messages
listlengths 2
2
| misconception
stringlengths 14
209
|
|---|---|
[
{
"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: Subtract proper fractions with different denominators where one is a multiple of the other\nSubject: Adding and Subtracting Fractions\nQuestion: Calculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)\nIncorrect Answer: \\( \\frac{4}{6} \\)\nCorrect Answer: \\( \\frac{2}{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"
}
] | When subtracting fractions, subtracts 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: Subtract proper fractions with different denominators where one is a multiple of the other\nSubject: Adding and Subtracting Fractions\nQuestion: Calculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)\nIncorrect Answer: \\( \\frac{4}{9} \\)\nCorrect Answer: \\( \\frac{2}{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 consider the denominator when adding/ subtracting fractions. Adds/subtracts the numerator and makes the denominator the one with the highest 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: Subtract proper fractions with different denominators where one is a multiple of the other\nSubject: Adding and Subtracting Fractions\nQuestion: Calculate:\n\\( \\frac{5}{9}-\\frac{1}{3} \\)\nIncorrect Answer: \\( \\frac{8}{9} \\)\nCorrect Answer: \\( \\frac{2}{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"
}
] | Adds instead of subtracts |
[
{
"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: Round numbers to three or more decimal places\nSubject: Rounding to Decimal Places\nQuestion: What is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?\nIncorrect Answer: \\( 29.267 \\)\nCorrect Answer: \\( 29.157 \\)\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"
}
] | Rounds incorrectly by changing multiple place values |
[
{
"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: Round numbers to three or more decimal places\nSubject: Rounding to Decimal Places\nQuestion: What is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?\nIncorrect Answer: \\( 29.16 \\)\nCorrect Answer: \\( 29.157 \\)\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"
}
] | Rounds to the wrong degree of accuracy (rounds too little) |
[
{
"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: Round numbers to three or more decimal places\nSubject: Rounding to Decimal Places\nQuestion: What is \\( 29.156828 \\) rounded to \\( 3 \\) decimal places?\nIncorrect Answer: \\( 29.156 \\)\nCorrect Answer: \\( 29.157 \\)\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"
}
] | Rounds down instead of up |
[
{
"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 factorising both the numerator and denominator\nSubject: Simplifying Algebraic Fractions\nQuestion: Simplify the following, if possible: \\( \\frac{4 t^{2}+1}{4 t-2} \\)\nIncorrect Answer: \\( t+\\frac{1}{2} \\)\nCorrect Answer: Does not simplify\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 difference of 2 squares method of factorising also works for the addition of 2 squares |
[
{
"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 factorising both the numerator and denominator\nSubject: Simplifying Algebraic Fractions\nQuestion: Simplify the following, if possible: \\( \\frac{4 t^{2}+1}{4 t-2} \\)\nIncorrect Answer: \\( t-\\frac{1}{2} \\)\nCorrect Answer: Does not simplify\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 can divide terms by different factors 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: Interpret discrete data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: This graph shows the amount of potatoes consumed by a restaurant in a week.\n\nHow many potatoes were consumed on Friday? ![Graph of potatoes consumed with kilos against day of week]()\nIncorrect Answer: \\( 3 \\mathrm{~kg} \\)\nCorrect Answer: \\( 15 \\mathrm{~kg} \\)\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"
}
] | Counts squares instead of the correct scale when plotting 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: Round numbers to two decimal places\nSubject: Rounding to Decimal Places\nQuestion: Two different numbers are equal to \\( 7.46 \\) to two decimal places.\nThe numbers could be....\nIncorrect Answer: \\( 7.4651 \\)\nand\n\\( 7.4559 \\)\nCorrect Answer: \\( 7.4608 \\)\nand\n\\( 7.4551 \\)\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"
}
] | Rounds down instead of up when next digit is 5 |
[
{
"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: Round numbers to two decimal places\nSubject: Rounding to Decimal Places\nQuestion: Two different numbers are equal to \\( 7.46 \\) to two decimal places.\nThe numbers could be....\nIncorrect Answer: \\( 7.4628 \\)\nand\n\\( 7.4528 \\)\nCorrect Answer: \\( 7.4608 \\)\nand\n\\( 7.4551 \\)\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"
}
] | Rounds up instead of down |
[
{
"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 a positive integer to a positive integer power\nSubject: Laws of Indices\nQuestion: Which of the following is a power of \\( 4 \\) ?\nIncorrect Answer: \\( 44 \\)\nCorrect Answer: \\( 64 \\)\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 powers and multiples |
[
{
"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 a positive integer to a positive integer power\nSubject: Laws of Indices\nQuestion: Which of the following is a power of \\( 4 \\) ?\nIncorrect Answer: \\( 400 \\)\nCorrect Answer: \\( 64 \\)\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 powers and multiples |
[
{
