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: 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: \\( 25 \\)\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"
}
] | Adds instead of multiplies when using grid method |
[
{
"content": "You are an assistant trying to 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{6}{9} \\div 3\n\\)\nIncorrect Answer: \\( \\frac{6}{3} \\)\nCorrect Answer: \\( \\frac{2}{9} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When dividing a fraction by an integer, divides the 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: Divide proper fractions in the form: Fraction ÷ Integer\nSubject: Dividing Fractions\nQuestion: Calculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)\nIncorrect Answer: \\( \\frac{2}{18} \\)\nCorrect Answer: \\( \\frac{2}{9} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | when dividing a fraction by an integer, both multiplies the denominator and divides the denominator |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide proper fractions in the form: Fraction ÷ Integer\nSubject: Dividing Fractions\nQuestion: Calculate:\n\\(\n\\frac{6}{9} \\div 3\n\\)\nIncorrect Answer: \\( \\frac{2}{3} \\)\nCorrect Answer: \\( \\frac{2}{9} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When dividing a fraction by an integer, divides 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: Know the functionality of other non-numeric buttons on a calculator\nSubject: Basic Calculator Use\nQuestion: Which of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()\nIncorrect Answer: ![The number 3, then a calculator button labelled \\( x^{-1} \\), then the number 7]()\nCorrect Answer: ![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the reciprocal button writes 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: Know the functionality of other non-numeric buttons on a calculator\nSubject: Basic Calculator Use\nQuestion: Which of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()\nIncorrect Answer: ![The number 3, then a calculator button labelled \\(\\cdot\\), then the number 7]()\nCorrect Answer: ![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the decimal point button writes 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: Know the functionality of other non-numeric buttons on a calculator\nSubject: Basic Calculator Use\nQuestion: Which of the following would allow you to type \\( \\frac{3}{7} \\) on your calculator? ![A scientific calculator]()\nIncorrect Answer: ![The number 3, then a calculator button labelled \\(-\\), then the number 7]()\nCorrect Answer: ![The number 3, then a calculator button labelled \\(\\frac{\\square}{\\square}\\), then the number 7]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the subtraction button writes 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: Expand two brackets with linear terms in the form (ax + b)(x + c)\nSubject: Expanding Double Brackets\nQuestion: When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)\nIncorrect Answer: \\(\n\\triangle=+0\n\\)\n(no \\( \\mathrm{m} \\) term)\nCorrect Answer: \\( \\triangle=-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 they can ignore the coefficient when expanding double 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: Expand two brackets with linear terms in the form (ax + b)(x + c)\nSubject: Expanding Double Brackets\nQuestion: When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)\nIncorrect Answer: \\( \\triangle=+8 \\)\nCorrect Answer: \\( \\triangle=-4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes multiplying a positive by a negative gives a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand two brackets with linear terms in the form (ax + b)(x + c)\nSubject: Expanding Double Brackets\nQuestion: When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\n(3 m+2)(m-2) \\equiv \\bigstar \\ m^{2} \\triangle \\ m \\bigcirc\n\\)\nIncorrect Answer: \\( \\triangle=+4 \\)\nCorrect Answer: \\( \\triangle=-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 signs are interchangeable when adding or subtracting positive and negative 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: Solve linear equations with the variable appearing on both sides, involving positive fractions\nSubject: Linear Equations\nQuestion: Which of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)\nIncorrect Answer: \\( \\frac{5 r}{6 r}=1 \\)\nCorrect Answer: \\( 5 r+6=42 r \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 or subtracts from numerator first when solving an equation with 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: Solve linear equations with the variable appearing on both sides, involving positive fractions\nSubject: Linear Equations\nQuestion: Which of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)\nIncorrect Answer: \\( 5 r+1=7 r \\)\nCorrect Answer: \\( 5 r+6=42 r \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand how to maintain equivalence in 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: Solve linear equations with the variable appearing on both sides, involving positive fractions\nSubject: Linear Equations\nQuestion: Which of the following is a correct first step to solve this equation:\n\\(\\frac{5 r+6}{6 r}=7\\)\nIncorrect Answer: \\( \\frac{5}{6}+r=7 \\)\nCorrect Answer: \\( 5 r+6=42 r \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 equivalent fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand two brackets with linear terms in the form (x + a)²\nSubject: Expanding Double Brackets\nQuestion: Which of the following answers shows a correct expansion and simplification of the expression below?