messages
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[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Function Machines\nQuestion: ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"30\" written inside it. The middle rectangle has \"squared\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\nIncorrect Answer: \\( 15 \\)\nCorrect Answer: \\( 900 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Divide proper fractions in the form: Integer ÷ Fraction\nSubject: Dividing Fractions\nQuestion: Calculate\n\\(\n2 \\div \\frac{1}{5}\n\\)\nIncorrect Answer: \\( \\frac{2}{5} \\)\nCorrect Answer: \\( 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"
}
] | When dividing an integer by a fraction, thinks they can just multiply instead. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide proper fractions in the form: Integer ÷ Fraction\nSubject: Dividing Fractions\nQuestion: Calculate\n\\(\n2 \\div \\frac{1}{5}\n\\)\nIncorrect Answer: \\( \\frac{1}{10} \\)\nCorrect Answer: \\( 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"
}
] | When dividing fractions, does the reciprocal of the first fraction instead of the second |
[
{
"content": "You are an assistant trying to 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 proper fractions in the form: Integer ÷ Fraction\nSubject: Dividing Fractions\nQuestion: Calculate\n\\(\n2 \\div \\frac{1}{5}\n\\)\nIncorrect Answer: \\( \\frac{5}{2} \\)\nCorrect Answer: \\( 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"
}
] | When dividing fractions, does the reciprocal of both 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: Write numbers between 0 and 1 in standard form\nSubject: Standard Form\nQuestion: Write the following number in standard form:\n\\[\n0.00506\n\\]\nIncorrect Answer: \\( 5.06 \\times 10^{3} \\)\nCorrect Answer: \\( 5.06 \\times 10^{-3} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not think we can have negative powers in standard form |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write numbers between 0 and 1 in standard form\nSubject: Standard Form\nQuestion: Write the following number in standard form:\n\\[\n0.00506\n\\]\nIncorrect Answer: \\( 5.6 \\times 10^{-3} \\)\nCorrect Answer: \\( 5.06 \\times 10^{-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"
}
] | When changing a number to standard form omits zero's of significance |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write numbers between 0 and 1 in standard form\nSubject: Standard Form\nQuestion: Write the following number in standard form:\n\\[\n0.00506\n\\]\nIncorrect Answer: \\( 5.06 \\times 10^{-5} \\)\nCorrect Answer: \\( 5.06 \\times 10^{-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"
}
] | When changing a number to standard form omits zero's of significance |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form ax² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: Factorise \\( 9 x^{2}-24 x+16 \\)\nIncorrect Answer: \\( (3 x+4)^{2} \\)\nCorrect Answer: \\( (3 x-4)^{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 factorising a quadratic with a coefficient of x squared, believes the signs and/or positions of the constants are interchangeable |
[
{
"content": "You are an assistant trying to 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 ax² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: Factorise \\( 9 x^{2}-24 x+16 \\)\nIncorrect Answer: \\( (9 x-4)^{2} \\)\nCorrect Answer: \\( (3 x-4)^{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 factorising a quadratic with a non-unit coefficient of x squared, believes that coefficient will be in front of both x terms in the factorised form |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read a fraction on a scale where the required number is marked by a dash between two numbers\nSubject: Ordering Fractions\nQuestion: What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()\nIncorrect Answer: \\( \\frac{2}{5} \\)\nCorrect Answer: \\( \\frac{1}{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"
}
] | Does not realise you can use equivalent fractions to break fractions up into smaller divisions |
[
{
"content": "You are an assistant trying to 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 a fraction on a scale where the required number is marked by a dash between two numbers\nSubject: Ordering Fractions\nQuestion: What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()\nIncorrect Answer: \\( \\frac{3}{4} \\)\nCorrect Answer: \\( \\frac{1}{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 reading a dash on a number line does not take into account the number at the start or the width of each 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: Read a fraction on a scale where the required number is marked by a dash between two numbers\nSubject: Ordering Fractions\nQuestion: What fraction is the arrow pointing to? ![An image of a numberline with 5 dashes. On the leftmost dash is the number 1/5. On the rightmost dash is the number 3/5. An arrow points to the 4th dash from the left]()\nIncorrect Answer: There is no such fraction\nCorrect Answer: \\( \\frac{1}{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"
}
