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: 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: \\( 4 y^{2}-9 \\)\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 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: 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: \\( 4 y^{2}+9 \\)\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 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: Convert integer percentages with 2 digits to decimals \nSubject: Converting between Decimals and Percentages\nQuestion: How do you write \\( 23 \\% \\) as a decimal?\nIncorrect Answer: \\( 2.3 \\)\nCorrect Answer: \\( 0.23 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Divided by 10 rather than 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert integer percentages with 2 digits to decimals \nSubject: Converting between Decimals and Percentages\nQuestion: How do you write \\( 23 \\% \\) as a decimal?\nIncorrect Answer: \\( 23 \\)\nCorrect Answer: \\( 0.23 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 remove the percentage sign to convert from a percentage to 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: Convert integer percentages with 2 digits to decimals \nSubject: Converting between Decimals and Percentages\nQuestion: How do you write \\( 23 \\% \\) as a decimal?\nIncorrect Answer: \\( 23.00 \\)\nCorrect Answer: \\( 0.23 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand a percentage is out of 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a description of an ascending sequence using quadratics in words, write some terms of that sequence\nSubject: Quadratic Sequences\nQuestion: ![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\nIncorrect Answer: \\( -1,2,7 \\)\nCorrect Answer: \\( -1,-1,-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 term to term rule is applied to position number, not previous 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 an ascending sequence using quadratics in words, write some terms of that sequence\nSubject: Quadratic Sequences\nQuestion: ![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\nIncorrect Answer: \\( -1,-3,-11 \\)\nCorrect Answer: \\( -1,-1,-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 multiplying two negatives gives a negative answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a description of an ascending sequence using quadratics in words, write some terms of that sequence\nSubject: Quadratic Sequences\nQuestion: ![Square then subtract \\( 2 \\)]() The first three terms of which sequence below is produced by this term-to-term rule?\nIncorrect Answer: \\( -1,-4,-10 \\)\nCorrect Answer: \\( -1,-1,-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: Express a non-linear equation as a function machine\nSubject: Function Machines\nQuestion: Which function machine matches the equation \\( y=x^{2}+4 ? \\)\nIncorrect Answer: ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nCorrect Answer: ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 follow the arrows through a function machine, changes the order of the operations asked. |
[
{
"content": "You are an assistant trying to 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 non-linear equation as a function machine\nSubject: Function Machines\nQuestion: Which function machine matches the equation \\( y=x^{2}+4 ? \\)\nIncorrect Answer: ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"✕ 2\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\nCorrect Answer: ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Express a non-linear equation as a function machine\nSubject: Function Machines\nQuestion: Which function machine matches the equation \\( y=x^{2}+4 ? \\)\nIncorrect Answer: ![A function machine which has 4 parts joined by arrows pointing from left to right. \"y\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to \"𝑥\"]()\nCorrect Answer: ![A function machine which has 4 parts joined by arrows pointing from left to right. \"𝑥\" is the first part, written on the left, followed by a horizontal arrow pointing to a rectangle that has \"square\" written inside it, followed by a horizontal arrow pointing to a rectangle that has \"+ 4\" written inside it, followed by a horizontal arrow pointing to \"y\".]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 using a function machine, confuses the input and the output. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret a pie chart\nSubject: Pie Chart\nQuestion: This pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()\nIncorrect Answer: The fraction of the different uses of water\nCorrect Answer: The mean amount of water used\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 percentages cannot be converted into 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: Interpret a pie chart\nSubject: Pie Chart\nQuestion: This pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()\nIncorrect Answer: The angle of each of the sectors\nCorrect Answer: The mean amount of water used\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cannot find the angle size in a pie chart when given its percentage value |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret a pie chart\nSubject: Pie Chart\nQuestion: This pie chart shows how an average American household uses water.\n\nWhich of the following can not be found from this pie chart? ![A pie chart showing multiple sections: Toilet 26.7%, Leaks 13.7%, Other 5.3%, Clothes Washer 21.7%, Faucet 15.7%, Shower 16.8% ]()\nIncorrect Answer: The modal use of water\nCorrect Answer: The mean amount of water used\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 read information off a pie chart |