\n\n\\(\n(x-3)^{2}\n\\)\nIncorrect Answer: \\( x^{2}-6 x-9 \\)\nCorrect Answer: \\( x^{2}-6 x+9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes multiplying two negatives gives a negative answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand two brackets with linear terms in the form (x + a)²\nSubject: Expanding Double Brackets\nQuestion: Which of the following answers shows a correct expansion and simplification of the expression below?\n\n\\(\n(x-3)^{2}\n\\)\nIncorrect Answer: \\( x^{2}+9 \\)\nCorrect Answer: \\( x^{2}-6 x+9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes they only need to multiply the first and last pairs of terms when expanding double 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: Identify factors of a number\nSubject: Factors and Highest Common Factor\nQuestion: Which of these is not a factor of \\( 12 \\) ?\nIncorrect Answer: Twelve\nCorrect Answer: Twenty-four\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Identify the Lowest Common Multiple of two numbers\nSubject: Multiples and Lowest Common Multiple\nQuestion: What is the lowest common multiple of \\( 6 \\) and \\( 7 \\) ?\nIncorrect Answer: \\( 1 \\)\nCorrect Answer: \\( 42 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Identify the Lowest Common Multiple of two numbers\nSubject: Multiples and Lowest Common Multiple\nQuestion: What is the lowest common multiple of \\( 6 \\) and \\( 7 \\) ?\nIncorrect Answer: \\( 13 \\)\nCorrect Answer: \\( 42 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]\nIncorrect Answer: \\( 15 \\)\nCorrect Answer: \\( 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Ignores the 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: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]\nIncorrect Answer: \\( 12 \\)\nCorrect Answer: \\( 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When calculating the range does not reorder the data to find the largest number minus the smallest 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 range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n2,2,4,17,-10\n\\]\nIncorrect Answer: \\( 7 \\)\nCorrect Answer: \\( 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | To find the range adds the biggest and smallest number rather than subtract |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between m and mm\nSubject: Length Units\nQuestion: A \\( 2 \\) metre long rope has \\( 0.5 \\) centimetres chopped off the end.\nWhat is the length of the rope that remains?\nGive your answer in millimetres\nIncorrect Answer: \\( 1950 \\mathrm{~mm} \\)\nCorrect Answer: \\( 1995 \\mathrm{~mm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 100mm in a centimetre |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand double brackets with an extra variable outside\nSubject: Expanding Double Brackets\nQuestion: When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)\nIncorrect Answer: \\(\n\\triangle=+0\n\\)\n(no \\( m \\) term)\nCorrect Answer: \\( \\triangle=-4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the constant in an expanded quadratic comes from adding the two numbers in the brackets |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand double brackets with an extra variable outside\nSubject: Expanding Double Brackets\nQuestion: When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)\nIncorrect Answer: \\( \\triangle=+4 \\)\nCorrect Answer: \\( \\triangle=-4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes multiplying a positive by a negative gives a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand double brackets with an extra variable outside\nSubject: Expanding Double Brackets\nQuestion: When you multiply out the brackets and simplify, what replaces the triangle?\n\\(\nm(m+2)(m-2) \\equiv m^{3} \\bigstar \\ m^{2} \\triangle \\ m\n\\)\nIncorrect Answer: \\( \\triangle=+2 \\)\nCorrect Answer: \\( \\triangle=-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 multiplying out 2 or more brackets, does not multiply all the combinations of terms |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the place value of each digit in integers\nSubject: Place Value\nQuestion: What is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 400 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not equate the value of a number with the place value column it is in |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the place value of each digit in integers\nSubject: Place Value\nQuestion: What is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)\nIncorrect Answer: \\( 40 \\)\nCorrect Answer: \\( 400 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the hundreds and tens place value columns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the place value of each digit in integers\nSubject: Place Value\nQuestion: What is the value of the \\( 4 \\) in this number?\n\\( 31405 \\)\nIncorrect Answer: \\( 4000 \\)\nCorrect Answer: \\( 400 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the hundreds and thousands place value columns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear simultaneous equations requiring a scaling of both expressions\nSubject: Simultaneous Equations\nQuestion: If five cups of tea and two cups of coffee cost \\( £ 3.70 \\), and two cups of tea and five cups of coffee cost \\( £ 4.00 \\), what is the cost of a cup of tea and a cup of coffee?