messages
listlengths 2
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| misconception
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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: Identify the regions on a double Venn diagram given in set notation\nSubject: Venn Diagrams\nQuestion: Which element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left cicle is for Set P and contains cat in its left part, horse in the intersection. The right circle is for set Q and contains goat in its right part, horse in the intersection. Outside of the circles it says toad.]()\nIncorrect Answer: cat\nCorrect Answer: \\( \\begin{array}{c}\\text { goat \\& } \\\\ \\text { toad }\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand set notation for complement (eg. A') |
[
{
"content": "You are an assistant trying to 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 regions on a double Venn diagram given in set notation\nSubject: Venn Diagrams\nQuestion: Which element(s) is/are in \\( P^{\\prime} \\) ? ![A diagram showing a Venn diagram of 2 circles. The left cicle is for Set P and contains cat in its left part, horse in the intersection. The right circle is for set Q and contains goat in its right part, horse in the intersection. Outside of the circles it says toad.]()\nIncorrect Answer: horse, goat\n& toad\nCorrect Answer: \\( \\begin{array}{c}\\text { goat \\& } \\\\ \\text { toad }\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that the complement of a set includes any elements which are also in another set. |
[
{
"content": "You are an assistant trying to 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 integers with the same number of digits\nSubject: Place Value\nQuestion: Which of these options show the numbers\n\\[\n8,605,527 \\quad 8,605,572 \\quad 8,650,527 \\quad 8,605,752\n\\]\nin order from smallest to largest?\nIncorrect Answer: \\( \\begin{array}{l}8,605,752 \\\\ 8,605,572 \\\\ 8,650,527 \\\\ 8,605,527\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}8,605,527 \\\\ 8,605,572 \\\\ 8,605,752 \\\\ 8,650,527\\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 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 volume of a triangular-based prism when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: Amy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()\nIncorrect Answer: ![A points to 'the slope' which is the rectangular face coming off the hypotenuse of the right angled triangle]()\nCorrect Answer: ![B points to 'the front' which is the right angled triangle face]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Think cross section of a prism is the biggest face |
[
{
"content": "You are an assistant trying to 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 triangular-based prism when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: Amy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()\nIncorrect Answer: ![C points to 'the back' which is the rectangular face coming off the short vertical side of the right angled triangle]()\nCorrect Answer: ![B points to 'the front' which is the right angled triangle face]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cross section of a prism can be any face |
[
{
"content": "You are an assistant trying to 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 triangular-based prism when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: Amy wants to calculate the volume of this shape.\n\nWhich face should she work out the area of to help her? ![The diagram shows a right angled triangular prism with arrows pointing to one of the right angled triangle faces and the three rectangular faces.]()\nIncorrect Answer: ![D points to 'the base' which is the rectangular face coming off the long horizontal side of the right angled triangle]()\nCorrect Answer: ![B points to 'the front' which is the right angled triangle face]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cross section of a prism can be any face |
[
{
"content": "You are an assistant trying to 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 when to find the Lowest Common Multiple to solve a problem\nSubject: Multiples and Lowest Common Multiple\nQuestion: A hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the \\( _____ \\) of \\( 12 \\) and \\( 8 \\)\nIncorrect Answer: Highest Common Factor\nCorrect Answer: Lowest Common Multiple\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 factors 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: Recognise when to find the Lowest Common Multiple to solve a problem\nSubject: Multiples and Lowest Common Multiple\nQuestion: A hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the \\( _____ \\) of \\( 12 \\) and \\( 8 \\)\nIncorrect Answer: Product\nCorrect Answer: Lowest Common Multiple\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds a common multiple but not the lowest common multiple |
[
{
"content": "You are an assistant trying to 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 when to find the Lowest Common Multiple to solve a problem\nSubject: Multiples and Lowest Common Multiple\nQuestion: A hot tap drips every \\( 12 \\) seconds\nA cold tap drips every \\( 8 \\) seconds\nThey both drip at exactly the same time\nAfter how many seconds will they next drip at the same time?\nTo solve this problem you need to work out the \\( _____ \\) of \\( 12 \\) and \\( 8 \\)\nIncorrect Answer: Sum\nCorrect Answer: Lowest Common Multiple\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes adding two numbers finds their lowest common multiple |
[
{