[
{
"content": "You are an assistant trying to 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 surds in the form va + vb\nSubject: Simplifying Surds\nQuestion: \\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.\nIncorrect Answer: \\( 3 \\sqrt{5} \\)\nCorrect Answer: \\( 5 \\sqrt{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 simplifying surds, leaves the square root of the biggest square number under the root and puts the other number on the outside |
[
{
"content": "You are an assistant trying to 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 surds in the form va + vb\nSubject: Simplifying Surds\nQuestion: \\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.\nIncorrect Answer: \\( \\sqrt{39} \\)\nCorrect Answer: \\( 5 \\sqrt{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 adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds |
[
{
"content": "You are an assistant trying to 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 surds in the form va + vb\nSubject: Simplifying Surds\nQuestion: \\( \\sqrt{12}+\\sqrt{27} \\) Simplify, if possible.\nIncorrect Answer: Cannot be simplified\nCorrect Answer: \\( 5 \\sqrt{3} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise when a surd can be simplified |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a protractor to measure angles between 180° and 270°\nSubject: Measuring Angles\nQuestion: What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()\nIncorrect Answer: \\( 335^{\\circ} \\)\nCorrect Answer: \\( 215^{\\circ} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Reads the wrong scale on the protractor when measuring reflex angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a protractor to measure angles between 180° and 270°\nSubject: Measuring Angles\nQuestion: What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()\nIncorrect Answer: \\( 345^{\\circ} \\)\nCorrect Answer: \\( 215^{\\circ} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Reads the wrong scale on the protractor when measuring reflex angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a protractor to measure angles between 180° and 270°\nSubject: Measuring Angles\nQuestion: What is the size of the marked angle? ![A 360 degree protractor with 2 red lines and a pink sector marking out a reflex angle being measured by the protractor. The outer scale goes from 0 to 360 clockwise. The angle is between one red line that is at 0 (outer scale) and 180 (inner scale), clockwise to the other red line that is half way between 210 and 220 (outer scale) and halfway between 330 and 320 (inner scale).\n]()\nIncorrect Answer: \\( 210^{\\circ} \\)\nCorrect Answer: \\( 215^{\\circ} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Correct scale but wrong value on protractor reading. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe simple directions to translate a shape or object using words not vectors\nSubject: Translation and Vectors\nQuestion: How would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()\nIncorrect Answer: \\( 1 \\) square left, \\( 3 \\) squares up\nCorrect Answer: \\( 1 \\) squares right, \\( 3 \\) squares down\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When describing a translation, goes from the image to the original |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe simple directions to translate a shape or object using words not vectors\nSubject: Translation and Vectors\nQuestion: How would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()\nIncorrect Answer: \\( 1 \\) square down, \\( 3 \\) squares right\nCorrect Answer: \\( 1 \\) squares right, \\( 3 \\) squares down\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 left and 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: Describe simple directions to translate a shape or object using words not vectors\nSubject: Translation and Vectors\nQuestion: How would you describe the movement to get from the star to the triangle? ![A set of axes: x-axis from 0 to 5, y-axis from 0 to 5. A purple triangle symbol is at point (2,1) and a yellow star symbol is at point (1, 4).]()\nIncorrect Answer: \\( 1 \\) squares right,\\( 4 \\) squares down\nCorrect Answer: \\( 1 \\) squares right, \\( 3 \\) squares down\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret discrete data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: ![A line graph with title \"Goals scored in the UK\". \nThe x-axis scale is labelled: Aug, Sept, Oct, Nov, Dec, Jan, Feb, Mar, Apr, May. \nThe y-axis is titled \"Number of goals\" and the scale is labelled from 0 to 3000 in steps of 500. The following points are plotted and joined together: (Aug, 500), (Sept, 850 approx.), (Oct, 950 approx.),(Nov, 1000), (Dec, 1175 approx.), (Jan, 1200 approx.), (Feb, 500), (Mar, 1000), (Apr, 1500), (May, 2000).