] | Does not realise you can use equivalent fractions to break fractions up into smaller divisions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Properties of Quadrilaterals\nQuestion: Which shape has the lowest order of rotational symmetry?\nIncorrect Answer: ![Equilateral triangle]()\nCorrect Answer: ![Trapezium]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find order of rotational symmetry |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Properties of Quadrilaterals\nQuestion: Which shape has the lowest order of rotational symmetry?\nIncorrect Answer: ![Circle]()\nCorrect Answer: ![Trapezium]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find order of rotational symmetry |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Properties of Quadrilaterals\nQuestion: Which shape has the lowest order of rotational symmetry?\nIncorrect Answer: ![Square]()\nCorrect Answer: ![Trapezium]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find order of rotational symmetry |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers to an appropriate degree to estimate the answer to a calculation\nSubject: Estimation\nQuestion: When estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...\nIncorrect Answer: \\( 0 \\)\nCorrect Answer: \\( 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"
}
] | Rounds to the nearest integer rather than one significant figure |
[
{
"content": "You are an assistant trying to 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 an appropriate degree to estimate the answer to a calculation\nSubject: Estimation\nQuestion: When estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...\nIncorrect Answer: \\( 0.4 \\)\nCorrect Answer: \\( 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"
}
] | 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: Round numbers to an appropriate degree to estimate the answer to a calculation\nSubject: Estimation\nQuestion: When estimating the answer to a complicated problem involving \\( 0.482 \\), you should instead use...\nIncorrect Answer: \\( 0.48 \\)\nCorrect Answer: \\( 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"
}
] | Rounds to the nearest hundredth, rather than one significant figure |
[
{
"content": "You are an assistant trying to 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: Which of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()\nIncorrect Answer: \\( 5 \\) squares right \\( 3 \\) squares up\nCorrect Answer: \\( 4 \\) squares right \\( 2 \\) squares 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"
}
] | When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between 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: Describe simple directions to translate a shape or object using words not vectors\nSubject: Translation and Vectors\nQuestion: Which of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()\nIncorrect Answer: \\( 4 \\) squares left \\( 2 \\) squares down\nCorrect Answer: \\( 4 \\) squares right \\( 2 \\) squares 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"
}
] | When describing a translation, goes from the image to the original |
[
{
"content": "You are an assistant trying to 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: Which of the following describes how to get from point \\( P \\) to point \\( Q \\) ? ![Point P and Point Q are marked on a grid. Q is 4 squares to the right and 2 squares above P]()\nIncorrect Answer: \\( 5 \\) squares right \\( 2 \\) squares up\nCorrect Answer: \\( 4 \\) squares right \\( 2 \\) squares 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"
}
] | When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between 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: Calculate the volume of other prisms when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: What is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()\nIncorrect Answer: \\( 80 \\mathrm{~mm}^{2} \\)\nCorrect Answer: \\( 40 \\mathrm{~mm}^{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"
}
] | Does not half sum of parallel sides when finding area of a trapezium |
[
{
"content": "You are an assistant trying to 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 volume of other prisms when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: What is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()\nIncorrect Answer: \\( 300 \\mathrm{~mm}^{2} \\)\nCorrect Answer: \\( 40 \\mathrm{~mm}^{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies all given dimensions when calculating an 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: Calculate the volume of other prisms when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: What is the area of the shaded face? ![A prism of length 11mm. The cross-section, which is shaded, is a trapezium. The perpendicular height of the trapezium is 6mm. The two parallel sides of the trapezium are 6mm and 10mm.]()\nIncorrect Answer: \\( 150 \\mathrm{~mm}^{2} \\)\nCorrect Answer: \\( 40 \\mathrm{~mm}^{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies all given dimensions when calculating an 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: Identify non-unit fractions when part of a shape\nSubject: Fractions of an Amount\nQuestion: What fraction of the rectangle is shaded? ![Rectangle split into 100 equal parts with 27 parts shaded in yellow]()\nIncorrect Answer: \\( \\frac{27}{73} \\)\nCorrect Answer: \\( \\frac{27}{100} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Denominator used for other parts rather than total 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 non-unit fractions when part of a shape\nSubject: Fractions of an Amount\nQuestion: What fraction of the rectangle is shaded? ![Rectangle split into 100 equal parts with 27 parts shaded in yellow]()\nIncorrect Answer: \\( 27 \\)\nCorrect Answer: \\( \\frac{27}{100} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a transversal\nSubject: Angle Facts with Parallel Lines\nQuestion: Line JK is.. ![A pair of parallel lines are drawn with the arrow on each pointing to the right.\nA straight red line, KJ, is drawn so that diagonally crosses both parallel lines.]()\nIncorrect Answer: Skew\nCorrect Answer: A transversal\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the term transversal |
