messages
listlengths 2
2
| misconception
stringlengths 14
209
|
|---|---|
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: 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: \\( m^{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 |
[
{
"content": "You are an assistant trying to 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: \\( l \\)\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 recognise litres as a unit of volume |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()\nIncorrect Answer: \\( (2,2) \\)\nCorrect Answer: \\( (2,4) \\)\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"
}
] | Fails to reflect across mirror line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()\nIncorrect Answer: \\( (2,0) \\)\nCorrect Answer: \\( (2,4) \\)\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"
}
] | Fails to reflect across mirror line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with a reflection line drawn and a triangle. The reflection line passes through the coordinates: (-1,-1) (0,0) (1,1) (2,2) etc. The triangle has coordinates: (2,2) (3,3) and (4,2). P is the coordinate (4,2).]()\nIncorrect Answer: \\( (0,2) \\)\nCorrect Answer: \\( (2,4) \\)\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"
}
] | Counts the squares rather than the diagonals when reflecting in y=x or 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: Round numbers to two decimal places\nSubject: Rounding to Decimal Places\nQuestion: \\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 0.0098 \\)\nCorrect Answer: \\( 0.01 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 (significant figures rather than decimal places) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers to two decimal places\nSubject: Rounding to Decimal Places\nQuestion: \\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 0.0097 \\)\nCorrect Answer: \\( 0.01 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 (significant figures rather than decimal places) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers to two decimal places\nSubject: Rounding to Decimal Places\nQuestion: \\( 0.009753 \\)\nWhat is this number rounded to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 0.00 \\)\nCorrect Answer: \\( 0.01 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds down instead of up |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 0.55-0.2= \\)\nIncorrect Answer: \\( 0.33 \\)\nCorrect Answer: \\( 0.35 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting decimals with a different number of decimals, subtracts one digit from more than one 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: Subtract decimals where the numbers involved have a different number of decimal places\nSubject: Adding and Subtracting with Decimals\nQuestion: \\( 0.55-0.2= \\)\nIncorrect Answer: \\( 0.53 \\)\nCorrect Answer: \\( 0.35 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting decimals with a different number of decimal places, lines up the digits 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: Solve linear inequalities involving two inequality signs\nSubject: Solving Linear Inequalities\nQuestion: What is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)\nIncorrect Answer: \\( -9<x<11 \\)\nCorrect Answer: \\( -3<x<2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving an equation, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear inequalities involving two inequality signs\nSubject: Solving Linear Inequalities\nQuestion: What is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)\nIncorrect Answer: \\( -2<x<2 \\)\nCorrect Answer: \\( -3<x<2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes subtracting a positive number from a negative number makes the answer less negative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear inequalities involving two inequality signs\nSubject: Solving Linear Inequalities\nQuestion: What is the solution to the following inequality?\n\\(\n-5<2 x+1<5\n\\)\nIncorrect Answer: \\( -3.5<x<1.5 \\)\nCorrect Answer: \\( -3<x<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 reverse the order of operations when solving an 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: Order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: In a bakery \\( \\frac{3}{7} \\) of the cakes are chocolate, \\( \\frac{5}{14} \\) of the cakes are vanilla and \\( \\frac{6}{28} \\) are lemon.\nWhich flavour cake is there more of?\nIncorrect Answer: Vanilla\nCorrect Answer: Chocolate\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not find a common denominator when comparing fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Order fractions whose denominators are multiples of the same number \nSubject: Ordering Fractions\nQuestion: In a bakery \\( \\frac{3}{7} \\) of the cakes are chocolate, \\( \\frac{5}{14} \\) of the cakes are vanilla and \\( \\frac{6}{28} \\) are lemon.\nWhich flavour cake is there more of?\nIncorrect Answer: There is the same amount of each.\nCorrect Answer: Chocolate\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not find a common denominator when comparing fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Estimate the size of obtuse angles\nSubject: Types, Naming and Estimating\nQuestion: Which of the following is the best estimate of the size of this angle? ![An obtuse angle]()\nIncorrect Answer: \\( 60^{\\circ} \\)\nCorrect Answer: \\( 120^{\\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"