\n]() What was the total number of goals scored in the winter season (Dec, Jan, Feb)?\nIncorrect Answer: \\( 3375 \\)\nCorrect Answer: \\( 2875 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 used the wrong data point on the graph |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Determine the function of a single function machine used to create an algebraic expression\nSubject: Function Machines\nQuestion: Tom and Katie are discussing this function machine ![A function machine with an input of a+4, the function is not labelled and then an output of 4a+4]() Tom says the function could be \\( +3 a \\)\nKatie says the function could be \\( \\times 4 \\)\nWho do you agree with?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only Tom\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Only multiplies the first 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: Translate a shape given vector notation where all values are positive\nSubject: Translation and Vectors\nQuestion: Sam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?\nIncorrect Answer: Sam has gone left when he should have gone right\nCorrect Answer: Sam has not moved up the correct number of places\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 positive x value in a column vector means to move left rather than 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: Translate a shape given vector notation where all values are positive\nSubject: Translation and Vectors\nQuestion: Sam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?\nIncorrect Answer: Sam has not moved right the correct number of places\nCorrect Answer: Sam has not moved up the correct number of places\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Translate a shape given vector notation where all values are positive\nSubject: Translation and Vectors\nQuestion: Sam has translated the red flag \\( \\left(\\begin{array}{l}2 \\\\ 3\\end{array}\\right) \\) ![Image showing two identical shapes on a coordinate grid. The red shape has the point (2,1) and the corresponding point on the blue shape is (4,3).]() What error has Sam made?\nIncorrect Answer: Sam has started counting from his initial position when counting right\nCorrect Answer: Sam has not moved up the correct number of places\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When describing a translation, counts the corners of squares (including the starting one) rather than the number of jumps between squares. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: 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\\[\n36 \\leq 4(5 n-1)\n\\]\nIncorrect Answer: \\( n \\leq 2 \\)\nCorrect Answer: \\( 2 \\leq 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\\[\n36 \\leq 4(5 n-1)\n\\]\nIncorrect Answer: \\( \\frac{37}{20} \\leq n \\)\nCorrect Answer: \\( 2 \\leq 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"
}
] | Only multiplies the first 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: Solve one-step linear equations requiring addition or subtraction, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()\nIncorrect Answer: \\( \\times 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"
}
] | Thinks the inverse of subtraction is multiplication |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve one-step linear equations requiring addition or subtraction, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()\nIncorrect Answer: \\( \\div 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"
}
] | Thinks the inverse of subtraction is division |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve one-step linear equations requiring addition or subtraction, with all positive integers\nSubject: Linear Equations\nQuestion: Isaac is solving an equation. This is the left-hand side of two lines of working from Isaac's book. Isaac always records what operation he has done to both sides of the equation.\nWhat operation should replace the star? ![The image shows two lines of working and an arrow from the top line to the bottom line with a star next to it where the operation would be labelled. The top line of working is x - 7 = ..., and the bottom line is x = ...]()\nIncorrect Answer: \\( -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"
}
] | 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: Mental multiplication and the laws of arithmetic\nSubject: Mental Multiplication and Division\nQuestion: \\[\n15 \\times 12=15 \\times(4 \\times \\text { 年 })\n\\]\nWhat should replace the star to make this calculation correct?\nIncorrect Answer: \\( 8 \\)\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"
}
] | 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: Find missing angles in an isosceles triangle\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()\nIncorrect Answer: \\( 49^{\\degree} \\)\nCorrect Answer: \\( 73.5^{\\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"
}
] | Confuses isosceles and equilateral triangles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in an isosceles triangle\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()\nIncorrect Answer: \\( 34^{\\degree} \\)\nCorrect Answer: \\( 73.5^{\\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"
}