[
{
"content": "You are an assistant trying to 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 transversal\nSubject: Angle Facts with Parallel Lines\nQuestion: Line JK is.. ![A pair of parallel lines are drawn with the arrow on each pointing to the right.\nA straight red line, KJ, is drawn so that diagonally crosses both parallel lines.]()\nIncorrect Answer: Perpendicular\nCorrect Answer: A transversal\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 any lines that cross are perpendicular |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the terms equilateral and regular, and recognise the notation for regular polygons\nSubject: 2D Names and Properties of Shapes-Others\nQuestion: What do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()\nIncorrect Answer: They are parallel\nCorrect Answer: They are the same length\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 sign for parallel lines as being 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: Understand the terms equilateral and regular, and recognise the notation for regular polygons\nSubject: 2D Names and Properties of Shapes-Others\nQuestion: What do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()\nIncorrect Answer: They are straight\nCorrect Answer: They are the same length\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 signs for straight lines as being 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: Understand the terms equilateral and regular, and recognise the notation for regular polygons\nSubject: 2D Names and Properties of Shapes-Others\nQuestion: What do the dashes tell you about the sides of this polygon? ![A hexagon with a dash on each side.]()\nIncorrect Answer: They are the midpoints\nCorrect Answer: They are the same length\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Misunderstands dashed lines as being the 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: Read values off a displacement-time graph\nSubject: Real Life Graphs\nQuestion: This graph shows the position of a ball, relative to a fixed point, over time.\n\nApproximately how far away from its starting point is the ball after \\( 8 \\) seconds? ![A graph showing time (secs) on the horizontal axis and position (m) on the vertical axis. The graph starts at (0,6) travels in a straight line to (8,15), then a straight line to (16,-15) then a straight line to (24,0). ]()\nIncorrect Answer: \\( 14.5 \\mathrm{~m} \\)\nCorrect Answer: \\( 9 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 that a graph always starts at the origin |
[
{
"content": "You are an assistant trying to 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 unit fractions of an amount\nSubject: Time\nQuestion: \\( \\frac{1}{12} \\) of an hour \\( = ____\\) minutes\nIncorrect Answer: \\( 8.3 \\)\nCorrect Answer: \\( 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"
}
] | Answers as if there are 100 minutes in an hour |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Perform calculator calculations with powers\nSubject: Basic Calculator Use\nQuestion: Which button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()\nIncorrect Answer: ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]() ![Image of a calculator button. The symbol on the button is \\(\\frac{\\square}{\\square}\\)]()\nCorrect Answer: ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 fraction button on a calculator converts fractions to decimals |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Perform calculator calculations with powers\nSubject: Basic Calculator Use\nQuestion: Which button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()\nIncorrect Answer: ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{-1} \\)]()\nCorrect Answer: ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 reciprocal equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Perform calculator calculations with powers\nSubject: Basic Calculator Use\nQuestion: Which button would you press to raise a number to a power? Which button would you press to raise a number to a power? ![A scientific calculator]() ![A scientific calculator]()\nIncorrect Answer: ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]() ![Image of a calculator button. The symbol on the button is \\( S \\Leftrightarrow D \\)]()\nCorrect Answer: ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]() ![Image of a calculator button. The symbol on the button is \\( x^{\\square} \\)]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 fraction to decimal conversion button on a calculator can be used to raise to 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: Identify where negative non-integers lie on a number line\nSubject: Ordering Negative Numbers\nQuestion: Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\" A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?\nIncorrect Answer: \\( -3 \\)\nCorrect Answer: \\( -3.5 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Reads the position of a number from the space between the line marked, rather than the line marked |