}
] | Estimates angle without using knowledge of degrees in quarter turns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Estimate the size of obtuse angles\nSubject: Types, Naming and Estimating\nQuestion: Which of the following is the best estimate of the size of this angle? ![An obtuse angle]()\nIncorrect Answer: \\( 90^{\\circ} \\)\nCorrect Answer: \\( 120^{\\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"
}
] | Estimates angle without using knowledge of degrees in quarter turns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Estimate the size of obtuse angles\nSubject: Types, Naming and Estimating\nQuestion: Which of the following is the best estimate of the size of this angle? ![An obtuse angle]()\nIncorrect Answer: \\( 160^{\\circ} \\)\nCorrect Answer: \\( 120^{\\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"
}
] | Estimates angle without using knowledge of degrees in quarter turns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive x value, find the corresponding y value for curves in the form y = ax² + bx + c\nSubject: Plotting Quadratics from Tables of Values\nQuestion: This is a part of the table of values for the equation\n\\(y=\\frac{1}{2} x^{2}\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\frac{2}{3} \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( \\frac{1}{9} \\)\nCorrect Answer: \\( \\frac{2}{9} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When substituting a value into a non-linear term with a coefficient, multiplies by the coefficient then calculates the power. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive x value, find the corresponding y value for curves in the form y = ax² + bx + c\nSubject: Plotting Quadratics from Tables of Values\nQuestion: This is a part of the table of values for the equation\n\\(y=\\frac{1}{2} x^{2}\\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( \\frac{2}{3} \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\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"
}
] | 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: Recognise cube numbers\nSubject: Squares, Cubes, etc\nQuestion: What is the smallest odd cube number?\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks numbers are a multiple of their index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise cube numbers\nSubject: Squares, Cubes, etc\nQuestion: What is the smallest odd cube number?\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up odd and even 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: Given the description of an algebraic term with no powers, write the term using algebra \nSubject: Writing Expressions\nQuestion: Write the following using correct algebraic notation \\( p \\) multiplied by three lots of \\( q \\)\nIncorrect Answer: \\( p q^{3} \\)\nCorrect Answer: \\( 3 p q \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \\( 3^{2} \\) ?\nIncorrect Answer: \\( 12 \\)\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up squaring and multiplying by 4 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \\( 3^{2} \\) ?\nIncorrect Answer: \\( 6 \\)\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Squares, Cubes, etc\nQuestion: What is the value of \\( 3^{2} \\) ?\nIncorrect Answer: \\( 5 \\)\nCorrect Answer: \\( 9 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds the index to the number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write algebraic expressions with correct algebraic convention involving powers\nSubject: Multiplying Terms\nQuestion: Simplify, if possible:\n\\(\nm^{2} \\times m^{2}\n\\)\nIncorrect Answer: \\( 4 m \\)\nCorrect Answer: \\( m^{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"
}
] | Multiplies by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write algebraic expressions with correct algebraic convention involving powers\nSubject: Multiplying Terms\nQuestion: Simplify, if possible:\n\\(\nm^{2} \\times m^{2}\n\\)\nIncorrect Answer: \\( 2 m^{2} \\)\nCorrect Answer: \\( m^{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"
}
] | Confuses collecting like terms with 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: Expand two brackets with linear terms in the form (x + a)(x + b)\nSubject: Expanding Double Brackets\nQuestion: What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-3)(p+1) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\nIncorrect Answer: \\( \\bigcirc=+3 \\)\nCorrect Answer: \\( \\bigcirc=-3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes 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 (x + a)(x + b)\nSubject: Expanding Double Brackets\nQuestion: What should replace the circle when these two brackets are expanded and simplified?\n\\(\n(p-3)(p+1) \\equiv p^{2} \\triangle p \\bigcirc\n\\)\nIncorrect Answer: \\( \\bigcirc=-2 \\)\nCorrect Answer: \\( \\bigcirc=-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"