] | Does not know that vertically opposite angles are equal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in an isosceles triangle\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( w \\) ? ![An isosceles triangle with a base angle labelled with w and the angle vertically opposite the vertex angle labelled with 33 degrees]()\nIncorrect Answer: \\( 54^{\\degree} \\)\nCorrect Answer: \\( 73.5^{\\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"
}
] | Does not know that vertically opposite angles are equal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve problems that combine addition or subtraction with multiplication\nSubject: Mental Addition and Subtraction\nQuestion: There are \\( 7 \\) shelves of plates. Three of the shelves hold \\( 17 \\) plates each. Two of the shelves hold \\( 21 \\) plates each. The other shelves hold \\( 19 \\) plates each.\nHow many plates are there in total?\nIncorrect Answer: \\( 57 \\)\nCorrect Answer: \\( 131 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 when to find a multiple from a worded question |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use inequality notation to order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: Which symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)\nIncorrect Answer: \\( = \\)\nCorrect Answer: \\( > \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 fractions with larger denominators are greater in size |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use inequality notation to order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: Which symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)\nIncorrect Answer: \\( < \\)\nCorrect Answer: \\( > \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 fractions with larger denominators are greater in size |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use inequality notation to order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: Which symbol makes the following statement correct?\n\\(\n\\frac{3}{4}\\space \\square\\space \\frac{5}{8}\n\\)\nIncorrect Answer: None of these\nCorrect Answer: \\( > \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand inequality notation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Work out the size of each interior angle in a regular polygon\nSubject: Angles in Polygons\nQuestion: What is the size of each interior angle in a regular octagon?\nIncorrect Answer: \\( 80^{\\degree} \\)\nCorrect Answer: \\( 135^{\\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"
}
] | Does not know how to calculate the sum of interior 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: Work out the size of each interior angle in a regular polygon\nSubject: Angles in Polygons\nQuestion: What is the size of each interior angle in a regular octagon?\nIncorrect Answer: \\( 120^{\\degree} \\)\nCorrect Answer: \\( 135^{\\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"
}
] | Does not know how to calculate the sum of interior 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: Work out the size of each interior angle in a regular polygon\nSubject: Angles in Polygons\nQuestion: What is the size of each interior angle in a regular octagon?\nIncorrect Answer: \\( 180^{\\degree} \\)\nCorrect Answer: \\( 135^{\\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"
}
] | Does not understand to find each interior angle of a regular polygon you divide the sum by the number of sides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply two decimals together with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.3 \\times 0.9= \\)\nIncorrect Answer: \\( 2.7 \\)\nCorrect Answer: \\( 0.27 \\)\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 multiplying decimals, divides by the wrong power of 10 when reinserting the decimal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply two decimals together with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.3 \\times 0.9= \\)\nIncorrect Answer: \\( 1.2 \\)\nCorrect Answer: \\( 0.27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds instead of multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply two decimals together with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.3 \\times 0.9= \\)\nIncorrect Answer: \\( 0.027 \\)\nCorrect Answer: \\( 0.27 \\)\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 multiplying decimals, divides by the wrong power of 10 when reinserting the decimal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from kilometers to miles\nSubject: Length Units\nQuestion: \\( 3 \\) miles \\( \\approx 5 \\mathrm{~km} \\) \\( 300 \\mathrm{~km} \\approx \\square \\) miles\nIncorrect Answer: \\( 298 \\)\nCorrect Answer: \\( 180 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Added rather than multiplied by a scale factor |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear equations with the variable appearing on both sides, involving negative integers\nSubject: Linear Equations\nQuestion: Jo and Paul are arguing about a first step to solve this equation:\n\\(5-2 v=3-6 v\\)\n\nJo says you can write: \\( 2 v=8-6 v \\)\n\nPaul says you can write: \\( 5+8 v=3 \\)\n\nWho is correct?\nIncorrect Answer: Only Paul\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"
}