[
{
"content": "You are an assistant trying to 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 where negative non-integers lie on a number line\nSubject: Ordering Negative Numbers\nQuestion: Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\" A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?\nIncorrect Answer: \\( -2.75 \\)\nCorrect Answer: \\( -3.5 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a gap of 2 is a gap of 1 on a numberline |
[
{
"content": "You are an assistant trying to 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 where negative non-integers lie on a number line\nSubject: Ordering Negative Numbers\nQuestion: Here is a number line: ![A horizontal number-line with 13 vertical, equally spaced, dashes representing the position of numbers. The 1st dash is labelled with \"-6\", the 3rd dash is labelled \"-4\", the 5th dash is labelled \"-2\", the 7th dash is labelled \"0\", the 9th dash is labelled \"2\", the 11th dash is labelled \"4\" and the 13th dash is labelled \"6\" A red arrow, labelled with a question mark is pointing halfway between the 3rd and 4th dashes. ]() Which of the following numbers could be indicated by the arrow?\nIncorrect Answer: \\( -4.5 \\)\nCorrect Answer: \\( -3.5 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Counts on in the wrong direction on a number line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write algebraic expressions with correct algebraic convention\nSubject: Writing Expressions\nQuestion: Which answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)\nIncorrect Answer: \\( \\frac{c+4}{h+4} \\)\nCorrect Answer: \\( \\frac{c}{h+4} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not 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: Write algebraic expressions with correct algebraic convention\nSubject: Writing Expressions\nQuestion: Which answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)\nIncorrect Answer: \\( \\frac{c}{h}+4 \\)\nCorrect Answer: \\( \\frac{c}{h+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"
}
] | 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: Write algebraic expressions with correct algebraic convention\nSubject: Writing Expressions\nQuestion: Which answer shows the following calculation using the correct algebraic convention? \\( c \\div(h+4) \\)\nIncorrect Answer: \\( \\frac{h+4}{c} \\)\nCorrect Answer: \\( \\frac{c}{h+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 that a fraction means dividing the denominator by the numerator |
[
{
"content": "You are an assistant trying to 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: Quadratic inequalities on Number Lines\nQuestion: Use the graph to approximate the solution to \\( x^{2}<2 \\) ![A set of axes with the quadratic graph y=x^2 drawn on.]()\nIncorrect Answer: \\( x<-1.4, x>1.4 \\)\nCorrect Answer: \\( -1.4<x<1.4 \\)\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"
}
] | Selects y>a solutions instead of y<a solutions for a quadratic inequality |
[
{
"content": "You are an assistant trying to 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 one linear variable\nSubject: Expanding Single Brackets\nQuestion: \\(\n2(5 x+4)-4(x-7) \\equiv A x+B\n\\)\n\nWhat is the value of \\( A \\) ?\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"
}
] | Only multiplies the numerical terms when expanding a 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: Factorise a single bracket containing a non-linear expression by taking out a single algebraic common factor (e.g. a)\nSubject: Factorising into a Single Bracket\nQuestion: Tom and Katie are arguing about factorising \n\nTom says \\( p^{2}+9 p \\equiv(p+3)(p+3) \\) \n\nKatie says \\( p^{2}+9 p \\equiv p(p+9) \\) \n\nWho is correct?\nIncorrect Answer: Only Tom\nCorrect Answer: Only 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 factorising a quadratic without a non variable term, tries to double bracket factorise |
[
{
"content": "You are an assistant trying to 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 the nth term rule for an ascending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: \\[\n7,10,13,16,19, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: ![\\( \\hat{\\omega}^{n} \\)]()\nIncorrect Answer: \\( 7 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n. |
[
{
"content": "You are an assistant trying to 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: Squares, Cubes, etc\nQuestion: What is the value of \\( 1^{2} \\) ?\nIncorrect Answer: \\( 2 \\)\nCorrect Answer: \\( 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"
}
] | Multiplies by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \\( 1^{2} \\) ?\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 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"
}
] | 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 square of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \\( 1^{2} \\) ?\nIncorrect Answer: \\( 12 \\)\nCorrect Answer: \\( 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"