"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 a positive integer to a positive integer power\nSubject: Laws of Indices\nQuestion: Which of the following is a power of \\( 4 \\) ?\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 64 \\)\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 powers and multiples |
[
{
"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 triangle using Angle-Side-Angle\nSubject: Construct Triangle\nQuestion: Which of the following best describes how to construct a triangle with side length \\( 7 \\mathrm{~cm} \\) with angles of \\( 40^{\\degree} \\) and \\( 50^{\\degree} \\) either side?\nIncorrect Answer: - Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Place a protractor at the same end of the line, measure \\( 50^{\\degree} \\) and place a dot\n- Draw straight lines through the end of the lines through the dots\n- Where these lines cross completes the triangle\nCorrect Answer: - Draw a line \\( 7 \\mathrm{~cm} \\) long\n- Place a protractor at one end of the line, measure \\( 40^{\\degree} \\) and place a dot\n- Place a protractor at the other end of the line, measure \\( 50^{\\degree} \\) and place a dot\n- Draw straight lines through the end of the lines through the dots\n- Where these lines cross completes the triangle\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"
}
] | Draws both angles at the same end of the line when constructing a triangle |
[
{
"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: Which option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)\nIncorrect Answer: \\( -8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nCorrect Answer: \\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(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"
}
] | Misremembers the quadratic formula |
[
{
"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: Which option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)\nIncorrect Answer: \\( 8 \\pm \\frac{\\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nCorrect Answer: \\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(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"
}
] | Misremembers the quadratic formula |
[
{
"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: Which option gives a correct substitution into the quadratic formula to solve the quadratic equation? \\( 2 x^{2}-8 x+7=0 \\)\nIncorrect Answer: \\( \\frac{-8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(2)} \\)\nCorrect Answer: \\( \\frac{8 \\pm \\sqrt{(-8)^{2}-4(2)(7)}}{2(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"
}
] | Misremembers the quadratic formula |
[
{
"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 one quantity as a percentage of another mentally\nSubject: Percentages of an Amount\nQuestion: What is \\( 6 \\) out of \\( 25 \\) as a percentage?\nIncorrect Answer: \\( 12 \\% \\)\nCorrect Answer: \\( 24 \\% \\)\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 they double the numerator to turn a fraction into 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: Express one quantity as a percentage of another mentally\nSubject: Percentages of an Amount\nQuestion: What is \\( 6 \\) out of \\( 25 \\) as a percentage?\nIncorrect Answer: \\( 62.5 \\% \\)\nCorrect Answer: \\( 24 \\% \\)\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: Use the order of operations to carry out calculations involving addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: \\( 3+6 \\div 2+1= \\)\nIncorrect Answer: \\( 3 \\)\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"
}
] | Confuses the order of operations, believes addition comes before 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: Use the order of operations to carry out calculations involving addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: \\( 3+6 \\div 2+1= \\)\nIncorrect Answer: \\( 5.5 \\)\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"
}
] | 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: Solve linear equations with the variable appearing on both sides, involving positive fractions\nSubject: Linear Equations\nQuestion: Find \\( d \\) in the following equation \\( \\frac{5 d-2}{3}=2 d-1 \\)\nIncorrect Answer: \\( d=-1 \\)\nCorrect Answer: \\( d=1 \\)\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 where there is a negative sign in front of the variable and its equivalent value, assumes the variable has a negative 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: Multiply a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: Work out:\n\\[\n0.04 \\times 21\n\\]\nIncorrect Answer: \\( 8.4 \\)\nCorrect Answer: \\( 0.84 \\)\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 less than 1 by an integer, gives an answer 10 times bigger than it should be |
[
{
"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\\[\n0.04 \\times 21\n\\]\nIncorrect Answer: \\( 8.04 \\)\nCorrect Answer: \\( 0.84 \\)\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, does not realize that the order and position of the digits (relative to each other) has to remain constant. |
[
{
"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\\[\n0.04 \\times 21\n\\]\nIncorrect Answer: \\( 0.084 \\)\nCorrect Answer: \\( 0.84 \\)\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 less than 1 by an integer, gives an answer 10 times smaller than it should be |
[
{