] | Ignores the negative signs when adding 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: 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 10 is written in Brother without the intersection , number 5 is in Sister without the intersection, the number 7 is in the intersection of Brother and Sister. The number 9 is outside the circles.]() How many students are in the class?\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 31 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 10 is written in Brother without the intersection , number 5 is in Sister without the intersection, the number 7 is in the intersection of Brother and Sister. The number 9 is outside the circles.]() How many students are in the class?\nIncorrect Answer: \\( 21 \\)\nCorrect Answer: \\( 31 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Solve missing number mental multiplication questions\nSubject: Mental Multiplication and Division\nQuestion: What number belongs in the box to make the calculation correct?\n\n\n\\[\n6 \\times \\square=108\n\\]\nIncorrect Answer: \\( 648 \\)\nCorrect Answer: \\( 18 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a problem that requires an inverse operation (e.g. missing number problems), does the original operation |
[
{
"content": "You are an assistant trying to 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 missing number mental multiplication questions\nSubject: Mental Multiplication and Division\nQuestion: What number belongs in the box to make the calculation correct?\n\n\n\\[\n6 \\times \\square=108\n\\]\nIncorrect Answer: \\( 102 \\)\nCorrect Answer: \\( 18 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a problem that requires an inverse operation (e.g. missing number problems), does subtraction when division is required |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the area of a trapezium where the dimensions are given in the same units\nSubject: Area of Simple Shapes\nQuestion: Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?\nIncorrect Answer: \\( 5 \\mathrm{~cm} \\)\nCorrect Answer: \\( 4 \\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 recognise the height of a trapezium as the perpendicular length between the parallel sides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the area of a trapezium where the dimensions are given in the same units\nSubject: Area of Simple Shapes\nQuestion: Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?\nIncorrect Answer: \\( 6 \\mathrm{~cm} \\)\nCorrect Answer: \\( 4 \\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"
}
] | Uses slant height instead of perpendicular height to find area of a trapezium |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the area of a trapezium where the dimensions are given in the same units\nSubject: Area of Simple Shapes\nQuestion: Sally wants to calculate the area of this trapezium using the formula: Area \\( =\\left(\\frac{a+b}{2}\\right) h \\) ![A trapezium with the parallel sides labelled 5cm and 1cm, the slant height labelled 6cm and the perpendicular height labelled 4cm.]() What is the values of \\( h \\) ?\nIncorrect Answer: \\( 1 \\mathrm{~cm} \\)\nCorrect Answer: \\( 4 \\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 recognise the height of a trapezium as the perpendicular length between the parallel sides |
[
{
"content": "You are an assistant trying to 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 and count the faces, vertices and edges of a 3D shape\nSubject: Names and Properties of 3D Shapes\nQuestion: How many vertices does this shape have? ![cuboid]()\nIncorrect Answer: \\( 6 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the terms faces and vertices |
[
{
"content": "You are an assistant trying to 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 and count the faces, vertices and edges of a 3D shape\nSubject: Names and Properties of 3D Shapes\nQuestion: How many vertices does this shape have? ![cuboid]()\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the number of vertices on a 3D shape match those of the 2D cross section |
[
{
"content": "You are an assistant trying to 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 and count the faces, vertices and edges of a 3D shape\nSubject: Names and Properties of 3D Shapes\nQuestion: How many vertices does this shape have? ![cuboid]()\nIncorrect Answer: \\( 7 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Only counts visible vertices |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the midpoint between two coordinates in 2D, where all the values are positive integers\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Millie is working out the midpoint of these two points. What should replace the triangle? ![An x and y axis showing 3 points. (1,8) (star, triangle) and (7,3)]()\nIncorrect Answer: ![\\( \\triangle=5 \\)]()\nCorrect Answer: ![\\( \\triangle=5.5 \\)]()\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"
}