\nIncorrect Answer: \\( \\begin{array}{l}\\text { Tea }=0.5 \\\\ \\text { coffee }=0.6\\end{array} \\)\nCorrect Answer: Tea \\( =50 \\mathrm{p} \\) coffee \\( =60 p \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not include units in 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 linear simultaneous equations requiring a scaling of both expressions\nSubject: Simultaneous Equations\nQuestion: If five cups of tea and two cups of coffee cost \\( £ 3.70 \\), and two cups of tea and five cups of coffee cost \\( £ 4.00 \\), what is the cost of a cup of tea and a cup of coffee?\nIncorrect Answer: \\( \\begin{array}{l}\\text { Tea }=30 p, \\\\ \\text { coffee }=£ 1.10\\end{array} \\)\nCorrect Answer: Tea \\( =50 \\mathrm{p} \\) coffee \\( =60 p \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked to solve simultaneous equations, believes they can just find values that work in one equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate missing lengths of shapes by geometrical inference, where the lengths involve algebraic expressions\nSubject: Missing Lengths\nQuestion: What length replaces the \\( \\color{green}\\bigstar \\)? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is 2x. The left full height is 5, the partial height on the right is 2. There is a green star on the left partial width at the bottom of the diagram.]()\nIncorrect Answer: \\( x-3 \\)\nCorrect Answer: \\( x+4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find missing lengths in a composite shape |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate missing lengths of shapes by geometrical inference, where the lengths involve algebraic expressions\nSubject: Missing Lengths\nQuestion: What length replaces the \\( \\color{green}\\bigstar \\)? ![A diagram showing a compound shape. It is an L shape rotated 90 degrees clockwise. The top full width is 3x+4, the partial width to the right is 2x. The left full height is 5, the partial height on the right is 2. There is a green star on the left partial width at the bottom of the diagram.]()\nIncorrect Answer: Not enough information\nCorrect Answer: \\( x+4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find missing lengths in a composite shape |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply a single term over a bracket where the term on the outside is a number and the inside contains a linear expression\nSubject: Expanding Single Brackets\nQuestion: Expand:\n\\[\n3(1-2 p)\n\\]\nIncorrect Answer: \\( 4-6 p \\)\nCorrect Answer: \\( 3-6 p \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds instead of multiplying when expanding bracket |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply a single term over a bracket where the term on the outside is a number and the inside contains a linear expression\nSubject: Expanding Single Brackets\nQuestion: Expand:\n\\[\n3(1-2 p)\n\\]\nIncorrect Answer: \\( 1-6 p \\)\nCorrect Answer: \\( 3-6 p \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 second term in the expansion of 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: Multiply a single term over a bracket where the term on the outside is a number and the inside contains a linear expression\nSubject: Expanding Single Brackets\nQuestion: Expand:\n\\[\n3(1-2 p)\n\\]\nIncorrect Answer: \\( 6 p-3 \\)\nCorrect Answer: \\( 3-6 p \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes subtraction is commutative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Answer fraction problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: \\( \\frac{3}{4}-\\frac{1}{4} \\times \\frac{1}{5}= \\)\nIncorrect Answer: \\( \\frac{2}{16} \\)\nCorrect Answer: \\( \\frac{7}{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"
}
] | Does not find a common denominator when adding/subtracting 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: Answer fraction problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: \\( \\frac{3}{4}-\\frac{1}{4} \\times \\frac{1}{5}= \\)\nIncorrect Answer: \\( \\frac{1}{10} \\)\nCorrect Answer: \\( \\frac{7}{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"
}
] | Carries out operations from left to right regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify that a problem needs to be solved using addition\nSubject: Mental Addition and Subtraction\nQuestion: Which of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?\nIncorrect Answer: \\( 35 \\div 7 \\)\nCorrect Answer: \\( 35+7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Divides rather than adds when answering worded problems |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify that a problem needs to be solved using addition\nSubject: Mental Addition and Subtraction\nQuestion: Which of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?\nIncorrect Answer: \\( 35-7 \\)\nCorrect Answer: \\( 35+7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Subtracts instead of adds when answering worded problems |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify that a problem needs to be solved using addition\nSubject: Mental Addition and Subtraction\nQuestion: Which of the following calculations would solve this problem?\nHarvey is monitoring the growth of his plant. The plant was \\( 35 \\mathrm{~cm} \\) tall. It grew \\( 7 \\mathrm{~cm} \\) more.