}
] | Writes the index as a digit on the end of 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: Multiply two decimals together with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.2 \\times 0.8= \\)\nIncorrect Answer: \\( 0.28 \\)\nCorrect Answer: \\( 0.16 \\)\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"
}
] | 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 two decimals together with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.2 \\times 0.8= \\)\nIncorrect Answer: \\( 1.6 \\)\nCorrect Answer: \\( 0.16 \\)\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"
}
] | 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: Multiply two decimals together with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.2 \\times 0.8= \\)\nIncorrect Answer: \\( 1 \\)\nCorrect Answer: \\( 0.16 \\)\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"
}
] | Adds instead of multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Prove statements involving positive and negative numbers\nSubject: Algebraic Proof\nQuestion: \"If \\( n \\) is a positive integer, then \\( (2 n-13)^{3} \\) is negative\"\n\nIs the above statement always true, sometimes true, or never true?\nIncorrect Answer: Never true\nCorrect Answer: Sometimes true\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 raising a negative number to an odd power will give a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve two-step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?\nIncorrect Answer: Only ste.p \\( 2 \\)\nCorrect Answer: Only step \\( 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, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve two-step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?\nIncorrect Answer: Both steps are correct\nCorrect Answer: Only step \\( 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, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve two-step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is trying to solve the equation on the right. \\( 15=\\frac{1+k}{4} \\) Here are his steps. Step \\( 1: \\) \\(\n60=1+k\n\\)\n\nStep \\( 2: \\) \\(\n61=k\n\\) Which steps, if any, are correct?\nIncorrect Answer: Both step.s are incorrect\nCorrect Answer: Only step \\( 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"
}
] | Does not know how to solve linear equations involving 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: Carry out addition problems involving one negative integer\nSubject: Adding and Subtracting Negative Numbers\nQuestion: ![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?\nIncorrect Answer: \\( 4+5=-1 \\)\nCorrect Answer: \\( -1+5=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 we move down a number line when we add |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out addition problems involving one negative integer\nSubject: Adding and Subtracting Negative Numbers\nQuestion: ![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?\nIncorrect Answer: \\( -1+4=5 \\)\nCorrect Answer: \\( -1+5=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 number of jumps between two numbers on a numberline represents the sum of those 2 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: Carry out addition problems involving one negative integer\nSubject: Adding and Subtracting Negative Numbers\nQuestion: ![Diagram of a thermometer showing positive and negative temperatures, with an arrow labelled +5 going from -1 up to 4]() Which of the following calculations is represented on the thermometer?\nIncorrect Answer: \\( 1+4=5 \\)\nCorrect Answer: \\( -1+5=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 a negative number can be replaced with its positive equivalent when answering an addition problem from a numberline |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Rotational Symmetry\nQuestion: ![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?\nIncorrect Answer: \\( 0 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find order of rotational symmetry |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Rotational Symmetry\nQuestion: ![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?\nIncorrect Answer: \\( 1 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find order of rotational symmetry |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the order of rotational symmetry of a shape\nSubject: Rotational Symmetry\nQuestion: ![\\( \\nabla \\)]() What is the order of rotational symmetry of this shape?\nIncorrect Answer: \\( 9 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find order of rotational symmetry |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Can write Roman numerals between 100 and 1000\nSubject: Place Value\nQuestion: Which of the following is the correct way to write \\( 900 \\) using Roman numerals?\nIncorrect Answer: DCCCC\nCorrect Answer: \\( \\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"
}
] | Writes four symbols after rather than one before in Roman numerals |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Can write Roman numerals between 100 and 1000\nSubject: Place Value\nQuestion: Which of the following is the correct way to write \\( 900 \\) using Roman numerals?\nIncorrect Answer: IXOO\nCorrect Answer: \\( \\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 that we can use O as zero for place value in Roman numerals |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Can write Roman numerals between 100 and 1000\nSubject: Place Value\nQuestion: Which of the following is the correct way to write \\( 900 \\) using Roman numerals?\nIncorrect Answer: ССССССССС\nCorrect Answer: \\( \\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 know how to combine different symbols in Roman numerals |