] | Finds the difference in a coordinate pair rather than the midpoint |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the midpoint between two coordinates in 2D, where all the values are positive integers\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Millie is working out the midpoint of these two points. What should replace the triangle? ![An x and y axis showing 3 points. (1,8) (star, triangle) and (7,3)]()\nIncorrect Answer: ![\\( \\triangle=11 \\)]()\nCorrect Answer: ![\\( \\triangle=5.5 \\)]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not divide by 2 when finding midpoint |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just one linear variable\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: What could go in the missing gaps? \\begin{tabular}{|l|l|l|l|}\n\\hline \\multicolumn{4}{|c|}{\\( 8 a+7 \\)} \\\\\n\\hline \\( 3 a \\) & \\( -3 \\) & \\( ? \\) & \\( ? \\) \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 5 a \\) and \\( 4 \\)\nCorrect Answer: \\( 5 a \\) and \\( 10 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Which calculation is a correct procedure to find the angle marked [?]\nA\n\\( 360-(54 \\times 2) \\)\nB\n\\( 180-54 \\) ![Two intersecting lines and one adjacent line. One line is marked with the angle 54 degrees. Between the two adjacent lines there is a box with a question mark in it [?]]()\nIncorrect Answer: Neither A nor B\nCorrect Answer: 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"
}
] | Does not know that angles on a straight line sum to 180 degrees |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.8^{2}= \\)\nIncorrect Answer: \\( 6.4 \\)\nCorrect Answer: \\( 0.64 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.8^{2}= \\)\nIncorrect Answer: \\( 1.6 \\)\nCorrect Answer: \\( 0.64 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up squaring and multiplying by 2 or doubling |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.8^{2}= \\)\nIncorrect Answer: \\( 0.16 \\)\nCorrect Answer: \\( 0.64 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Given the area of a trapezium, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: The area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()\nIncorrect Answer: \\( h=8 \\mathrm{~cm} \\)\nCorrect Answer: \\( h=5 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes h in the formula for area of a trapezium stands for half the sum of the parallel sides |
[
{
"content": "You are an assistant trying to 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 area of a trapezium, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: The area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()\nIncorrect Answer: \\( h=2.5 \\mathrm{~cm} \\)\nCorrect Answer: \\( h=5 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not divide by 2 when calculating the area of a trapezium |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the area of a trapezium, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: The area of this trapezium is \\( 40 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![Trapezium with parallel sides of lengths 6cm and 10cm]()\nIncorrect Answer: \\( h=13.3 \\mathrm{~cm} \\)\nCorrect Answer: \\( h=5 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses only the base and perpendicular height when calculating the area of a trapezium |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round integers to the nearest other power of 10\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?\nIncorrect Answer: \\( 870,000 \\)\nCorrect Answer: \\( 880,000 \\)\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 integers to the nearest other power of 10\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?\nIncorrect Answer: \\( 900,000 \\)\nCorrect Answer: \\( 880,000 \\)\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 to the wrong degree of accuracy (rounds too much) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round integers to the nearest other power of 10\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 875,599 \\) rounded to the nearest \\( 10,000 \\) ?\nIncorrect Answer: \\( 876,000 \\)\nCorrect Answer: \\( 880,000 \\)\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 to the wrong degree of accuracy (rounds too little) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret a bar chart\nSubject: Block Graphs and Bar Charts\nQuestion: The bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Hot Chocs were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Hot Chocs bar's lower section is 5 ticks high, and the whole bar is 2 ticks above 100 on the vertical scale.]()\nIncorrect Answer: \\( 110 \\)\nCorrect Answer: \\( 60 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When reading a composite bar chart, just reads total height of bar |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret a bar chart\nSubject: Block Graphs and Bar Charts\nQuestion: The bar chart shows the drinks sold in Caroline's Café on Monday and Tuesday last week.\n\nApproximately how many Hot Chocs were sold on Tuesday? ![Composite bar chart with four bars, labelled Tea, Coffee, Hot Choc and Cans. Each bar has two sections, the lower one shows how many sold on Monday and the upper one showing Tuesdays sales. The vertical scale has 5 ticks between 0 and 50, 50 and 100 etc.\nThe Hot Chocs bar's lower section is 5 ticks high, and the whole bar is 2 ticks above 100 on the vertical scale.]()\nIncorrect Answer: \\( 51 \\)\nCorrect Answer: \\( 60 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Misreads scale |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a situation sketch an appropriate real life graph\nSubject: Real Life Graphs\nQuestion: Imran slept really well until a car alarm woke him up and he couldn't get back to sleep.\n\nWhich of the following sketches best shows Imran's sleep?\nIncorrect Answer: ![This graph shows depth of sleep increasing quickly and then maintaining a consistent level until it starts to gradually decrease until the end of the night when it reaches 0.]()\nCorrect Answer: ![This graph shows depth of sleep increasing quickly and then maintaining a consistent level until it suddenly drops all the way to 0 and stays there for the rest of the night.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 infinite gradient is not possible in real life. |