\nHow tall is the plant now?\nIncorrect Answer: \\( 35 \\times 7 \\)\nCorrect Answer: \\( 35+7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies rather than adds when given the command word 'more' |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the net of a prism\nSubject: Nets\nQuestion: This is the net of a.. ![An image of a square with shapes attached to each of its sides. To the left hand side are three identical squares all connected, in a row. On the top side is a hexagon. On the right hand side are two squares identical to the central square and the squares on the left. So there is a row of 5 squares along the middle of the image. On the bottom side is an identical hexagon to the top.]()\nIncorrect Answer: Hexagonalbased pyramid\nCorrect Answer: Hexagonal prism\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses pyramid with prism |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the net of a prism\nSubject: Nets\nQuestion: This is the net of a.. ![An image of a square with shapes attached to each of its sides. To the left hand side are three identical squares all connected, in a row. On the top side is a hexagon. On the right hand side are two squares identical to the central square and the squares on the left. So there is a row of 5 squares along the middle of the image. On the bottom side is an identical hexagon to the top.]()\nIncorrect Answer: Hexagon\nCorrect Answer: Hexagonal prism\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Names one of the faces of a 3D shape rather than the 3D shape name |
[
{
"content": "You are an assistant trying to 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 three or more step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Tom and Katie are discussing how to solve:\n\\(\n \\frac{3 x}{2} + 1 =5 \n\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=4 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+1=10 \\)\n\nWho is correct?\nIncorrect Answer: Only Katie\nCorrect Answer: Only Tom\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve three or more step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Tom and Katie are discussing how to solve:\n\\(\n \\frac{3 x}{2} + 1 =5 \n\\)\n\nTom says a correct next line of working could be: \\( \\frac{3 x}{2}=4 \\)\n\nKatie says a correct next line of working could be: \\( 3 x+1=10 \\)\n\nWho is correct?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only Tom\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that when multiplying both sides of an equation by an amount every term must be multiplied by the same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret remainders from written division problems\nSubject: Written Division\nQuestion: \\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?\nIncorrect Answer: \\( 45 \\) r6\nCorrect Answer: \\( 46 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Difficulty with translating a mathematical answer into a real world context |
[
{
"content": "You are an assistant trying to 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 remainders from written division problems\nSubject: Written Division\nQuestion: \\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?\nIncorrect Answer: \\( 45 \\frac{6}{7} \\)\nCorrect Answer: \\( 46 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Difficulty with translating a mathematical answer into a real world context |
[
{
"content": "You are an assistant trying to 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 remainders from written division problems\nSubject: Written Division\nQuestion: \\( 321 \\) children are going on a school trip. One adult is needed for every seven children.\n\nHow many adults are needed?\nIncorrect Answer: \\( 45 \\)\nCorrect Answer: \\( 46 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Difficulty with translating a mathematical answer into a real world context |
[
{
"content": "You are an assistant trying to 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 what the numbers in each region of a double Venn diagram mean\nSubject: Venn Diagrams\nQuestion: All the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 11 is written in Brother without the intersection , number 7 is in Sister without the intersection, the number 4 is in the intersection of Brother and Sister. The number 6 is outside the circles.]() How many students are in the class?\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 28 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 number of regions in a Venn diagram as the total number of entries in the diagram |
[
{
"content": "You are an assistant trying to 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 what the numbers in each region of a double Venn diagram mean\nSubject: Venn Diagrams\nQuestion: All the students in a class were asked if they have a brother, sister, both or none.\n\nThe Venn Diagram shows the results. ![A Venn diagram with two sets, one labelled Brother and one labelled Sister. The number 11 is written in Brother without the intersection , number 7 is in Sister without the intersection, the number 4 is in the intersection of Brother and Sister. The number 6 is outside the circles.]() How many students are in the class?