[
{
"content": "You are an assistant trying to 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 non-integers to the nearest 10\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: Jo and Paul are arguing about rounding.\nJo says \\( \\mathbf{1 2 0 6 . 9 7 8} \\) rounded to the nearest hundred is \\( \\mathbf{1 2 0 0} \\)\nPaul says \\( \\mathbf{1 2 0 6 . 9 7 8} \\) rounded to the nearest ten is \\( \\mathbf{1 2 0 0} \\)\nWho is correct?\nIncorrect Answer: Both Jo and Paul\nCorrect Answer: Only\nJo\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Subtract decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 0.51-0.202= \\)\nIncorrect Answer: \\( 0.151 \\)\nCorrect Answer: \\( 0.308 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Subtract decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 0.51-0.202= \\)\nIncorrect Answer: \\( 0.312 \\)\nCorrect Answer: \\( 0.308 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 subtract the smaller digit from the larger digit in column subtraction, regardless of position |
[
{
"content": "You are an assistant trying to 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 decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 0.51-0.202= \\)\nIncorrect Answer: \\( 0.318 \\)\nCorrect Answer: \\( 0.308 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 “borrowing” during a subtraction problem, does not subtract one from the preceding digit |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise whether you need to add or subtract linear equations in order to eliminate a variable\nSubject: Simultaneous Equations\nQuestion: Tom and Katie are discussing simultaneous equations Tom says you need to add these equations to eliminate \\( y \\)\n\\(\\begin{array}{r}\n4 x-3 y=12 \\\\\nx+3 y=15\n\\end{array}\\) Katie says you need to add these equations to eliminate \\( y \\)\n\\(\\begin{array}{r}\n4 x+3 y=12 \\\\\nx-3 y=15\n\\end{array}\\) Who is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not think that -n + n = 0 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Sketch, or identify a sketch, of a line given in the form y = mx + c, where m is negative\nSubject: Finding the Equation of a Line\nQuestion: Which of the following sketches could represent \\( y=1-4 x ? \\)\nIncorrect Answer: ![2 axes showing a positive gradient, crossing the y axis at a positive number]()\nCorrect Answer: ![2 axes showing a negative gradient with a positive y intercept]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Sketch, or identify a sketch, of a line given in the form y = mx + c, where m is negative\nSubject: Finding the Equation of a Line\nQuestion: Which of the following sketches could represent \\( y=1-4 x ? \\)\nIncorrect Answer: ![2 axes showing a positive gradient with a negative y intercept ]()\nCorrect Answer: ![2 axes showing a negative gradient with a positive y intercept]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Sketch, or identify a sketch, of a line given in the form y = mx + c, where m is negative\nSubject: Finding the Equation of a Line\nQuestion: Which of the following sketches could represent \\( y=1-4 x ? \\)\nIncorrect Answer: ![2 axes with a negative gradient and a negative y intercept]()\nCorrect Answer: ![2 axes showing a negative gradient with a positive y intercept]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that in y=mx+c, m is the y-intercept |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Form expressions from situations described in words\nSubject: Linear Equations\nQuestion: I think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?\nIncorrect Answer: \\( n-6 \\div 3=21 \\)\nCorrect Answer: \\( \\frac{n-6}{3}=21 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Carries out operations from left to right regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Form expressions from situations described in words\nSubject: Linear Equations\nQuestion: I think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?\nIncorrect Answer: \\( 3(n-6)=21 \\)\nCorrect Answer: \\( \\frac{n-6}{3}=21 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a number in front of a bracket means 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: Form expressions from situations described in words\nSubject: Linear Equations\nQuestion: I think of a number. I take away six and then divide the result by three. The answer I get is \\( 21 \\).\nWhich of the following equations represents this?\nIncorrect Answer: \\( \\frac{n}{3}-6=21 \\)\nCorrect Answer: \\( \\frac{n-6}{3}=21 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that the order of a worded calculation should be changed to follow BIDMAS |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the sector angle on a pie chart, calculate the frequency of a group\nSubject: Pie Chart\nQuestion: A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline 0 & \\( 5 \\) & \\( \\) \\\\\n\\hline 1 & \\( \\bigstar \\) & \\( 165 \\degree \\) \\\\\n\\hline 2 & \\( \\) & \\( \\) \\\\\n\\hline 3 & \\( 2 \\) & \\( \\) \\\\\n\\hline 4 or more & \\( \\) & \\( \\) \\\\\n\\hline TOTAL & 24 & \\( \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\nIncorrect Answer: \\( 165 \\div 24 \\)\nCorrect Answer: \\( \\frac{165}{360} \\times 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"