"content": "You are an assistant trying to 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: What is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 11.47 \\)\nCorrect Answer: \\( 11.48 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 two decimal places\nSubject: Rounding to Decimal Places\nQuestion: What is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 11.58 \\)\nCorrect Answer: \\( 11.48 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 two decimal places\nSubject: Rounding to Decimal Places\nQuestion: What is \\( \\mathbf{1 1 . 4 7 8 1} \\) rounded to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 11.59 \\)\nCorrect Answer: \\( 11.48 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Assign probabilities to single events using percentages\nSubject: Probability of Single Events\nQuestion: This five-sided spinner is fair.\nWhat is the probability of spinning a \\( \\mathbf{3} \\) ?\nGive your answer as a percentage ![A five sided spinner labelled with 1, 1, 2, 3 and 4]()\nIncorrect Answer: \\( 25 \\% \\)\nCorrect Answer: \\( 20 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes all possible outcomes must have equal probability |
[
{
"content": "You are an assistant trying to 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 fractions involving mixed number fractions with different denominators\nSubject: Adding and Subtracting Fractions\nQuestion: \\(\n2 \\frac{1}{3}+\\frac{3}{4}=3 \\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?\nIncorrect Answer: \\( 13 \\)\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"
}
] | Believes a mixed number can contain an improper fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add fractions involving mixed number fractions with different denominators\nSubject: Adding and Subtracting Fractions\nQuestion: \\(\n2 \\frac{1}{3}+\\frac{3}{4}=3 \\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?\nIncorrect Answer: \\( 37 \\)\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"
}
] | Finds an equivalent improper fraction when asked for a mixed 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: Construct a triangle using Side-Angle-Side\nSubject: Construct Triangle\nQuestion: Which combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()\nIncorrect Answer: Protractor \nCompass\nCorrect Answer: Ruler \nProtractor\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 you need a ruler to measure lengths |
[
{
"content": "You are an assistant trying to 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 Side-Angle-Side\nSubject: Construct Triangle\nQuestion: Which combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()\nIncorrect Answer: Ruler \nCompass\nCorrect Answer: Ruler \nProtractor\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 you need a protractor to measure 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: Construct a triangle using Side-Angle-Side\nSubject: Construct Triangle\nQuestion: Which combination of mathematical instruments has been used to construct this triangle? ![Constructed triangle with two sides and an angle labelled]()\nIncorrect Answer: Ruler\nProtractor\nCompass\nCorrect Answer: Ruler \nProtractor\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 constructing a triangle with given SAS requires a compass |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between l and ml\nSubject: Volume and Capacity Units\nQuestion: 3 litres = \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?\nIncorrect Answer: \\( 0.3 \\)\nCorrect Answer: \\( 3000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 when converting to a smaller unit |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between l and ml\nSubject: Volume and Capacity Units\nQuestion: 3 litres = \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?\nIncorrect Answer: \\( 30 \\)\nCorrect Answer: \\( 3000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 10ml in a litre |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between l and ml\nSubject: Volume and Capacity Units\nQuestion: 3 litres = \\( \\color{gold}\\bigstar \\) millilitres What should replace the star?\nIncorrect Answer: \\( 300 \\)\nCorrect Answer: \\( 3000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 100 ml in a litre |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form x² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: Factorise \\( x^{2}+20 x+64 \\)\nIncorrect Answer: \\( (x+8)(x+8) \\)\nCorrect Answer: \\( (x+4)(x+16) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the 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: Factorise a quadratic expression in the form x² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: Factorise \\( x^{2}+20 x+64 \\)\nIncorrect Answer: \\( (x+12)(x+8) \\)\nCorrect Answer: \\( (x+4)(x+16) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of 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: Factorise a quadratic expression in the form x² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: Factorise \\( x^{2}+20 x+64 \\)\nIncorrect Answer: \\( (x+14)(x+6) \\)\nCorrect Answer: \\( (x+4)(x+16) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of 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: Given the distance travelled, complete missing values on a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: Work out the speed \\( v \\) if the distance travelled is \\( 50 \\) miles. ![A speed-time graph. The vertical axis is labelled Speed (mph) and has no scale marked except for the letter v four squares up.\nThe horizontal axis is labelled Time (seconds) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph consists of two sloped lines. The first is from (0,0) to (2, v) and the second is from (2, v) to (4, 0).]()\nIncorrect Answer: \\( 100 \\mathrm{mph} \\)\nCorrect Answer: \\( 25 \\mathrm{mph} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 speed is distance multiplied by time |
