\nQuestion: The probability of an event occurring is \\( 0 \\).\n\nWhich of the following most accurately describes the likelihood of the event occurring?\nIncorrect Answer: Even chance\nCorrect Answer: Impossible\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 a probability of 0 represents something that is impossible |
[
{
"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 the order of operations to carry out calculations involving powers\nSubject: BIDMAS\nQuestion: \\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?\nIncorrect Answer: \\( 7 \\div 6 \\)\nCorrect Answer: \\( 6^{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 division is carried out before a power |
[
{
"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 the order of operations to carry out calculations involving powers\nSubject: BIDMAS\nQuestion: \\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?\nIncorrect Answer: \\( 8-7 \\)\nCorrect Answer: \\( 6^{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"
}
] | 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: Use the order of operations to carry out calculations involving powers\nSubject: BIDMAS\nQuestion: \\( 8-7 \\div 6^{3}= \\) Which calculation should you do first?\nIncorrect Answer: It doesn't matter: you get the same answer\nCorrect Answer: \\( 6^{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 order of operations does not affect the answer to a calculation |
[
{
"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: Writing Expressions\nQuestion: Which expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"\nIncorrect Answer: \\( 6(5-h) \\)\nCorrect Answer: \\( 6(h-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"
}
] | Subtracts from left to right, ignoring the word ‘from’ |
[
{
"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: Writing Expressions\nQuestion: Which expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"\nIncorrect Answer: \\( (5-h) \\times 6 \\)\nCorrect Answer: \\( 6(h-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"
}
] | Subtracts from left to right, ignoring the word ‘from’ |
[
{
"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: Writing Expressions\nQuestion: Which expression correctly represents the following description?\n\"Subtract five from \\( \\mathrm{h} \\) and then multiply by six.\"\nIncorrect Answer: \\( (h-5) \\times 6 \\)\nCorrect Answer: \\( 6(h-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 realize we can omit the multiplication symbol in algebraic expressions |
[
{
"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: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just two linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Tom and Katie are arguing about what term could replace the star in this addition pyramid.\nTom says it could be: \\( f \\)\nKatie says it could be: \\( 2 f \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, 3g and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. Both are empty. The top row is one box, centered over the join of the two below, containing 2f + 8g.]()\nIncorrect Answer: Only Tom\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"
}
] | Assumes an addition pyramid works in a different way to how it actually does |
[
{
"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: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just two linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Tom and Katie are arguing about what term could replace the star in this addition pyramid.\nTom says it could be: \\( f \\)\nKatie says it could be: \\( 2 f \\)\nWho is correct? ![A diagram showing 3 rows of boxes. the bottom row has 3 boxes, containing a star, 3g and 2g from left to right. The next row up contains two boxes, overlapping the joins of the boxes below. Both are empty. The top row is one box, centered over the join of the two below, containing 2f + 8g.]()\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"
}
] | Assumes an addition pyramid works in a different way to how it actually does |
[
{
"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 curves in the form y = x² + c\nSubject: Plotting Quadratics from Tables of Values\nQuestion: This is a part of the table of values for the equation\n\\(\ny=x^{2}\n\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 16 \\)\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 squaring and multiplying by 2 or doubling |
[
{
"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 quadratic inequalities from the graph of the quadratic\nSubject: Solving Quadratic Inequalities\nQuestion: Using the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()\nIncorrect Answer: \\( \\{x \\leq-2\\} \\cup\\{x \\geq 5\\} \\)\nCorrect Answer: \\( \\{-2 \\leq x \\leq 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"
}
] | Mixes up greater than and less than symbols |
[
{
"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 quadratic inequalities from the graph of the quadratic\nSubject: Solving Quadratic Inequalities\nQuestion: Using the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()\nIncorrect Answer: \\( \\{-2 \\geq x \\geq 5\\} \\)\nCorrect Answer: \\( \\{-2 \\leq x \\leq 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 understand inequality notation |
[
{
"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 quadratic inequalities from the graph of the quadratic\nSubject: Solving Quadratic Inequalities\nQuestion: Using the graph of\n\\(\ny=x^{2}-3 x-10\n\\)\n\nWhat is the correct way to write the solution to\n\\(\nx^{2}-3 x-10 \\leq 0 ?\n\\) ![A quadratic parabola which crosses the x axis at (-2,0) and (5,0) and crosses the y axis at (0, -10)]()\nIncorrect Answer: \\( \\{x \\geq-2\\} \\cup\\{x \\leq 5\\} \\)\nCorrect Answer: \\( \\{-2 \\leq x \\leq 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 inequalities cannot be combined |
[
{
"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 how many degrees you would turn, and in what direction, to move between North, South, East and West on a compass\nSubject: Measuring Angles\nQuestion: I am facing East. \\( \\mathrm{E} \\longrightarrow \\) How many degrees anti-clockwise will I need to turn so I am facing South?\nIncorrect Answer: \\( 90^{\\circ} \\)\nCorrect Answer: \\( 270^{\\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"
}
] | Mixes up clockwise and anticlockwise |