"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: Read values from piecewise functions\nSubject: Other Graphs-Others\nQuestion: Tom has correctly drawn the graph of the following function:\n\\(\ny=\\left\\{\\begin{array}{c}\nP \\text { for } 0 \\leq x<Q \\\\\n2.5 \\text { for } 2 \\leq x<4 \\\\\n1 \\text { for } 4 \\leq x \\leq 6\n\\end{array}\\right.\n\\)\n\nWhat are the values of \\( P \\) and Q? ![The graph is three separate horizontal lines. It goes from (0,3.5) to (2, 3.5), then (2, 2.5) to (4, 2.5) and the last section is from (4, 1) to (6, 1)]()\nIncorrect Answer: \\( \\begin{array}{c}P=2 \\\\ Q=3.5\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}P=3.5 \\\\ Q=2\\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 reading value from graph, reads from the wrong axes. |
[
{
"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 roots\nSubject: BIDMAS\nQuestion: \\( \\sqrt{8^{2}}= \\)\nIncorrect Answer: \\( 64 \\)\nCorrect Answer: \\( 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"
}
] | Has completed only one of the two operations. |
[
{
"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 roots\nSubject: BIDMAS\nQuestion: \\( \\sqrt{8^{2}}= \\)\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 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"
}
] | 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: Use the order of operations to carry out calculations involving roots\nSubject: BIDMAS\nQuestion: \\( \\sqrt{8^{2}}= \\)\nIncorrect Answer: \\( 16 \\)\nCorrect Answer: \\( 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"
}
] | Mixes up squaring and multiplying by 2 or doubling, and not square rooted |
[
{
"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: Order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: In a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?\nIncorrect Answer: Vanilla\nCorrect Answer: Chocolate\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 find a common denominator when comparing 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: Order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: In a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?\nIncorrect Answer: Lemon\nCorrect Answer: Chocolate\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 find a common denominator when comparing 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: Order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: In a bakery \\( \\frac{2}{5} \\) of the cakes are chocolate, \\( \\frac{3}{8} \\) of the cakes are vanilla and \\( \\frac{13}{40} \\) are lemon.\nWhich flavour cake is there more of?\nIncorrect Answer: There is the same amount of each.\nCorrect Answer: Chocolate\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 find a common denominator when comparing 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: Calculate percentage of an amount mentally where the percent is a multiple of 10\nSubject: Percentages of an Amount\nQuestion: Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\nWho is correct?\nIncorrect Answer: Only Tom\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 a percentage is out of 100 |
[
{
"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 percentage of an amount mentally where the percent is a multiple of 10\nSubject: Percentages of an Amount\nQuestion: Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\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"
}
] | Error finding percentage value after finding 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: Calculate percentage of an amount mentally where the percent is a multiple of 10\nSubject: Percentages of an Amount\nQuestion: Tom and Katie are arguing about working out percentages of amounts.\n\nTom says to find \\( 30 \\% \\) you divide by \\( 3 \\).\n\nKatie says to find \\( 30 \\% \\) you divide by \\( 100 \\) and multiply by \\( 3 \\).\n\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 a percentage is out of 100 |
[
{
"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 displacement-time graph\nSubject: Real Life Graphs\nQuestion: John walks from home at a constant speed to a bench, stops for a rest, and then runs home at a constant speed. Which of the following displacement \\( (d) \\) time \\( (t) \\) graphs is most likely to illustrate John's journey?\nIncorrect Answer: ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with steep, positive, uphill gradient, then a horizontal line. The third section is a sloped line with gentle, negative gradient that ends when it touches the horizontal axis.]()\nCorrect Answer: ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with gentle, positive, uphill gradient, then a horizontal line. The third section is a sloped line with very steep negative gradient that ends when it touches 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 less steep gradient corresponds to a faster speed |
[
{
"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 displacement-time graph\nSubject: Real Life Graphs\nQuestion: John walks from home at a constant speed to a bench, stops for a rest, and then runs home at a constant speed. Which of the following displacement \\( (d) \\) time \\( (t) \\) graphs is most likely to illustrate John's journey?\nIncorrect Answer: ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with positive, uphill gradient, then a horizontal line. The third section is another sloped line with a steeper positive gradient.]()\nCorrect Answer: ![The graph has three sections.\nThe first section starts at (0, 0) and is a sloped line with gentle, positive, uphill gradient, then a horizontal line. The third section is a sloped line with very steep negative gradient that ends when it touches 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 displacement continues to increase even when returning to starting point |
[
{