[
{
"content": "You are an assistant trying to 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 distance travelled, complete missing values on a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: Work out the speed \\( v \\) if the distance travelled is \\( 50 \\) miles. ![A speed-time graph. The vertical axis is labelled Speed (mph) and has no scale marked except for the letter v four squares up.\nThe horizontal axis is labelled Time (seconds) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph consists of two sloped lines. The first is from (0,0) to (2, v) and the second is from (2, v) to (4, 0).]()\nIncorrect Answer: \\( 12.5 \\mathrm{mph} \\)\nCorrect Answer: \\( 25 \\mathrm{mph} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 shape of the graph does not affect the area calculation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write a formula to describe a situation\nSubject: Linear Equations\nQuestion: Jodie was \\( y \\) years old on her birthday \\( 3 \\) years ago.\nHer father was \\( 43 \\) years old. This year Jodie is half her father's age.\nWhich answer does not correctly represent this scenario?\nIncorrect Answer: ![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar. Her father's bar is shown as 2 lots of y + 3, where the first y + 3 + y total to 43.]()\nCorrect Answer: \\( 2(y+3)=43 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 bar modelling in algebra |
[
{
"content": "You are an assistant trying to 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 a formula to describe a situation\nSubject: Linear Equations\nQuestion: Jodie was \\( y \\) years old on her birthday \\( 3 \\) years ago.\nHer father was \\( 43 \\) years old. This year Jodie is half her father's age.\nWhich answer does not correctly represent this scenario?\nIncorrect Answer: ![A bar model showing a bar for Jodie's age as y + 3 which is half the width of her father's bar. Her father's bar is shown as 46 in total, split into 2 lots of 23.]()\nCorrect Answer: \\( 2(y+3)=43 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 bar modelling in algebra |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve one-step linear inequalities in one variable where the variable appears on one side of the equation\nSubject: Solving Linear Inequalities\nQuestion: In which of the following inequalities could \\( \\boldsymbol{d}=\\mathbf{5} \\) ? \\begin{tabular}{ll}\nInequality \\( 1 \\) & Inequality 2 \\\\\n\\( 2 d>11 \\) & \\( 11>d+2 \\)\n\\end{tabular}\nIncorrect Answer: Only Inequality \\( 1 \\)\nCorrect Answer: Only Inequality \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up greater than and less than symbols |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round decimals to the nearest whole number\nSubject: Estimation\nQuestion: Jane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\nIncorrect Answer: \\( 9 \\times 13 \\)\nCorrect Answer: \\( 8 \\times 13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Round decimals to the nearest whole number\nSubject: Estimation\nQuestion: Jane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\nIncorrect Answer: \\( 8 \\times 12 \\)\nCorrect Answer: \\( 8 \\times 13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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 decimals to the nearest whole number\nSubject: Estimation\nQuestion: Jane measures the length and width of her rectangular classroom as \\( 8.3 \\mathrm{~m} \\) and \\( 12.9 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\nIncorrect Answer: \\( 9 \\times 12 \\)\nCorrect Answer: \\( 8 \\times 13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds up rather than to 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: Solve problems involving adding a period of time on to a given start time\nSubject: Time\nQuestion: A coach takes \\( 2 \\) hours \\( 40 \\) minutes to complete a journey from Manchester to Milton Keynes.\n\nIf the coach leaves Manchester at 10:45, what time does it arrive in Milton Keynes?\nIncorrect Answer: 01:25\nCorrect Answer: \\( 13: 25 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 times in the afternoon as if they are morning on a 24 hour clock |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve problems involving adding a period of time on to a given start time\nSubject: Time\nQuestion: A coach takes \\( 2 \\) hours \\( 40 \\) minutes to complete a journey from Manchester to Milton Keynes.\n\nIf the coach leaves Manchester at 10:45, what time does it arrive in Milton Keynes?\nIncorrect Answer: \\( 12: 85 \\)\nCorrect Answer: \\( 13: 25 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 when changing from hours to minutes |
[
{