}
] | Believes you find the frequency for a pie chart sector by calculating its angle divided by the total 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: Given the sector angle on a pie chart, calculate the frequency of a group\nSubject: Pie Chart\nQuestion: A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline 0 & \\( 5 \\) & \\( \\) \\\\\n\\hline 1 & \\( \\bigstar \\) & \\( 165 \\degree \\) \\\\\n\\hline 2 & \\( \\) & \\( \\) \\\\\n\\hline 3 & \\( 2 \\) & \\( \\) \\\\\n\\hline 4 or more & \\( \\) & \\( \\) \\\\\n\\hline TOTAL & 24 & \\( \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\nIncorrect Answer: \\( \\frac{165}{360} \\div 24 \\)\nCorrect Answer: \\( \\frac{165}{360} \\times 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"
}
] | Divides rather than multiplies |
[
{
"content": "You are an assistant trying to 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 proper fractions in the form: Fraction ÷ Integer\nSubject: Dividing Fractions\nQuestion: Calculate:\n\\(\n\\frac{3}{11} \\div 3\n\\)\nIncorrect Answer: \\( \\frac{9}{11} \\)\nCorrect Answer: \\( \\frac{1}{11} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a fraction by an integer, multiplies the numerator by the integer |
[
{
"content": "You are an assistant trying to 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 proper fractions in the form: Fraction ÷ Integer\nSubject: Dividing Fractions\nQuestion: Calculate:\n\\(\n\\frac{3}{11} \\div 3\n\\)\nIncorrect Answer: \\( \\frac{9}{33} \\)\nCorrect Answer: \\( \\frac{1}{11} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a fraction by an integer, multiplies both the numerator and denominator by the integer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify non-prisms from a diagram\nSubject: Names and Properties of 3D Shapes\nQuestion: Which of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()\nIncorrect Answer: Triangular prism\nCorrect Answer: Square-based pyramid\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the definition of a 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 non-prisms from a diagram\nSubject: Names and Properties of 3D Shapes\nQuestion: Which of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()\nIncorrect Answer: Cone\nCorrect Answer: Square-based pyramid\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the definition of a cone |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify non-prisms from a diagram\nSubject: Names and Properties of 3D Shapes\nQuestion: Which of the following is a correct name of this shape? ![A 3D shape with 1 square face and 4 triangular faces. 1 triangular face is attached to each side of the square face.]()\nIncorrect Answer: Triangular-based pyramid\nCorrect Answer: Square-based pyramid\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 counts visible faces |
[
{
"content": "You are an assistant trying to 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 positive integer values into expressions involving no powers or roots\nSubject: Substitution into Formula\nQuestion: When \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?\nIncorrect Answer: \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=-75\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\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 realise addition 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 positive integer values into expressions involving no powers or roots\nSubject: Substitution into Formula\nQuestion: When \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?\nIncorrect Answer: \\( \\begin{array}{l}h(j+2)=23 \\\\ h(2+j)=32\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\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 realise addition 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 positive integer values into expressions involving no powers or roots\nSubject: Substitution into Formula\nQuestion: When \\( h=15 \\) and \\( j=3 \\)\nWhich of the following pairs of statements is true?\nIncorrect Answer: \\( \\begin{array}{l}h(j+2)=32 \\\\ h(2+j)=23\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}h(j+2)=75 \\\\ h(2+j)=75\\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 realise addition 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: Use the nth term rule for descending integer linear sequences to find another term in a the sequence\nSubject: Linear Sequences (nth term)\nQuestion: What is the 11th term of this sequence? \\( u_{n}=2-5 n \\)\nIncorrect Answer: \\( -57 \\)\nCorrect Answer: \\( -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"
}
] | When subtracting past zero, adds the absolute values and then writes the answer with a negative sign |
[
{
"content": "You are an assistant trying to 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 corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: Which of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()\nIncorrect Answer: \\( c \\) and \\( g \\)\nCorrect Answer: \\( c \\) and \\( k \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mistakes lines as parallel |