"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 multi-step conversions of length that use multiplication\nSubject: Length Units\nQuestion: How many millimetres in \\( 100 \\) kilometres?\nIncorrect Answer: One hundred thousand\nCorrect Answer: One hundred million\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 1000mm in a km |
[
{
"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 multi-step conversions of length that use multiplication\nSubject: Length Units\nQuestion: How many millimetres in \\( 100 \\) kilometres?\nIncorrect Answer: One million\nCorrect Answer: One hundred million\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 10000mm in a km |
[
{
"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 multi-step conversions of length that use multiplication\nSubject: Length Units\nQuestion: How many millimetres in \\( 100 \\) kilometres?\nIncorrect Answer: One billion\nCorrect Answer: One hundred million\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 10 million mm in 1 km |
[
{
"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 non-linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Which of the following is a correct simplification of: \\( 4 x^{2}+2 x-x \\)\nIncorrect Answer: \\( 4 x^{2}+3 x \\)\nCorrect Answer: \\( 4 x^{2}+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"
}
] | When collecting like terms, treats subtractions as if they are additions |
[
{
"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 net of a non-prism\nSubject: Nets\nQuestion: Which is the correct net for this shape? ![A 3D image of a triangular prism]()\nIncorrect Answer: ![Net showing 3 rectangles and two triangles]()\nCorrect Answer: ![Net showing four triangles]()\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 pyramid with prism |
[
{
"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 net of a non-prism\nSubject: Nets\nQuestion: Which is the correct net for this shape? ![A 3D image of a triangular prism]()\nIncorrect Answer: ![\\( \\theta \\)]()\nCorrect Answer: ![Net showing four triangles]()\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"
}
] | Struggles to visualise nets of 3D 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: Identify the net of a non-prism\nSubject: Nets\nQuestion: Which is the correct net for this shape? ![A 3D image of a triangular prism]()\nIncorrect Answer: ![None of the above]()\nCorrect Answer: ![Net showing four triangles]()\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"
}
] | Struggles to visualise nets of 3D 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: Use a linear sequence expressed as a pattern to make a prediction about another term in the sequence other than the next one\nSubject: Linear Sequences (nth term)\nQuestion: Tom and Katie are discussing this sequence. ![3 consecutive patterns of a sequence are shown. The first pattern is a green triangle inside a square shape that is made from 4 separate red sticks. The second term is Pattern 1 but with 1 more green triangle and 3 more red sticks so that the 2 triangles are enclosed by squares made from red sticks. The third term is Pattern 2 but with 1 more green triangle and 3 more red sticks so that the 3 triangles are enclosed by squares made from red sticks.]() Tom says the number of triangles in the \\( 6^{\\text {th }} \\) term will be \ndouble the number of triangles in the \\( 3^{\\text {rd }} \\) term.\n\nKatie says the number of sticks in the \\( 6^{\\text {th }} \\) term will be \ndouble the number of sticks in the \\( 3^{\\text {rd }} \\) term.\n\nWho do you agree with?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only Tom\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 there is a multiplicative relationship between values of terms in a linear sequence e.g. 10th term is double 5th 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: Identify vertical reflections in the form f(x) = for non-trigonometric functions\nSubject: Transformations of functions in the form f(x)\nQuestion: What transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)\nIncorrect Answer: Reflection in the line\n\\[\ny=x\n\\]\nCorrect Answer: Reflection in the\n\\[\nx \\text {-axis }\n\\]\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 y=-f(x) is a reflection in y=x |
[
{
"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 vertical reflections in the form f(x) = for non-trigonometric functions\nSubject: Transformations of functions in the form f(x)\nQuestion: What transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)\nIncorrect Answer: Reflection in the line\n\\[\ny=-x\n\\]\nCorrect Answer: Reflection in the\n\\[\nx \\text {-axis }\n\\]\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 y=-f(x) is a reflection in y=-x |
[
{
"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 vertical reflections in the form f(x) = for non-trigonometric functions\nSubject: Transformations of functions in the form f(x)\nQuestion: What transformation maps the graph of\n\\(y=3 x-7\\)\nto the graph of\n\\(y=7-3 x\\)\nIncorrect Answer: Reflection in the\n\\[\ny \\text {-axis }\n\\]\nCorrect Answer: Reflection in the\n\\[\nx \\text {-axis }\n\\]\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 y=-f(x) is a reflection in the y-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 missing lengths of shapes by geometrical inference, where the lengths involve algebraic expressions\nSubject: Missing Lengths\nQuestion: What length replaces the \\( \\color{green}\\bigstar \\) ? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is x+4. The left full height is 5, the partial height on the right is 3. There is a green star on the left partial width at the bottom of the diagram.]()\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 2 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"