\nIncorrect Answer: \\( 22 \\)\nCorrect Answer: \\( 28 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 include values outside of the Venn diagram when finding the total |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and use efficient strategies for mental addition\nSubject: Adding and Subtracting with Decimals\nQuestion: This is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally Dora uses the same method to calculate \\( 2.7+35.9 \\). Which of the following shows how she would do this? ![A diagram showing 3 thought bubbles from Dora's head. The first bubble says \"I added the whole part first 12 + 4 = 16\". The second bubble says \"I then added the decimal part 0.3 + 0.5 = 0.8\". The third bubble says \"I then added 16 and 0.8 to get 16.8. So 12.3 + 4.5 = 16.8\".]()\nIncorrect Answer: \\( \\begin{array}{c}2.7+35=37.7 \\\\ 37.7+0.9=38.6\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=38.6\\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 interpret the correct order of operations from a 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: Recognise and use efficient strategies for mental addition\nSubject: Adding and Subtracting with Decimals\nQuestion: This is how Dora calculates the answer to \\( 12.3+4.5 \\) mentally Dora uses the same method to calculate \\( 2.7+35.9 \\). Which of the following shows how she would do this? ![A diagram showing 3 thought bubbles from Dora's head. The first bubble says \"I added the whole part first 12 + 4 = 16\". The second bubble says \"I then added the decimal part 0.3 + 0.5 = 0.8\". The third bubble says \"I then added 16 and 0.8 to get 16.8. So 12.3 + 4.5 = 16.8\".]()\nIncorrect Answer: \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=37.16\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}2+35=37 \\\\ 0.7+0.9=1.6 \\\\ 37+1.6=38.6\\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"
}
] | Ignores place value when adding a whole number and a decimal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear inequalities in one variable that require three or more steps where the variable appears on one side of the equation \nSubject: Solving Linear Inequalities\nQuestion: Solve\n\\[\n42 \\geq 6(2 n+1)\n\\]\nIncorrect Answer: \\( n \\geq 3 \\)\nCorrect Answer: \\( 3 \\geq 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 the sides of an inequality can be switched without changing the direction of 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: Solve linear inequalities in one variable that require three or more steps where the variable appears on one side of the equation \nSubject: Solving Linear Inequalities\nQuestion: Solve\n\\[\n42 \\geq 6(2 n+1)\n\\]\nIncorrect Answer: \\( \\frac{35}{12} \\geq n \\)\nCorrect Answer: \\( 3 \\geq 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"
}
] | When expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the nth term rule for ascending quadratic sequences in the form x² + bx + c\nSubject: Quadratic Sequences\nQuestion: \\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)\n\nIncorrect Answer: \\[\n+0\n\\]\n(no number term)\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"
}
] | Mixes up term in a sequence and position of a 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: Find the nth term rule for ascending quadratic sequences in the form x² + bx + c\nSubject: Quadratic Sequences\nQuestion: \\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)\n\nIncorrect Answer: \\( -6 \\)\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"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the nth term rule for ascending quadratic sequences in the form x² + bx + c\nSubject: Quadratic Sequences\nQuestion: \\[\n-1,4,11,20,31, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the square? nth-term rule:\n\\(\nn^{2}+2 n \\) \\(\\square\\)\n\nIncorrect Answer: \\( +4 \\)\nCorrect Answer: \\( -4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes 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: Use perimeter to write algebraic expressions\nSubject: Perimeter\nQuestion: What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()\nIncorrect Answer: \\( a b \\)\nCorrect Answer: \\( 2 a+2 b \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When calculating perimeter, multiplies instead of adds |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use perimeter to write algebraic expressions\nSubject: Perimeter\nQuestion: What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()\nIncorrect Answer: \\( a+b \\)\nCorrect Answer: \\( 2 a+2 b \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When calculating perimeter, only adds the marked 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: Use perimeter to write algebraic expressions\nSubject: Perimeter\nQuestion: What is an expression for the perimeter of this rectangle? ![Yellow rectangle with base length a and side length b]()\nIncorrect Answer: Not enough information\nCorrect Answer: \\( 2 a+2 b \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Fails to use the properties of simple shapes to work out missing 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: Identify reflex angles\nSubject: Types, Naming and Estimating\nQuestion: An angle measures \\( 212^{\\degree} \\). This means it is...\nIncorrect Answer: Obtuse\nCorrect Answer: Reflex\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that an obtuse angle is between 90 and 180 degrees |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify reflex angles\nSubject: Types, Naming and Estimating\nQuestion: An angle measures \\( 212^{\\degree} \\). This means it is...