"content": "You are an assistant trying to 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 y value, find an x value in a table of values for lines in the form y = c - x \nSubject: Plotting Lines from Tables of Values\nQuestion: This is a part of the table of values for the equation\n\\[\ny=3-x\n\\] ![\\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( -9 \\) \\\\\n\\hline\n\\end{tabular}\n\n]() What should replace the star?\nIncorrect Answer: \\( -12 \\)\nCorrect Answer: \\( 12 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Subtract decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 5.39-2.1= \\)\nIncorrect Answer: \\( 3.38 \\)\nCorrect Answer: \\( 3.29 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Hasn't lined up the place value columns when writing out the calculation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 5.39-2.1= \\)\nIncorrect Answer: \\( 7.49 \\)\nCorrect Answer: \\( 3.29 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Subtract decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 5.39-2.1= \\)\nIncorrect Answer: \\( 5.18 \\)\nCorrect Answer: \\( 3.29 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Hasn't lined up the place value columns when writing out the calculation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Express a division as a fraction\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: Samia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?\nIncorrect Answer: \\( \\frac{5}{12} \\)\nCorrect Answer: \\( \\frac{12}{5} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up the numerator and denominator when writing a division as a 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: Express a division as a fraction\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: Samia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?\nIncorrect Answer: \\( \\frac{1}{5} \\)\nCorrect Answer: \\( \\frac{12}{5} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the fraction 1/n can express sharing any number of items between n people |
[
{
"content": "You are an assistant trying to 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 a division as a fraction\nSubject: Converting Mixed Number and Improper Fractions\nQuestion: Samia has \\( 12 \\) cakes to share between \\( 5 \\) people.\nWhat fraction of a cake does each person get?\nIncorrect Answer: \\( \\frac{1}{12} \\)\nCorrect Answer: \\( \\frac{12}{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 know how to interpret a fraction worded problem |
[
{
"content": "You are an assistant trying to 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 from integers\nSubject: Adding and Subtracting with Decimals\nQuestion: How should you line up the digits to calculate \\( 7-0.612 \\) ?\nIncorrect Answer: ![A column subtraction written as 0.007 - 0.612 with the decimal points lined up.]()\nCorrect Answer: ![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the units column is before the decimal 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: Subtract decimals from integers\nSubject: Adding and Subtracting with Decimals\nQuestion: How should you line up the digits to calculate \\( 7-0.612 \\) ?\nIncorrect Answer: ![A column subtraction written as 0.700 - 0.612 with the decimal points lined up.]()\nCorrect Answer: ![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the units column is before the decimal 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: Subtract decimals from integers\nSubject: Adding and Subtracting with Decimals\nQuestion: How should you line up the digits to calculate \\( 7-0.612 \\) ?\nIncorrect Answer: ![A column subtraction written as 7.0 - 0.612 The 7 is above the 6, the decimal point in 7.0 is above the 1 and the 0 of 7.0 is above the 2.]()\nCorrect Answer: ![A column subtraction written as 7.000 - 0.612 with the decimal points lined up.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Lines up the digits incorrectly when doing a subtraction involving two numbers with a different amount of digits |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read a decimal on a scale where the required measurement is marked by a dash between two numbers\nSubject: Ordering Negative Numbers\nQuestion: What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()\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"
}
] | Student thinks that negative decimals behave the same as positive decimals when positioning a decimal between two consecutive negative integers, placing the decimal with a greater absolute value to the right. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read a decimal on a scale where the required measurement is marked by a dash between two numbers\nSubject: Ordering Negative Numbers\nQuestion: What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()\nIncorrect Answer: \\( -8.5 \\)\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"
}
] | When placing a negative number on a number line student assumes numbers with a greater absolute value are placed to the right. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read a decimal on a scale where the required measurement is marked by a dash between two numbers\nSubject: Ordering Negative Numbers\nQuestion: What is the value of A? ![A horizontal number-line with 11 vertical, equally spaced, dashes representing the position of numbers. \"-6\" below the 2nd dash and \"3\" below the last dash are the only numbers marked on the line. An arrow, labelled \"A\" is pointing halfway between the 4th and 5th dashes. ]()\nIncorrect Answer: \\( -1 \\)\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"
}
] | When reading integers on a number line, assumes each dash is 2 |
[
{