}
] | Does not realise that two letters together, or a number and letter together, are multiplying |
[
{
"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 missing lengths of shapes by geometrical inference, where the lengths involve algebraic expressions\nSubject: Missing Lengths\nQuestion: What length replaces the \\( \\color{green}\\bigstar \\) ? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is x+4. The left full height is 5, the partial height on the right is 3. There is a green star on the left partial width at the bottom of the diagram.]()\nIncorrect Answer: Not enough information\nCorrect Answer: \\( 2 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"
}
] | Does not know how to find missing lengths in a composite shape |
[
{
"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 a bar chart\nSubject: Block Graphs and Bar Charts\nQuestion: ![A bar chart with blue bars. The x-axis is labelled with fruits and the y-axis is titled \"Number of Children\" and its scale is from 0 to 60 in steps of 10. The bars represent the following numbers of children: Banana, 20; Apple, 40; Kiwi Fruits, 50; Orange, 30; Pineapple, 25.]() Which of the following statements is true?\nIncorrect Answer: Banana is the most popular fruit\nCorrect Answer: Kiwi is the most popular fruit\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 smallest bar in a bar chart is the mode |
[
{
"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 if two linear expressions are in an appropriate form to be added or subtracted\nSubject: Simultaneous Equations\nQuestion: Tom and Katie are discussing whether simultaneous equations are in an appropriate form to be added or subtracted, or whether they need transforming first. Tom says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n5 x+3 y=18\n\\end{array}\n\\) Katie says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n2 x+y=4\n\\end{array}\n\\) Who 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"
}
] | When solving simultaneous equations, believes the terms must be of opposite signs in order to be eliminated. |
[
{
"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 if two linear expressions are in an appropriate form to be added or subtracted\nSubject: Simultaneous Equations\nQuestion: Tom and Katie are discussing whether simultaneous equations are in an appropriate form to be added or subtracted, or whether they need transforming first. Tom says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n5 x+3 y=18\n\\end{array}\n\\) Katie says these equations are in an appropriate form\n\\(\n\\begin{array}{l}\n2 x-3 y=10 \\\\\n2 x+y=4\n\\end{array}\n\\) Who is correct?\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"
}
] | When solving simultaneous equations, believes the terms must have the same sign in order to be eliminated. |
[
{
"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 non linear real life graph\nSubject: Real Life Graphs\nQuestion: \\( p \\) increases slowly at first, then quickly, then slowly again\nWhich of the following sketches best shows this?\nIncorrect Answer: ![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off slightly, then travels more steeply again.]()\nCorrect Answer: ![A graph with time on the horizontal axis and p on the vertical axis. The graph starts at the origin and curves right and upwards very steeply, then begins to level off slightly, then travels more steeply again.]()\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 less steep gradient corresponds to a faster speed |
[
{
"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 quadratic expression in the form x² - bx - c\nSubject: Factorising into a Double Bracket\nQuestion: When \\( x^{2}-x-12 \\) is factorised, what will appear in the box below ![\\( (x+3) \\)]()\nIncorrect Answer: \\( (x-15) \\)\nCorrect Answer: \\( (x-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 constant in an expanded quadratic comes from adding the two numbers in the 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: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()\nIncorrect Answer: \\( \\frac{11}{35} \\)\nCorrect Answer: \\( \\frac{31}{35} \\)\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: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()\nIncorrect Answer: \\( \\frac{5}{12} \\)\nCorrect Answer: \\( \\frac{31}{35} \\)\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: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: The fractions in the two circles below add to give the fraction in the circle above.\n\nWhat should replace the question mark? ![Two circles containing the fractions 3/5 and 2/7, both linked to a third circle above]()\nIncorrect Answer: \\( \\frac{5}{35} \\)\nCorrect Answer: \\( \\frac{31}{35} \\)\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 change the numerators when finding equivalent 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: Label angles using correct 3-letter notation (e.g. angle ADB)\nSubject: Types, Naming and Estimating\nQuestion: Which of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it. The marked angle is between the lines EG and GH.]()\nIncorrect Answer: EGCE\nCorrect Answer: \\( \\mathrm{EGH} \\)\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"
}