}
] | 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: Interpret a bar chart\nSubject: Block Graphs and Bar Charts\nQuestion: The bar chart shows the number of students in each year group who study French, Spanish and Chinese.\n\nHow many more Year 8s than Year 7s study French? ![An image of a vertical bar chart with bars striped red and white for French, solid blue for Spanish and solid white for Chinese (a key shows this). The x-axis is titled 'year group' with labels for Years 7 to 11. The y-axis is titled 'number of children' and its scale is from 0 to 80 in steps of 10. The following data is shown on the bar chart.\nYear 7: French 42, Spanish 35, Chinese 60; Year 8: French 80, Spanish 27, Chinese 25; Year 9: French 35, Spanish 70, Chinese 12; Year 10: French 12, Spanish 35, Chinese 0; Year 11: French 33, Spanish 26, Chinese 0.]()\nIncorrect Answer: \\( 122 \\)\nCorrect Answer: \\( 38 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 total instead of difference when asked 'How many 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: Construct a triangle using Side-Side-Side\nSubject: Construct Triangle\nQuestion: What is the length of the side marked \\( q \\) ? ![Two, intersecting circles drawn with a compass and used to construct a triangle with one side labelled with q]()\nIncorrect Answer: \\( 2.5 \\mathrm{~cm} \\)\nCorrect Answer: \\( 2 \\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"
}
] | Estimates a measurement on a diagram rather than working it out |
[
{
"content": "You are an assistant trying to 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 midpoint and a coordinate work out the position of the other coordinate, where all the values are integers but at least one is negative\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Here are two points and their midpoint. What should replace the star? ![A set of axis showing all four quadrants. Three points are marked in a straight line with a negative gradient. One lilac circle marks a point in the 1st quadrant and is labelled (-5, 5). One red circle marks a point in the 1st quadrant and is labelled (-2,1). Another lilac circle marks a point in the 4th quadrant and is labelled (gold star icon, green triangle icon) as the coordinates are unknown. ]()\nIncorrect Answer: \\(\\color{gold}\\bigstar\\) = 5\nCorrect Answer: \\(\\color{gold}\\bigstar\\) = 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"
}
] | Given a line segment with a midpoint that is not the origin, assumes that the two end points will still have the same absolute 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: Given a midpoint and a coordinate work out the position of the other coordinate, where all the values are integers but at least one is negative\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Here are two points and their midpoint. What should replace the star? ![A set of axis showing all four quadrants. Three points are marked in a straight line with a negative gradient. One lilac circle marks a point in the 1st quadrant and is labelled (-5, 5). One red circle marks a point in the 1st quadrant and is labelled (-2,1). Another lilac circle marks a point in the 4th quadrant and is labelled (gold star icon, green triangle icon) as the coordinates are unknown. ]()\nIncorrect Answer: \\(\\color{gold}\\bigstar\\) = -7\nCorrect Answer: \\(\\color{gold}\\bigstar\\) = 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 adding coordinates of endpoint and midpoint of a line will give the other endpoint |
[
{
"content": "You are an assistant trying to 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 non-rectilinear shapes by counting squares, where all squares are either whole or exactly half-squares\nSubject: Area of Simple Shapes\nQuestion: Each square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()\nIncorrect Answer: \\( 5 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 4.5 \\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"
}
] | Underestimates the area of shapes when counting squares when some squares are neither wholes nor halves |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the area of non-rectilinear shapes by counting squares, where all squares are either whole or exactly half-squares\nSubject: Area of Simple Shapes\nQuestion: Each square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()\nIncorrect Answer: \\( 3 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 4.5 \\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"
}