"content": "You are an assistant trying to 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 a missing term of an ascending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: The \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 8 \\). The \\( 4^{\\text {th }} \\) term of the sequence is \\( 41 \\). What is the \\( 8^{\\text {th }} \\) term of the sequence?\nIncorrect Answer: \\( 82 \\)\nCorrect Answer: \\( 85 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Write a missing term of an ascending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: The \\( 1^{\\text {st }} \\) term in a linear sequence is \\( 8 \\). The \\( 4^{\\text {th }} \\) term of the sequence is \\( 41 \\). What is the \\( 8^{\\text {th }} \\) term of the sequence?\nIncorrect Answer: \\( 88 \\)\nCorrect Answer: \\( 85 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 multiply the constant difference by the term number to get the term 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 fractions involving mixed number fractions with the same denominator\nSubject: Adding and Subtracting Fractions\nQuestion: \\( 2 \\frac{4}{5}-1 \\frac{2}{5}= \\) Leave your answer as a mixed number\nIncorrect Answer: \\( \\frac{7}{5} \\)\nCorrect Answer: \\( 1 \\frac{2}{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"
}
] | Confused mixed numbers with improper fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract fractions involving mixed number fractions with the same denominator\nSubject: Adding and Subtracting Fractions\nQuestion: \\( 2 \\frac{4}{5}-1 \\frac{2}{5}= \\) Leave your answer as a mixed number\nIncorrect Answer: \\( 1 \\frac{2}{0} \\)\nCorrect Answer: \\( 1 \\frac{2}{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"
}
] | 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: Express one quantity as a fraction of another\nSubject: Fractions of an Amount\nQuestion: A group of \\( 8 \\) friends share \\( £6 \\) equally.\nWhat fraction of the money do they each get?\nIncorrect Answer: \\( \\frac{1}{8} \\)\nCorrect Answer: \\( \\frac{3}{4} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the fraction 1/n can express sharing any number of items between n people |
[
{
"content": "You are an assistant trying to 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 fraction of another\nSubject: Fractions of an Amount\nQuestion: A group of \\( 8 \\) friends share \\( £6 \\) equally.\nWhat fraction of the money do they each get?\nIncorrect Answer: \\( \\frac{1}{6} \\)\nCorrect Answer: \\( \\frac{3}{4} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the fraction 1/n can express sharing n items between any number of people |
[
{
"content": "You are an assistant trying to 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 fraction of another\nSubject: Fractions of an Amount\nQuestion: A group of \\( 8 \\) friends share \\( £6 \\) equally.\nWhat fraction of the money do they each get?\nIncorrect Answer: \\( \\frac{8}{6} \\)\nCorrect Answer: \\( \\frac{3}{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: Subtract proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: Work out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.\nIncorrect Answer: \\( \\frac{33}{40} \\)\nCorrect Answer: \\( \\frac{17}{40} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Subtract proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: Work out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.\nIncorrect Answer: \\( \\frac{4}{3} \\)\nCorrect Answer: \\( \\frac{17}{40} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: Work out: \\( \\frac{5}{8}-\\frac{1}{5} \\) Give your answer in the simplest form.\nIncorrect Answer: \\( \\frac{1}{10} \\)\nCorrect Answer: \\( \\frac{17}{40} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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, changes to common denominator but leaves numerators the same |
[
{
"content": "You are an assistant trying to 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: Factorise this expression, if possible:\n\\(\np^{2}+25 p+100\n\\)\nIncorrect Answer: \\( (p+25)(p+4) \\)\nCorrect Answer: \\( (p+5)(p+20) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when factorising a quadratic, they can choose any two numbers that multiply to give the 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: Factorise a quadratic expression in the form x² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: Factorise this expression, if possible:\n\\(\np^{2}+25 p+100\n\\)\nIncorrect Answer: \\( (p+5)(p+5) \\)\nCorrect Answer: \\( (p+5)(p+20) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the coefficent of x in an expanded quadratic comes from multiplying 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: Convert fractions to percentages containing 2 or more decimal places\nSubject: Converting between Fractions and Decimals\nQuestion: \\( \\frac{5}{15}= \\)\nIncorrect Answer: \\( 0.5 \\)\nCorrect Answer: \\( 33 \\frac{1}{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"
}
] | Converts a fraction to a decimal by using only the numerator after the decimal 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: Convert between l and ml\nSubject: Volume and Capacity Units\nQuestion: A can of pop is \\( 330 \\mathrm{ml} \\).\n\nWhat is this in litres?\nIncorrect Answer: \\( 3.3 \\) litres\nCorrect Answer: \\( 0.33 \\) litres\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 100 ml in a litre |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: Tom and Katie are discussing reflections ![Tom says this reflection will create a rectangle. There is a diagonal dashed line with a square sitting on the line.]() ![Katie says this reflection will create a square. There is a diagonal dashed line with a rectangle sitting on the line.]() Who do you agree with?\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"
}
] | Cannot reflect shape when line of symmetry is diagonal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from years to days\nSubject: Time\nQuestion: \\( 1 \\) leap year \\( =\\square \\) days\nIncorrect Answer: \\( 364 \\)\nCorrect Answer: \\( 366 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 many days are in a leap year |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from years to days\nSubject: Time\nQuestion: \\( 1 \\) leap year \\( =\\square \\) days\nIncorrect Answer: \\( 365 \\)\nCorrect Answer: \\( 366 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 many days are in a leap year |