] | Uses more than 3 letters to describe 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: Label angles using correct 3-letter notation (e.g. angle ADB)\nSubject: Types, Naming and Estimating\nQuestion: Which of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it. The marked angle is between the lines EG and GH.]()\nIncorrect Answer: HCE\nCorrect Answer: \\( \\mathrm{EGH} \\)\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 wrong 3 letters to describe 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: Label angles using correct 3-letter notation (e.g. angle ADB)\nSubject: Types, Naming and Estimating\nQuestion: Which of the following correctly describes the marked angle? ![An image of square ABCE and three triangles attached to it. The marked angle is between the lines EG and GH.]()\nIncorrect Answer: CGE\nCorrect Answer: \\( \\mathrm{EGH} \\)\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 wrong 3 letters to describe 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: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just two linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Simplify the following by collecting like terms.\n\\[\n10 t-4 h-15 t+4 h\n\\]\nIncorrect Answer: \\( 0-5 t \\)\nCorrect Answer: \\( -5 t \\)\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 simplifying, thinks they write 0 in front of a negative number in the final answer, instead of just writing the negative 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: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just two linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Simplify the following by collecting like terms.\n\\[\n10 t-4 h-15 t+4 h\n\\]\nIncorrect Answer: \\( h-5 t \\)\nCorrect Answer: \\( -5 t \\)\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 that a variable with no coefficient has a coefficient of 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: Answer decimal problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: \\( 0.4-\\frac{1}{5} \\times 3= \\)\nIncorrect Answer: \\( 0.2 \\)\nCorrect Answer: \\( -0.2 \\)\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: Answer decimal problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: \\( 0.4-\\frac{1}{5} \\times 3= \\)\nIncorrect Answer: \\( 0.6 \\)\nCorrect Answer: \\( -0.2 \\)\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"
}
] | 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: Multiply algebraic terms, where both are linear versions of different letters (e.g. 4a x 2b)\nSubject: Expanding Single Brackets\nQuestion: What is the answer to \\( 4 c \\times 5 d \\) ?\nIncorrect Answer: \\( 45 c d \\)\nCorrect Answer: \\( 20 c 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"
}
] | When multiplying just writes the numbers next to each other |
[
{
"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 algebraic terms, where both are linear versions of different letters (e.g. 4a x 2b)\nSubject: Expanding Single Brackets\nQuestion: What is the answer to \\( 4 c \\times 5 d \\) ?\nIncorrect Answer: \\( 20 c d^{2} \\)\nCorrect Answer: \\( 20 c 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"
}
] | Thinks any 2 values multiplied together can be denoted with a squared symbol |
[
{
"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 algebraic terms, where both are linear versions of different letters (e.g. 4a x 2b)\nSubject: Expanding Single Brackets\nQuestion: What is the answer to \\( 4 c \\times 5 d \\) ?\nIncorrect Answer: \\( 9 c d \\)\nCorrect Answer: \\( 20 c 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"
}
] | Adds instead of multiplies when multiplying algebraic terms |
[
{
"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 length problems involving similar shapes where the missing length is the shorter one\nSubject: Length Scale Factors in Similar Shapes\nQuestion: These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()\nIncorrect Answer: \\( 3.75 \\mathrm{~cm} \\)\nCorrect Answer: \\( 5 \\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"
}
] | Doubles side length for similar shape instead of using correct scale factor |
[
{
"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 length problems involving similar shapes where the missing length is the shorter one\nSubject: Length Scale Factors in Similar Shapes\nQuestion: These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()\nIncorrect Answer: \\( 4.5 \\mathrm{~cm} \\)\nCorrect Answer: \\( 5 \\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 adding the same value to each side makes shapes similar |
[
{
"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 length problems involving similar shapes where the missing length is the shorter one\nSubject: Length Scale Factors in Similar Shapes\nQuestion: These two shapes are similar (not drawn to scale).\nWhat should replace the star? ![Two scalene triangles. The bigger one has sides 9 cm and 7.5 cm. On the smaller triangle, the side corresponding to the 9 cm is 6 cm, and the side corresponding to the 7.5 cm is marked with a star.]()\nIncorrect Answer: Not enough information\nCorrect Answer: \\( 5 \\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"
}
] | Does not understand how to find a scale factor |
[
{
"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 strategies for mental addition\nSubject: Mental Addition and Subtraction\nQuestion: This is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8. 66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?\nIncorrect Answer: \\( \\begin{array}{c}38+5=43 \\\\ 43+40=83\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\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 copy a given method accurately |
[
{