[
{
"content": "You are an assistant trying to 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 corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: Which of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()\nIncorrect Answer: \\( d \\) and \\( j \\)\nCorrect Answer: \\( c \\) and \\( k \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 co-interior and corresponding 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: Identify corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: Which of the following are corresponding angles on this diagram? ![Three almost horizontal lines, two marked with arrows. One almost vertical line crossing them. The twelve angles created are marked a-l. ]()\nIncorrect Answer: \\( b \\) and \\( f \\)\nCorrect Answer: \\( c \\) and \\( k \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mistakes lines as parallel |
[
{
"content": "You are an assistant trying to 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 a y value in a table of values for lines in the form ax + by = c\nSubject: Plotting Lines from Tables of Values\nQuestion: This is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 2 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up the value of two terms when substituting |
[
{
"content": "You are an assistant trying to 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 a y value in a table of values for lines in the form ax + by = c\nSubject: Plotting Lines from Tables of Values\nQuestion: This is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 1.5 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes 0 multiplied by a number gives 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: Given a positive x value, find a y value in a table of values for lines in the form ax + by = c\nSubject: Plotting Lines from Tables of Values\nQuestion: This is a table of values for \\( 3 x+2 y=6 \\) \nWhat should replace the star? \\begin{tabular}{|l|c|c|c|c|c|}\n\\hline\\( x \\) & \\( 0 \\) & \\( 1 \\) & \\( 2 \\) & \\( 3 \\) & \\( 4 \\) \\\\\n\\hline\\( y \\) & \\( \\color{gold}\\bigstar \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 12 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving an equation, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: How many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\nIncorrect Answer: \\( 7 \\)\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 to find data points above a certain value, gives the number of data points below this 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: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: How many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\nIncorrect Answer: \\( 5 \\)\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"
}
] | Includes a data point with the value, when asked to find the number of data points above a 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: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: How many months have an average temperature above 23⁰C ? ![A line graph with title \"Monthly Average temperatures for Zakynthos, Greece. (⁰C)\". \nThe x-axis is labelled with the first letter of every month of the year and is titled \"Months\". \nThe y-axis is titled \"Average temperature (⁰C)\" and the scale is labelled from 18 to 34 in steps of 2. The following points are plotted and joined together: (J, 18), (F, 20), (M, 21), (A, 22), (M, 23), (J, 25), (J, 29), (A, 32), (S, 27), (O, 22), (N, 20), (D, 18).]()\nIncorrect Answer: \\( 8 \\)\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 to find data points above a certain value, gives the number of data points below this 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: Identify factors of a number\nSubject: Factors and Highest Common Factor\nQuestion: Which of these is not a factor of \\( 18 \\) ?\nIncorrect Answer: Eighteen\nCorrect Answer: Thirty-six\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 number can be a factor of itself |
[
{
"content": "You are an assistant trying to 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 non-integers to other non-integer values (e.g. 0.02)\nSubject: Rounding to Decimal Places\nQuestion: What is \\( \\mathbf{3 . 1 5 3} \\) rounded to the nearest \\( \\mathbf{0 . 0 2} \\) ?\nIncorrect Answer: \\( 3.2 \\)\nCorrect Answer: \\( 3.16 \\)\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"
}
] | Rounds to the wrong degree of accuracy (rounds too much) |
[
{
"content": "You are an assistant trying to 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 non-integers to other non-integer values (e.g. 0.02)\nSubject: Rounding to Decimal Places\nQuestion: What is \\( \\mathbf{3 . 1 5 3} \\) rounded to the nearest \\( \\mathbf{0 . 0 2} \\) ?\nIncorrect Answer: \\( 3.15 \\)\nCorrect Answer: \\( 3.16 \\)\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"
}
] | 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: Calculate the volume of a cylinder when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: What is the area of the face marked \\( F \\) ![A cylinder with height 9cm and radius 5cm. An arrow points to the circular face at the bottom of the cylinder.]()\nIncorrect Answer: \\( 10 \\pi\\ \\mathrm{cm}^{2} \\)\nCorrect Answer: \\( 25 \\pi\\ \\mathrm{cm}^{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Calculates circumference when asked for area |