] | Adds when calculating area instead of multiplying |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the area of non-rectilinear shapes by counting squares, where all squares are either whole or exactly half-squares\nSubject: Area of Simple Shapes\nQuestion: Each square is \\( 1 \\mathrm{~cm} \\) by \\( 1 \\mathrm{~cm} \\)\n\nWhat is the area of this shape? ![A 6 by 5 centimetre squared grid. A purple right angled triangle is drawn on the grid with a base of 3cm and a perpendicular height of 3cm.]()\nIncorrect Answer: \\( 9 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 4.5 \\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 divide by 2 when calculating the area of a triangle |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and use efficient methods for mental multiplication\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?\nIncorrect Answer: Only Tom\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that the compensation strategy for the multiplication of 2 numbers can only be used one way round. |
[
{
"content": "You are an assistant trying to 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 methods for mental multiplication\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?\nIncorrect Answer: Only\nKatie\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that the compensation strategy for the multiplication of 2 numbers can only be used one way round. |
[
{
"content": "You are an assistant trying to 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 methods for mental multiplication\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie are discussing ways to calculate \\( 49 \\times 9 \\) mentally\nTom multiplies \\( 49 \\) by \\( 10 \\) and then subtracts \\( 49 \\) from the answer.\nKatie does \\( 50 \\times 9 \\) and then subtracts \\( 9 \\) from the answer\nWho would get the correct answer?\nIncorrect Answer: Neither is correct\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not think that the compensation strategy for the multiplication of 2 numbers is valid. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Raise a positive integer to the power of 0\nSubject: Laws of Indices\nQuestion: \\( (16)^{0}=? \\)\nIncorrect Answer: \\( 16 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgotten that anything to the power of 0 equals 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Raise a positive integer to the power of 0\nSubject: Laws of Indices\nQuestion: \\( (16)^{0}=? \\)\nIncorrect Answer: \\( 0 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgotten that anything to the power of 0 equals 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Raise a positive integer to the power of 0\nSubject: Laws of Indices\nQuestion: \\( (16)^{0}=? \\)\nIncorrect Answer: You cannot have a power of \\( 0 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgotten that anything to the power of 0 equals 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read an integer on a scale where the required measurement is marked by a dash between two numbers\nSubject: Place Value\nQuestion: What number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()\nIncorrect Answer: \\( 140 \\)\nCorrect Answer: \\( 145 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When reading integers on a number line, assumes each dash is 10 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read an integer on a scale where the required measurement is marked by a dash between two numbers\nSubject: Place Value\nQuestion: What number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()\nIncorrect Answer: \\( 149 \\)\nCorrect Answer: \\( 145 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When reading integers on a number line, assumes each dash is 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read an integer on a scale where the required measurement is marked by a dash between two numbers\nSubject: Place Value\nQuestion: What number is the arrow pointing to? ![Number line from 100 to 200 with an arrow pointing to the value 145]()\nIncorrect Answer: \\( 148 \\)\nCorrect Answer: \\( 145 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When reading integers on a number line, assumes each dash is 2 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply two decimals together with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.01^{3}= \\)\nIncorrect Answer: \\( 0.0001 \\)\nCorrect Answer: \\( 0.000001 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: \\( 0.01^{3}= \\)\nIncorrect Answer: \\( 0.03 \\)\nCorrect Answer: \\( 0.000001 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cubing a number means you multiply it by 3 |
[
{
"content": "You are an assistant trying to 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: \\( 0.01^{3}= \\)\nIncorrect Answer: \\( 0.00001 \\)\nCorrect Answer: \\( 0.000001 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Simplify fractions that simplify to a non-unit fraction\nSubject: Simplifying Fractions\nQuestion: Tom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\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"
}
] | Believes you can have decimals in a simplified 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: Simplify fractions that simplify to a non-unit fraction\nSubject: Simplifying Fractions\nQuestion: Tom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\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"
}