"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 strategies for mental addition\nSubject: Mental Addition and Subtraction\nQuestion: This is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8. 66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?\nIncorrect Answer: \\( \\begin{array}{c}38+40=78 \\\\ 78+5=83\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\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 copy a given method accurately |
[
{
"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 strategies for mental addition\nSubject: Mental Addition and Subtraction\nQuestion: This is how Ron calculates the answer to \\( 46+28 \\) mentally ![Cartoon picture of a boy's head with 2 thought bubbles:\nFirst thought bubble says: \"46+20 is equal to 66\"\nSecond thought bubble says: \"Then I am going to add on the 8. 66+8=74\"]() Ron uses the same method to calculate \\( 38+45 \\). \nWhich of the following shows how he would do this?\nIncorrect Answer: \\( \\begin{array}{c}8+5=13 \\\\ 30+13=43 \\\\ 43+40=83\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}30+40=70 \\\\ 8+5=13 \\\\ 70+13=83\\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 copy a given method accurately |
[
{
"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 distance between two coordinates in 2D, where all the values are integers but at least one is negative\nSubject: Distance Between Two Co-ordinates\nQuestion: Natalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()\nIncorrect Answer: \\( 55 \\)\nCorrect Answer: \\( \\sqrt{146} \\)\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 link Pythagoras Theorem to finding distance between two points |
[
{
"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 distance between two coordinates in 2D, where all the values are integers but at least one is negative\nSubject: Distance Between Two Co-ordinates\nQuestion: Natalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()\nIncorrect Answer: \\( \\sqrt{32} \\)\nCorrect Answer: \\( \\sqrt{146} \\)\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 distance between two coordinates in 2D, where all the values are integers but at least one is negative\nSubject: Distance Between Two Co-ordinates\nQuestion: Natalie is working out the distance between these two points. She has worked out the lengths of the triangle.\nWhat is the distance? ![The image is of two points (-7, -3) and (4,2) joined by a sloped straight line, and then a horizontal and vertical line to create a right-angled triangle. The horizontal line is marked 11 and the vertical line is marked 5.]()\nIncorrect Answer: \\( \\sqrt{96} \\)\nCorrect Answer: \\( \\sqrt{146} \\)\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 rearrange the Pythagoras' Theorem formula accurately |
[
{
"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 integers of 3 or more digits using long division\nSubject: Written Division\nQuestion: When using long-division to solve this problem, what digit should replace the rectangle to give the correct answer (quotient)? ![Division sum written out in Bus Stop format with dividend = 771, divisor = 3, the digits of the quotient are represented by a yellow star, a purple triangle and a blue rectangle.]()\nIncorrect Answer: \\( 0 \\)\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 dividing, ignores any remainders |
[
{
"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 reflex angles\nSubject: Types, Naming and Estimating\nQuestion: An angle measures \\( 192^{\\degree} \\).\nThis means it is...\nIncorrect Answer: Acute\nCorrect Answer: Reflex\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 an acute angle is between 0 and 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: Identify reflex angles\nSubject: Types, Naming and Estimating\nQuestion: An angle measures \\( 192^{\\degree} \\).\nThis means it is...\nIncorrect Answer: Obtuse\nCorrect Answer: Reflex\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 an obtuse angle is between 90 and 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: Identify reflex angles\nSubject: Types, Naming and Estimating\nQuestion: An angle measures \\( 192^{\\degree} \\).\nThis means it is...\nIncorrect Answer: A right angle\nCorrect Answer: Reflex\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 a right angle is 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: Calculate the mean as an average from a list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]\nIncorrect Answer: \\( 20 \\)\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"
}
] | When calculating the mean from a list of data, adds up the numbers but does not divide |
[
{
"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 mean as an average from a list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]\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"
}
] | When asked for the mean of a list of data, gives the median |
[
{
"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 mean as an average from a list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the mean of the following numbers?\n\n\\[\n2,2,3,5,8\n\\]\nIncorrect Answer: \\( 2 \\)\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"
}
] | When asked for the mean of a list of data, gives the mode |
[
{
"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: Order decimals with a different number of digits\nSubject: Ordering Decimals\nQuestion: Tom and Katie are discussing how to order decimals\nTom says \\( 0.06 \\) is greater than \\( 0.006 \\)\nKatie says \\( 0.5 \\) is greater than \\( 0.6087 \\)\nWho is correct?\nIncorrect Answer: Only Katie\nCorrect Answer: Only Tom\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 more digits a number has the greater it is, regardless of 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: Order decimals with a different number of digits\nSubject: Ordering Decimals\nQuestion: Tom and Katie are discussing how to order decimals\nTom says \\( 0.06 \\) is greater than \\( 0.006 \\)\nKatie says \\( 0.5 \\) is greater than \\( 0.6087 \\)\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only Tom\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 ordering integers, orders from the digits at the end of the number instead of the digits at the start |