\nIncorrect Answer: Acute\nCorrect Answer: Reflex\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that an acute angle is between 0 and 90 degrees |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify reflex angles\nSubject: Types, Naming and Estimating\nQuestion: An angle measures \\( 212^{\\degree} \\). This means it is...\nIncorrect Answer: A right angle\nCorrect Answer: Reflex\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know that a right angle is 90 degrees |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: What type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()\nIncorrect Answer: alternate angles\nCorrect Answer: corresponding angles\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 corresponding and alternate 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: What type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()\nIncorrect Answer: co-interior angles\nCorrect Answer: corresponding angles\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: What type of angles are highlighted in this diagram? ![The diagram is of a pair of parallel lines with a line crossing them. The two highlighted angles each have a parallel line above it and the transverse line to the left of it.]()\nIncorrect Answer: opposite angles\nCorrect Answer: corresponding angles\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 corresponding and vertically opposite 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 the line of symmetry of curves in the form (x + a)(x + b)\nSubject: Quadratic Graphs-Others\nQuestion: This is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?\nIncorrect Answer: \\( y=-3 \\)\nCorrect Answer: \\( x=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"
}
] | Confuses the y-intercept with the turning point of a curve |
[
{
"content": "You are an assistant trying to 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 line of symmetry of curves in the form (x + a)(x + b)\nSubject: Quadratic Graphs-Others\nQuestion: This is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?\nIncorrect Answer: \\( x=-3 \\)\nCorrect Answer: \\( x=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"
}
] | Confuses the y-intercept with the turning point of a curve |
[
{
"content": "You are an assistant trying to 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 line of symmetry of curves in the form (x + a)(x + b)\nSubject: Quadratic Graphs-Others\nQuestion: This is the graph of\n\\(y=(x+1)(x-3)\\) ![A set of axes with the graph y=(x+1)(x-3) drawn on.]() What is the equation of the line of symmetry?\nIncorrect Answer: \\( y=1 \\)\nCorrect Answer: \\( x=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"
}
] | Confuses the equations of vertical and horizontal lines |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise that a sequence is quadratic when expressed as a pattern\nSubject: Quadratic Sequences\nQuestion: Which of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()\nIncorrect Answer: Linear\nCorrect Answer: Quadratic\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that a linear sequence must increase or decrease by same amount |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise that a sequence is quadratic when expressed as a pattern\nSubject: Quadratic Sequences\nQuestion: Which of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()\nIncorrect Answer: Geometric\nCorrect Answer: Quadratic\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the term quadratic |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise that a sequence is quadratic when expressed as a pattern\nSubject: Quadratic Sequences\nQuestion: Which of the following is the best way to describe this sequence: ![First three patterns in a sequence. They are all rectangles made up of small squares. Pattern 1 is three small squares on top of one another, so the dimensions of the rectangle are 1 across and 3 up. Pattern 2 is a rectangle of dimensions 2 squares across and 6 up. Pattern 3 is a rectangle of dimensions 3 squares across and 9 squares up.]()\nIncorrect Answer: Fibonacci\nCorrect Answer: Quadratic\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know what a Fibonacci sequence is |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Simplify algebraic expressions to maintain equivalence by collecting like terms involving three or more linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)\nIncorrect Answer: \\( 6 x-y-z \\)\nCorrect Answer: \\( 6 x+y-z \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When collecting like terms, assigns positivity or negativity incorrectly. |
[
{
"content": "You are an assistant trying to 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 three or more linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)\nIncorrect Answer: \\( 6 x-5 y-z \\)\nCorrect Answer: \\( 6 x+y-z \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When collecting like terms, assigns positivity or negativity incorrectly. |
[
{