] | Believes you can have decimals in a simplified 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: Simplify fractions that simplify to a non-unit fraction\nSubject: Simplifying Fractions\nQuestion: Tom and Katie are arguing about how to leave answers to some fractions questions they are working on.\n\nTom says he is going to leave one of his answers as \\( \\frac{143}{2} \\)\n\nKatie says she is going to leave one of her answers as \\( \\frac{4.2}{9} \\)\n\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only Tom\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know that you can leave a fraction in improper 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: Recognise other roots of numbers\nSubject: Square Roots, Cube Roots, etc\nQuestion: \\( \\sqrt[3]{27}=? \\)\nIncorrect Answer: \\( 9 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Divides by the order of the root |
[
{
"content": "You are an assistant trying to 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 other roots of numbers\nSubject: Square Roots, Cube Roots, etc\nQuestion: \\( \\sqrt[3]{27}=? \\)\nIncorrect Answer: \\( 81 \\)\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"
}
] | Has multiplied by the root power |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: \\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()\nIncorrect Answer: XMP\nCorrect Answer: SNY\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: \\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()\nIncorrect Answer: SNX\nCorrect Answer: SNY\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: \\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and \\( R S \\).\nWhich angle is corresponding to angle QMY? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle QMY is marked in red.]()\nIncorrect Answer: XNR\nCorrect Answer: SNY\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 common factors of two numbers\nSubject: Factors and Highest Common Factor\nQuestion: A common factor of \\( 8 \\) and \\( 20 \\) is...\nIncorrect Answer: \\( 40 \\)\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"
}
] | 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 common factors of two numbers\nSubject: Factors and Highest Common Factor\nQuestion: A common factor of \\( 8 \\) and \\( 20 \\) is...\nIncorrect Answer: \\( 20 \\)\nCorrect Answer: \\( 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of common, eg. common 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: Identify common factors of two numbers\nSubject: Factors and Highest Common Factor\nQuestion: A common factor of \\( 8 \\) and \\( 20 \\) is...\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of common, eg. common factor |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a translation using vector notation where at least one value is negative\nSubject: Translation and Vectors\nQuestion: Which vector correctly describes the translation that maps object \\( P \\) onto object \\( Q \\)? ![The image shows a pair of axes and two congruent trapezia labelled P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (3, 3), (4, 5), (6, 5), (7, 3).]()\nIncorrect Answer: \\( \\left(\\begin{array}{c}-4 \\\\ 2\\end{array}\\right) \\)\nCorrect Answer: \\( \\left(\\begin{array}{c}2 \\\\ -4\\end{array}\\right) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 movement of the top number in a column vector is vertical, and the bottom number is horizontal rather than the other way round |
[
{
"content": "You are an assistant trying to 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 translation using vector notation where at least one value is negative\nSubject: Translation and Vectors\nQuestion: Which vector correctly describes the translation that maps object \\( P \\) onto object \\( Q \\)? ![The image shows a pair of axes and two congruent trapezia labelled P and Q. Trapezium P has vertices at (1, 7), (2, 9), (4, 9), (5, 7). Trapezium Q has vertices at (3, 3), (4, 5), (6, 5), (7, 3).]()\nIncorrect Answer: \\( \\left(\\begin{array}{c}-2 \\\\ 4\\end{array}\\right) \\)\nCorrect Answer: \\( \\left(\\begin{array}{c}2 \\\\ -4\\end{array}\\right) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Recognise perpendicular lines\nSubject: Parallel Lines\nQuestion: ![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?\nIncorrect Answer: \\( \\mathrm{GH} \\)\nCorrect Answer: \\( \\mathrm{KL} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Recognise perpendicular lines\nSubject: Parallel Lines\nQuestion: ![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?\nIncorrect Answer: \\( C D \\)\nCorrect Answer: \\( \\mathrm{KL} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 meaning of perpendicular and vertical |
[
{