[
{
"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 area of a parallelogram where the dimensions are given in the same units\nSubject: Area of Simple Shapes\nQuestion: What is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()\nIncorrect Answer: \\( 12 \\)\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"
}
] | Counts half-squares as full squares when calculating area on a square grid |
[
{
"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 area of a parallelogram where the dimensions are given in the same units\nSubject: Area of Simple Shapes\nQuestion: What is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()\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"
}
] | Underestimates the area of shapes when counting squares when some squares are neither wholes nor halves |
[
{
"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 area of a parallelogram where the dimensions are given in the same units\nSubject: Area of Simple Shapes\nQuestion: What is the area of this shape? ![A parallelogram drawn on a square grid in purple with an area of 9 square units. The base is length 3 squares and the perpendicular height is also length 3 squares.]()\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"
}
] | Only includes fully shaded squares when counting 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: Interpret a pie chart\nSubject: Pie Chart\nQuestion: People from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?\nIncorrect Answer: Fish are the least preferred food from the list\nCorrect Answer: \\( 25 \\% \\) of the people picked fish as their favourite food\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 you can make assumptions about size of pie chart sectors without enough information |
[
{
"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 a pie chart\nSubject: Pie Chart\nQuestion: People from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?\nIncorrect Answer: Lamb is the most preferred food from the list\nCorrect Answer: \\( 25 \\% \\) of the people picked fish as their favourite food\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 you can make assumptions about size of pie chart sectors without enough information |
[
{
"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 a pie chart\nSubject: Pie Chart\nQuestion: People from Iceland were asked to pick their favourite from: lamb, fish and hotdog. A pie chart was made and \\( 90 \\) degrees represented fish.\nWhat does this mean?\nIncorrect Answer: \\( 90 \\% \\) of the people prefer fish\nCorrect Answer: \\( 25 \\% \\) of the people picked fish as their favourite food\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 pie chart makes 360% not 360 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: Given a negative x value, find the corresponding y value for curves in the form y = x² + bx + c\nSubject: Plotting Quadratics from Tables of Values\nQuestion: This is part of a table of values for\n\\[y=x^{2} -2 x+1\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -1 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( -2 \\)\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 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: Given a negative x value, find the corresponding y value for curves in the form y = x² + bx + c\nSubject: Plotting Quadratics from Tables of Values\nQuestion: This is part of a table of values for\n\\[y=x^{2} -2 x+1\\] \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -1 \\) \\\\\n\\hline\\( y \\) & \\(\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 2 \\)\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 square of a negative will also be negative |
[
{
"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: One of these quadratic equations will give exactly one solution.\nWhich one?\nIncorrect Answer: \\( \\frac{-3 \\pm \\sqrt{11}}{5} \\)\nCorrect Answer: \\( \\frac{-3 \\pm \\sqrt{0}}{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 think a square root can be negative |
[
{
"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: One of these quadratic equations will give exactly one solution.\nWhich one?\nIncorrect Answer: \\( \\frac{-3 \\pm \\sqrt{-16}}{5} \\)\nCorrect Answer: \\( \\frac{-3 \\pm \\sqrt{0}}{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 you can square root a negative 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: One of these quadratic equations will give exactly one solution.\nWhich one?\nIncorrect Answer: \\( \\frac{-3 \\pm \\sqrt{16}}{-5} \\)\nCorrect Answer: \\( \\frac{-3 \\pm \\sqrt{0}}{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 think a square root can be negative |
[
{
"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 \\( 47^{2} \\) you need to do...\nIncorrect Answer: \\( 47 \\div 2 \\)\nCorrect Answer: \\( 47 \\times 47 \\)\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: Understand the notation for powers\nSubject: Squares, Cubes, etc\nQuestion: To calculate \\( 47^{2} \\) you need to do...\nIncorrect Answer: \\( 47+2 \\)\nCorrect Answer: \\( 47 \\times 47 \\)\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 |