[
{
"content": "You are an assistant trying to 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 \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 300,000 \\)\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"
}
] | Does not understand the meaning of "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: Recognise the place value of each digit in integers\nSubject: Place Value\nQuestion: What is the value of the \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]\nIncorrect Answer: \\( 30,000 \\)\nCorrect Answer: \\( 300,000 \\)\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"
}
] | Thinks the hundred thousands column is the ten thousands column |
[
{
"content": "You are an assistant trying to 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 \\( 3 \\) in the number\n\\[\n7,359,250 \\text { ? }\n\\]\nIncorrect Answer: \\( 300 \\)\nCorrect Answer: \\( 300,000 \\)\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"
}
] | Confuses the hundreds and hundred 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: Recognise and use associativity of multiplication\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\(\n(-20) \\times(-5)=2 \\times(-10) \\times(-5)\n\\)\nIs this...\nIncorrect Answer: true because of distributivity\nCorrect Answer: true because of associativity\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not correctly apply the distributive property of multiplication |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and use associativity of multiplication\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\(\n(-20) \\times(-5)=2 \\times(-10) \\times(-5)\n\\)\nIs this...\nIncorrect Answer: true because of commutativity\nCorrect Answer: true because of associativity\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 meaning of the word 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: Find the area of rectilinear shapes by counting squares\nSubject: Area of Simple Shapes\nQuestion: What is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()\nIncorrect Answer: \\( 8 \\)\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"
}
] | 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: Find the area of rectilinear shapes by counting squares\nSubject: Area of Simple Shapes\nQuestion: What is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()\nIncorrect Answer: \\( 20 \\)\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"
}
] | Finds the area of the whole grid instead of the shaded 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: Find the area of rectilinear shapes by counting squares\nSubject: Area of Simple Shapes\nQuestion: What is the area of this shape? ![A square cm grid showing a shape made up of 3 small squares.]()\nIncorrect Answer: \\( 4 \\)\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 calculating the area of a rectilinear compound shape, calculates the are of the surrounding rectangle |
[
{
"content": "You are an assistant trying to 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 an equation, form or identify related equations\nSubject: Substitution into Formula\nQuestion: \\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\nIncorrect Answer: sometimes true\nCorrect Answer: always 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"
}
] | 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: Given an equation, form or identify related equations\nSubject: Substitution into Formula\nQuestion: \\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\nIncorrect Answer: never true\nCorrect Answer: always 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"
}
] | 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: Given an equation, form or identify related equations\nSubject: Substitution into Formula\nQuestion: \\(k<\\frac{m}{3} +1\\)\nUsing the diagram on the right, is the expression above... ![A bar model where the same length is represented by either 3 lengths of 'k' or 1 length of 'm']()\nIncorrect Answer: Need more information\nCorrect Answer: always 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"
}
] | 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: Calculate the perimeter of a rectilinear shape by adding lengths expressed in the same units\nSubject: Perimeter\nQuestion: What is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()\nIncorrect Answer: \\( 13 \\mathrm{~cm} \\)\nCorrect Answer: \\( 26 \\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"
}