"content": "You are an assistant trying to 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 perpendicular lines\nSubject: Parallel Lines\nQuestion: ![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a vertical line measuring 2 units. EF is a diagonal line with a positive gradient of 4. GH is a diagonal line with a negative gradient of -4. IJ is a horizontal line measuring 3 units. KL is a diagonal line with a negative gradient of -1. MN is a diagonal line with a positive gradient of 1. OP is a diagonal line with a positive gradient of 4.]() Which line segment is perpendicular to \\( \\mathrm{MN} \\) ?\nIncorrect Answer: OP\nCorrect Answer: \\( \\mathrm{KL} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Interpret a bar chart\nSubject: Block Graphs and Bar Charts\nQuestion: The bar chart shows the number of students in each year group who study French, Spanish and Chinese.\n\nHow many more Year \\( 7 s \\) than Year 8s study Chinese? ![An image of a bar chart with bars striped red and white for French, blue for Spanish and white for Chinese. The x-axis is marked 'year group' with options 7-11, and the y-axis is marked 'number of children'. ]()\nIncorrect Answer: \\( 85 \\)\nCorrect Answer: \\( 35 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds total instead of difference when asked 'How many 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: Recognise perpendicular lines\nSubject: Parallel Lines\nQuestion: Tom and Katie are discussing this pair of lines\nTom says they are parallel\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a small red line marked across them about halfway up. The two blue lines do not touch, but they are closer together at one end.]()\nIncorrect Answer: Only\nTom\nCorrect Answer: Neither is correct\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks that if two lines do not intersect on a diagram then they will never intersect and are therefore parallel |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise perpendicular lines\nSubject: Parallel Lines\nQuestion: Tom and Katie are discussing this pair of lines\nTom says they are parallel\nKatie says they are perpendicular\nWho do you agree with? ![Two blue lines, each with a small red line marked across them about halfway up. The two blue lines do not touch, but they are closer together at one end.]()\nIncorrect Answer: Only Katie\nCorrect Answer: Neither is correct\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes any lines that cross are perpendicular |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate coordinates of points on the graph of y = ax, where x is a negative integer \nSubject: Graphs of Exponentials and Other Powers of x\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( -32 \\)\nCorrect Answer: \\( \\frac{1}{32} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a negative power results in 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: Calculate coordinates of points on the graph of y = ax, where x is a negative integer \nSubject: Graphs of Exponentials and Other Powers of x\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( -\\frac{1}{32} \\)\nCorrect Answer: \\( \\frac{1}{32} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a negative power results in 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: Calculate coordinates of points on the graph of y = ax, where x is a negative integer \nSubject: Graphs of Exponentials and Other Powers of x\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\mathbf{2}^{\\boldsymbol{x}} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( -5 \\) \\\\\n\\hline\\( y \\) & \\(\\color{gold}\\bigstar\\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( -10 \\)\nCorrect Answer: \\( \\frac{1}{32} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write the next term of a descending decimal linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: \\( \\begin{array}{llll}7.5, & 6.6, & 5.7, & ?\\end{array} \\)\n\nWhat is the next term in this linear sequence?\nIncorrect Answer: \\( 4.7 \\)\nCorrect Answer: \\( 4.8 \\)\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 asked for the next term in the sequence subtracts one from the last term given, despite the sequence not going down in ones. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write the next term of a descending decimal linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: \\( \\begin{array}{llll}7.5, & 6.6, & 5.7, & ?\\end{array} \\)\n\nWhat is the next term in this linear sequence?\nIncorrect Answer: \\( 4.9 \\)\nCorrect Answer: \\( 4.8 \\)\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 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: Find missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()\nIncorrect Answer: \\( 60^{\\circ} \\)\nCorrect Answer: Impossible to say\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Misinterprets the meaning of angles on a straight line angle fact |
[
{
"content": "You are an assistant trying to 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: What is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()\nIncorrect Answer: \\( 120^{\\circ} \\)\nCorrect Answer: Impossible to say\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the value of the angle marked \\( \\mathbf{\\square} \\) ? ![Image showing three vertices of a polygon. We do not see how many sides the polygon has. The angles shown are marked 20 degrees, 120 degrees and the third is marked with a square.]()\nIncorrect Answer: \\( 40^{\\circ} \\)\nCorrect Answer: Impossible to say\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Misinterprets the meaning of angles on a straight line angle fact |