"content": "You are an assistant trying to 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 three or more linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Simplify the following expression by collecting\nlike terms\n\\(6 x-2 y-z+3 y\\)\nIncorrect Answer: Does not simplify\nCorrect Answer: \\( 6 x+y-z \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 when like terms can be collected |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Express one quantity as a percentage of another mentally\nSubject: Percentages of an Amount\nQuestion: I increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\nIncorrect Answer: \\( 170 \\% \\)\nCorrect Answer: \\( 176 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Has taken the percentage from 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: Express one quantity as a percentage of another mentally\nSubject: Percentages of an Amount\nQuestion: I increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\nIncorrect Answer: \\( 166 \\% \\)\nCorrect Answer: \\( 176 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Has taken the percentage from 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: Express one quantity as a percentage of another mentally\nSubject: Percentages of an Amount\nQuestion: I increase \\( £ 150 \\) by \\( 60 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\nIncorrect Answer: \\( 264 \\% \\)\nCorrect Answer: \\( 176 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks they had to give the new amount rather than the total percentage that the original has been increased by. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Generate an ascending quadratic sequence from the nth term rule in the form ax² + bx + c\nSubject: Quadratic Sequences\nQuestion: Find the first \\( 2 \\) numbers in the sequence using the \\( n \\)th term \\( 4 n^{2}+2 n-5 \\)\nIncorrect Answer: \\( 13,63 \\)\nCorrect Answer: \\( 1,15 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 squaring a variable, believes they also need to square the coefficient |
[
{
"content": "You are an assistant trying to 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 properties of an equilateral triangle to find missing lengths\nSubject: Properties of Triangles\nQuestion: Triangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()\nIncorrect Answer: \\( 7 \\mathrm{~cm} \\)\nCorrect Answer: \\( 8 \\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 the meaning of equilateral |
[
{
"content": "You are an assistant trying to 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 properties of an equilateral triangle to find missing lengths\nSubject: Properties of Triangles\nQuestion: Triangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()\nIncorrect Answer: \\( 90 \\mathrm{~cm} \\)\nCorrect Answer: \\( 8 \\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 the meaning of equilateral |
[
{
"content": "You are an assistant trying to 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 properties of an equilateral triangle to find missing lengths\nSubject: Properties of Triangles\nQuestion: Triangle \\( A B C \\) is an equilateral triangle. Find length \\(AC\\). ![A triangle with vertices labelled A, B, C. Side BC is 8cm, side AC is labelled with a question mark.]()\nIncorrect Answer: \\( 60 \\mathrm{~cm} \\)\nCorrect Answer: \\( 8 \\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 the meaning of equilateral |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Know that the factorised form of a quadratic is useful for finding where the curve crosses the x-axis\nSubject: Sketching from Factorised Form\nQuestion: \\(\ny=x^{2}-10 x+25\n\\)\n\nWhere does this curve intercept the \\( x \\) axis?\nIncorrect Answer: \\( (-5,0) \\)\nCorrect Answer: \\( (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"
}
] | Believes the solutions of a quadratic equation are the constants 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: Describe how many degrees you would turn, and in what direction, to move between North-West, North-East, South-West and South-East\nSubject: Measuring Angles\nQuestion: Ada turns clockwise from facing \\( \\mathrm{NW} \\) to facing \\( \\mathrm{S} \\)\n\nHow many degrees has Ada turned? ![A image of a compass.]()\nIncorrect Answer: \\( 135^{\\degree} \\)\nCorrect Answer: \\( 225^{\\degree} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up clockwise and anticlockwise |
[
{
"content": "You are an assistant trying to 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 reflection in a diagonal line by giving the line of reflection as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: Which line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()\nIncorrect Answer: \\( y=4.5 \\)\nCorrect Answer: \\( y=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"
}
] | Believes lines of reflection must be vertical or horizontal |
[
{
"content": "You are an assistant trying to 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 reflection in a diagonal line by giving the line of reflection as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: Which line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()\nIncorrect Answer: \\( y=-x \\)\nCorrect Answer: \\( y=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"
}
] | Confuses the lines y=x and y=-x |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a reflection in a diagonal line by giving the line of reflection as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: Which line gives the reflection of shape \\( P \\) onto shape Q? ![A coordinate grid with two right angled triangles drawn, labelled P and Q. P has the coordinates: (2,5) (2,8) and (4,5). Q has the coordinates: (5,2) (8,2) and (5,4).]()\nIncorrect Answer: This is not a reflection\nCorrect Answer: \\( y=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"
}
] | Believes lines of reflection must be vertical or horizontal |
[
{