] | 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: Calculate the perimeter of a rectilinear shape by adding lengths expressed in the same units\nSubject: Perimeter\nQuestion: What is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()\nIncorrect Answer: \\( 40 \\mathrm{~cm} \\)\nCorrect Answer: \\( 26 \\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"
}
] | Calculates area when asked for perimeter |
[
{
"content": "You are an assistant trying to 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 perimeter of a rectilinear shape by adding lengths expressed in the same units\nSubject: Perimeter\nQuestion: What is the perimeter of this rectangle? ![A rectangle with a base length of 8 cm and a perpendicular height of 5 cm.]()\nIncorrect Answer: Not enough information in the diagram\nCorrect Answer: \\( 26 \\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 recall rectangle side length property |
[
{
"content": "You are an assistant trying to 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 a descending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: \\[\n20,14,8,2,-4, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: \\(\\color{gold}\\bigstar\\)n \\(\\square\\)\nIncorrect Answer: \\( 6 \\)\nCorrect Answer: \\( -6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Goes the wrong direction in the sequence when identifying 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 a descending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: \\[\n20,14,8,2,-4, \\ldots\n\\]\n\nWhen calculating the nth-term rule of this sequence, what should replace the star? nth-term rule: \\(\\color{gold}\\bigstar\\)n \\(\\square\\)\nIncorrect Answer: \\( 20 \\)\nCorrect Answer: \\( -6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When finding the nth term of a linear sequence, thinks the the first term is the coefficient in front of n. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions less than 1 to terminating decimals of 3 or more decimal places\nSubject: Converting between Fractions and Decimals\nQuestion: Convert \\( \\frac{7}{40} \\) into a decimal\nIncorrect Answer: \\( 0.7 \\)\nCorrect Answer: \\( 0.175 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 fractions less than 1 to terminating decimals of 3 or more decimal places\nSubject: Converting between Fractions and Decimals\nQuestion: Convert \\( \\frac{7}{40} \\) into a decimal\nIncorrect Answer: \\( 7.40 \\)\nCorrect Answer: \\( 0.175 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 placing a decimal point between the numerator and 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: Subtract proper fractions with different denominators where one is a multiple of the other\nSubject: Adding and Subtracting Fractions\nQuestion: \\( \\frac{7}{8}-\\frac{1}{4}= \\)\nIncorrect Answer: \\( \\frac{6}{4} \\)\nCorrect Answer: \\( \\frac{5}{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"
}
] | When subtracting fractions, subtracts the numerators and denominators |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract proper fractions with different denominators where one is a multiple of the other\nSubject: Adding and Subtracting Fractions\nQuestion: \\( \\frac{7}{8}-\\frac{1}{4}= \\)\nIncorrect Answer: \\( \\frac{9}{8} \\)\nCorrect Answer: \\( \\frac{5}{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"
}
] | 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 where one is a multiple of the other\nSubject: Adding and Subtracting Fractions\nQuestion: \\( \\frac{7}{8}-\\frac{1}{4}= \\)\nIncorrect Answer: \\( \\frac{6}{8} \\)\nCorrect Answer: \\( \\frac{5}{8} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand 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: Find missing angles in a scalene triangle\nSubject: Angles in Triangles\nQuestion: What is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()\nIncorrect Answer: \\( 50\\degree\\)\nCorrect Answer: Not enough information\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Assumes an angle is the size that it looks in the (not to scale) 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: Find missing angles in a scalene triangle\nSubject: Angles in Triangles\nQuestion: What is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()\nIncorrect Answer: \\( 65\\degree\\)\nCorrect Answer: Not enough information\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 angles which look the same on diagram will be equal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in a scalene triangle\nSubject: Angles in Triangles\nQuestion: What is the size of angle \\( k \\) ? ![A triangle with two labelled interior angles. One angle is 65 degrees. One angle is k degrees. The third angle has no label.]()\nIncorrect Answer: \\( 90\\degree\\)\nCorrect Answer: Not enough information\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 triangles have a right angle |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a unit of volume or capacity\nSubject: Volume and Capacity Units\nQuestion: Sally has answered a question on volume. Her answer is \\( 500 \\).\nBehind the star she has written the units that she used.\nWhich of the following units is definitely wrong?\n\n\\( 500 \\,\\bigstar \\)\n\n\nIncorrect Answer: \\( \\mathrm{mm}^{3} \\)\nCorrect Answer: \\( \\mathrm{cm}^{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know that units of volume are usually cubed |