[
{
"content": "You are an assistant trying to 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 a missing term of a descending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: ![An image of 5 boxes, each box representing a number in a sequence. The first box contains a star, the second is empty, the third contains the number 488 and the fourth and fifth boxes are also empty.]() A descending linear sequence has a constant difference of \\( 17 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 488 \\).\nWhat should replace the star?\nIncorrect Answer: \\( 471 \\)\nCorrect Answer: \\( 522 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 subtract rather than add when finding the previous term in a descending linear sequence |
[
{
"content": "You are an assistant trying to 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 a missing term of a descending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: ![An image of 5 boxes, each box representing a number in a sequence. The first box contains a star, the second is empty, the third contains the number 488 and the fourth and fifth boxes are also empty.]() A descending linear sequence has a constant difference of \\( 17 \\) and the \\( 3^{\\text {rd }} \\) term is \\( 488 \\).\nWhat should replace the star?\nIncorrect Answer: \\( 454 \\)\nCorrect Answer: \\( 522 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 subtract rather than add when finding the previous term in a descending linear sequence |
[
{
"content": "You are an assistant trying to 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 description of a descending linear sequence in words, write some terms of that sequence\nSubject: Sequences-Others\nQuestion: If the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?\nIncorrect Answer: \\( 95 \\)\nCorrect Answer: \\( 55 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked for a specific term in a sequence just gives the next term |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a description of a descending linear sequence in words, write some terms of that sequence\nSubject: Sequences-Others\nQuestion: If the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?\nIncorrect Answer: \\( 50 \\)\nCorrect Answer: \\( 55 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked for a specific term in a sequence gives the term after |
[
{
"content": "You are an assistant trying to 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 description of a descending linear sequence in words, write some terms of that sequence\nSubject: Sequences-Others\nQuestion: If the first term of a sequence is \\( 100 \\) and the term-to-term rule is \\( -5 \\), what is the \\( 10^{\\text {th }} \\) term in this sequence?\nIncorrect Answer: \\( 45 \\)\nCorrect Answer: \\( 55 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Identifies how much repeated use of the term-to-term rule changes a number but does not apply to the sequence |
[
{
"content": "You are an assistant trying to 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 positive quadratic inequalities by balancing e.g x² ≤ a\nSubject: Solving Quadratic Inequalities\nQuestion: Which of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)\nIncorrect Answer: \\( \\{-32<x<32\\} \\)\nCorrect Answer: \\( \\{-8<x<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: Solve positive quadratic inequalities by balancing e.g x² ≤ a\nSubject: Solving Quadratic Inequalities\nQuestion: Which of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)\nIncorrect Answer: \\( \\{x<8\\} \\)\nCorrect Answer: \\( \\{-8<x<8\\} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not 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 positive quadratic inequalities by balancing e.g x² ≤ a\nSubject: Solving Quadratic Inequalities\nQuestion: Which of the following is the correct solution to the inequality?\n\\(\nx^{2}<64\n\\)\nIncorrect Answer: \\( \\{x<-8\\} \\cup\\{x>8\\} \\)\nCorrect Answer: \\( \\{-8<x<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 greater than and less than symbols |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide two decimals with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.9 \\div 0.3= \\)\nIncorrect Answer: \\( 0.3 \\)\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 dividing decimals with the same number of decimal places as each other, assumes the answer also has the same number of decimal places |
[
{
"content": "You are an assistant trying to 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 two decimals with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.9 \\div 0.3= \\)\nIncorrect Answer: \\( 0.333 \\ldots \\)\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 division 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: Identify a chord\nSubject: Parts of a Circle\nQuestion: What is the correct name for the line marked on the circle? ![\\( \\theta \\)]()\nIncorrect Answer: Radius\nCorrect Answer: Chord\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 chord and radius |
[
{
"content": "You are an assistant trying to 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 chord\nSubject: Parts of a Circle\nQuestion: What is the correct name for the line marked on the circle? ![\\( \\theta \\)]()\nIncorrect Answer: Tangent\nCorrect Answer: Chord\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 tangent and chord |
[
{