"content": "You are an assistant trying to 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 decimals less than 1 with 2 decimal place to percentages\nSubject: Converting between Decimals and Percentages\nQuestion: What is \\( 0.07 \\) written as a percentage?\nIncorrect Answer: \\( 0.07 \\% \\)\nCorrect Answer: \\( 7 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks you need to just add a % sign to a decimal to convert to a percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert decimals less than 1 with 2 decimal place to percentages\nSubject: Converting between Decimals and Percentages\nQuestion: What is \\( 0.07 \\) written as a percentage?\nIncorrect Answer: \\( 70 \\% \\)\nCorrect Answer: \\( 7 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a decimal with one significant figure is a multiple of 10 when converted to a percentage, regardless of place value |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert decimals less than 1 with 2 decimal place to percentages\nSubject: Converting between Decimals and Percentages\nQuestion: What is \\( 0.07 \\) written as a percentage?\nIncorrect Answer: \\( 0.7 \\% \\)\nCorrect Answer: \\( 7 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies by 10 instead of 100 when converting decimal to percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Answer fraction problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: \\( \\frac{1}{4} \\times\\left(\\frac{2}{3}\\right)^{2}= \\)\nIncorrect Answer: \\( \\frac{1}{6} \\)\nCorrect Answer: \\( \\frac{1}{9} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes squaring a fraction requires you to double both 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: Round numbers to an appropriate degree to estimate the answer to a calculation\nSubject: Estimation\nQuestion: Without working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct\n\\[\n397 \\div 209\n\\]\nIncorrect Answer: \\( 1.332 \\ldots \\)\nCorrect Answer: \\( 1.899 \\ldots \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 every number up when estimating |
[
{
"content": "You are an assistant trying to 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: Without working out the exact answer, use estimation to decide which of the following answer is the most likely to be correct\n\\[\n397 \\div 209\n\\]\nIncorrect Answer: \\( 1.533 \\ldots \\)\nCorrect Answer: \\( 1.899 \\ldots \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Identify perpendicular lines written in any other form\nSubject: Perpendicular Lines\nQuestion: Which of the following lines is perpendicular to x = -10 ?\nIncorrect Answer: \\(x=-10\\)\nCorrect Answer: \\( y=7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of 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: Identify perpendicular lines written in any other form\nSubject: Perpendicular Lines\nQuestion: Which of the following lines is perpendicular to x = -10 ?\nIncorrect Answer: \\( x=-\\frac{1}{10} \\)\nCorrect Answer: \\( y=7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks that in the equation x=a, a is the gradient |
[
{
"content": "You are an assistant trying to 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: \\( 0.4 \\div 0.8= \\)\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"
}
] | Subtracts instead of divides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide two decimals with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.4 \\div 0.8= \\)\nIncorrect Answer: \\( 2 \\)\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"
}
] | 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: Divide two decimals with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.4 \\div 0.8= \\)\nIncorrect Answer: \\( 0.32 \\)\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"
}
] | Multiplies rather than divides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the distance travelled using a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: Here is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 8 \\) and \\( 10 \\) seconds? ![A graph showing time in seconds on the x axis and speed in metres per second on the y axis. The curve passes through the points (8,15) and (10,24)]()\nIncorrect Answer: \\( 48 m \\)\nCorrect Answer: \\( 39 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"
}
] | Believes that when finding area under graph you can use the upper y value rather than average of upper and lower |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the distance travelled using a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: Here is a speed-time graph for a car.\n\nWhich of the following gives the best estimate for the distance travelled between \\( 8 \\) and \\( 10 \\) seconds? ![A graph showing time in seconds on the x axis and speed in metres per second on the y axis. The curve passes through the points (8,15) and (10,24)]()\nIncorrect Answer: \\( 120 m \\)\nCorrect Answer: \\( 39 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"
}
] | Does not understand that area under a speed time graph gives distance because distance = speed x 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: Expand two brackets with linear terms in the form (ax + b)²\nSubject: Expanding Double Brackets\nQuestion: Expand and simplify:\n\\(\n(2 y-3)^{2}\n\\)\nIncorrect Answer: \\( (2 y-3)(2 y-3) \\)\nCorrect Answer: \\( 4 y^{2}-12 y+9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes expanding a squared expression means writing it as a set of double brackets |