"content": "You are an assistant trying to 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 chord\nSubject: Parts of a Circle\nQuestion: What is the correct name for the line marked on the circle? ![\\( \\theta \\)]()\nIncorrect Answer: Diameter\nCorrect Answer: Chord\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 diameter and chord |
[
{
"content": "You are an assistant trying to 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 part of the table of values for the equation\n\\[\n10 x-6 y=30\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\( \\bigstar \\) \\\\\n\\hline\\( y \\) & \\( 0.5 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 2.7 \\)\nCorrect Answer: \\( 3.3 \\)\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: Carry out division problems involving one negative integer\nSubject: Adding and Subtracting Negative Numbers\nQuestion: \\(\nn-2 \\geq \\frac{n}{2}\n\\)\n\nIf \\( n \\) can represent any number, is the statement above...\nIncorrect Answer: always 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"
}
] | Assumes a fact without considering enough examples |
[
{
"content": "You are an assistant trying to 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 division problems involving one negative integer\nSubject: Adding and Subtracting Negative Numbers\nQuestion: \\(\nn-2 \\geq \\frac{n}{2}\n\\)\n\nIf \\( n \\) can represent any number, is the statement above...\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"
}
] | Assumes a fact without considering enough examples |
[
{
"content": "You are an assistant trying to 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: Which inequality is represented by the shaded region? ![A graph of a quadratic equation. There are dashed vertical lines through the roots of the quadratic. The shaded region is between these vertical lines. ]()\nIncorrect Answer: \\( x^{2}+x-5 \\leq 0 \\)\nCorrect Answer: \\( x^{2}+x-5<0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks a dashed line marking a region means the line is included |
[
{
"content": "You are an assistant trying to 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: Which inequality is represented by the shaded region? ![A graph of a quadratic equation. There are dashed vertical lines through the roots of the quadratic. The shaded region is between these vertical lines. ]()\nIncorrect Answer: \\( x^{2}+x-5>0 \\)\nCorrect Answer: \\( x^{2}+x-5<0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up greater than and less than symbols |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe an enlargement, with no centre of enlargement given, by a positive scale factor bigger than 1\nSubject: Enlargement\nQuestion: Shape A has been enlarged to get shape B. What is the scale factor of the enlargement? ![Triangle A is two squares across one square up. Triangle B is six squares across and three squares up.]()\nIncorrect Answer: \\( \\frac{1}{3} \\)\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"
}
] | Divides length of original by length of image rather finding length of image divided by length of original to find an enlargement 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: Describe an enlargement, with no centre of enlargement given, by a positive scale factor bigger than 1\nSubject: Enlargement\nQuestion: Shape A has been enlarged to get shape B. What is the scale factor of the enlargement? ![Triangle A is two squares across one square up. Triangle B is six squares across and three squares up.]()\nIncorrect Answer: \\( -3 \\)\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"
}
] | Divides length of original by length of image rather finding length of image divided by length of original to find an enlargement 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: Calculate points that lie on the equation of a circle in the form x² + y² = r²\nSubject: Equation of a Circle\nQuestion: Which of the following points lies on the circle with equation:\n\\(\nx^{2}+y^{2}=10\n\\)\nIncorrect Answer: \\( (-9,1) \\)\nCorrect Answer: \\( (3,-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"
}
] | Believes squaring a negative number just changes the 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: Calculate points that lie on the equation of a circle in the form x² + y² = r²\nSubject: Equation of a Circle\nQuestion: Which of the following points lies on the circle with equation:\n\\(\nx^{2}+y^{2}=10\n\\)\nIncorrect Answer: \\( (0,5) \\)\nCorrect Answer: \\( (3,-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"
}
] | 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 area to write algebraic expressions\nSubject: Writing Formula\nQuestion: Which of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()\nIncorrect Answer: \\( A=36 x^{2} \\)\nCorrect Answer: \\( A=6 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"
}
] | Thinks measures of area must end in squared |
[
{
"content": "You are an assistant trying to 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 area to write algebraic expressions\nSubject: Writing Formula\nQuestion: Which of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()\nIncorrect Answer: \\( A=3+2 x \\)\nCorrect Answer: \\( A=6 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"
}
] | Adds when calculating area instead of 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: Use area to write algebraic expressions\nSubject: Writing Formula\nQuestion: Which of the following formulae gives the area of this rectangle? ![Rectangle with base 3 and height 2x.]()\nIncorrect Answer: \\( A=6+4 x \\)\nCorrect Answer: \\( A=6 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"
}
] | Calculates perimeter when asked for area |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers to an appropriate degree to estimate the answer to a calculation\nSubject: Estimation\nQuestion: Which option is the best estimate for\n\\[\n17,984-2,407 ?\n\\]\nIncorrect Answer: \\( 17,000-2,000 \\)\nCorrect Answer: \\( 18,000-2,000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Which option is the best estimate for\n\\[\n17,984-2,407 ?\n\\]\nIncorrect Answer: \\( 18,000-3,000 \\)\nCorrect Answer: \\( 18,000-2,000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Interpret a pictogram involving fractions of symbols\nSubject: Pictogram\nQuestion: This pictogram shows the different types of music Bob has in his music collection.\n\nWhich of the following numbers of CDs could Bob represent with whole symbols? ![A pictogram showing the number of CDs Bob has in his musical collection. Pop has 3 and a half symbols, rock has 2 symbols, blues has 2 and a quarter symbols, jazz has 3 and a quarter symbols and classical has 1 and three-quarter symbols. Each symbol represents 4 CDs.]()\nIncorrect Answer: \\( 2 \\)\nCorrect Answer: \\( 32 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When interpreting a pictogram, thinks each symbol stands for 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write the next term of a descending integer linear sequence\nSubject: Sequences-Others\nQuestion: What is the next term in this sequence?\n\n\n\\[\n105, \\quad 97, \\quad 89, \\quad \\ldots\n\\]\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 81 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Identifies the term-to-term rule rather than the next term in a sequence |
[
{
"content": "You are an assistant trying to 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 the next term of a descending integer linear sequence\nSubject: Sequences-Others\nQuestion: What is the next term in this sequence?\n\n\n\\[\n105, \\quad 97, \\quad 89, \\quad \\ldots\n\\]\nIncorrect Answer: Not enough information\nCorrect Answer: \\( 81 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 the next term in a sequence |
[
{
"content": "You are an assistant trying to 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 factorisation in the form x(x + b) \nSubject: Quadratic Equations\nQuestion: Solve this equation, giving all solutions:\n\\[\nk^{2}=4 k\n\\]\nIncorrect Answer: \\( k=4 \\)\nCorrect Answer: \\[\nk=0\n\\]\nor\n\\[\nk=4\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 they can divide by a variable without checking whether it could equal zero |
[
{
"content": "You are an assistant trying to 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 a 90° or 270° rotation giving the angle and direction of rotation, and the coordinates of the centre of rotation, where the centre of rotation lies on the edge or outside of the object \nSubject: Rotation\nQuestion: Tom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()\nIncorrect Answer: Only\nTom\nCorrect Answer: Neither is correct\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes you do not need to give the direction when describing a rotation |
[
{
"content": "You are an assistant trying to 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 a 90° or 270° rotation giving the angle and direction of rotation, and the coordinates of the centre of rotation, where the centre of rotation lies on the edge or outside of the object \nSubject: Rotation\nQuestion: Tom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()\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"
}
] | Forgets to give the centre of rotation |
[
{
"content": "You are an assistant trying to 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 a 90° or 270° rotation giving the angle and direction of rotation, and the coordinates of the centre of rotation, where the centre of rotation lies on the edge or outside of the object \nSubject: Rotation\nQuestion: Tom and Katie are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nTom says: \"a rotation of \\( 90^{\\degree} \\) about point \\( (1,1) \\) \"\n\nKatie says: \"a rotation of \\( 90^{\\degree} \\) clockwise\"\n\nWho is correct? ![A coordinate grid with two pentagons drawn on it labelled P and Q. Pentagon P has the coordinates: (-3,-1) (-3,0) (-2,3) (-1,0) and (-1,-1). Pentagon A has the coordinates: (-1,5) (0,5) (3,4) (0,3) and -1,3).]()\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"
}
] | Believes you do not need to give the direction when describing a rotation |
[
{
"content": "You are an assistant trying to 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 2 digit integers by 2 digit integers using the grid method\nSubject: Written Multiplication\nQuestion: If you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) & & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 10 \\)\nCorrect Answer: \\( 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"
}
] | When multiplying a multiple of 10, just multiplies the non-zero digits |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply 2 digit integers by 2 digit integers using the grid method\nSubject: Written Multiplication\nQuestion: If you use the grid method to calculate \\( 35 \\times 26 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 30 \\) & \\( 5 \\) \\\\\n\\hline \\( 20 \\) & & \\(\\bigstar\\) \\\\\n\\hline \\( 6 \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 1000 \\)\nCorrect Answer: \\( 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"
}
] | When multiplying by a multiple of 10, gives an answer 10 times bigger than it should be |