[
{
"content": "You are an assistant trying to 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 the elements of a calculation to one significant figure to perform an estimation\nSubject: Estimation\nQuestion: Estimate the value of\n\\(\n\\frac{4.12 \\times 18.3}{0.226}\n\\)\nIncorrect Answer: \\( 16 \\)\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"
}
] | Believes that dividing by a decimal is the same as dividing by its reciprocal |
[
{
"content": "You are an assistant trying to 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 the elements of a calculation to one significant figure to perform an estimation\nSubject: Estimation\nQuestion: Estimate the value of\n\\(\n\\frac{4.12 \\times 18.3}{0.226}\n\\)\nIncorrect Answer: \\( 360 \\)\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"
}
] | Rounds to the nearest integer 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: Identify a transversal\nSubject: Angle Facts with Parallel Lines\nQuestion: What is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()\nIncorrect Answer: Parallel\nCorrect Answer: Transversal\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of the word parallel |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a transversal\nSubject: Angle Facts with Parallel Lines\nQuestion: What is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()\nIncorrect Answer: Corresponding\nCorrect Answer: Transversal\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of corresponding |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a transversal\nSubject: Angle Facts with Parallel Lines\nQuestion: What is the name given to the red line that intersects the two dashed lines? ![Shows two straight horizontal dashed lines that are converging and are both intersected by a solid red line]()\nIncorrect Answer: Alternate\nCorrect Answer: Transversal\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of alternate |
[
{
"content": "You are an assistant trying to 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 m³ and cm³\nSubject: Volume and Capacity Units\nQuestion: \\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?\nIncorrect Answer: \\( 1000 \\)\nCorrect Answer: \\( 1000000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 1 cubic metre = 1000 cubic centimetres |
[
{
"content": "You are an assistant trying to 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 m³ and cm³\nSubject: Volume and Capacity Units\nQuestion: \\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?\nIncorrect Answer: \\( 100 \\)\nCorrect Answer: \\( 1000000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cube the conversion factor when converting cubed units |
[
{
"content": "You are an assistant trying to 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 m³ and cm³\nSubject: Volume and Capacity Units\nQuestion: \\(\n1 m^3 =\\bigstar cm^3\n\\)\n\nWhat should replace the star?\nIncorrect Answer: \\( 10000 \\)\nCorrect Answer: \\( 1000000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cube the conversion factor when converting cubed units |
[
{
"content": "You are an assistant trying to 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 the properties of an isosceles triangle\nSubject: Properties of Triangles\nQuestion: An isosceles triangle must have ...\nIncorrect Answer: three \\( 60^{\\circ} \\) angles.\nCorrect Answer: two sides of equal length and two equal 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 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: Describe the properties of an isosceles triangle\nSubject: Properties of Triangles\nQuestion: An isosceles triangle must have ...\nIncorrect Answer: a right angle.\nCorrect Answer: two sides of equal length and two equal 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 isosceles and right angle 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: Describe the properties of an isosceles triangle\nSubject: Properties of Triangles\nQuestion: An isosceles triangle must have ...\nIncorrect Answer: three equal side lengths.\nCorrect Answer: two sides of equal length and two equal 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 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: 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 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?\nIncorrect Answer: Only Tom\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not realise that two letters together, or a number and letter together, are multiplying |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: 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 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?\nIncorrect Answer: Only Katie\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: 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 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"m\" written inside it. The middle rectangle is empty and the final rectangle has \"output\" written above it and \"4m\" written inside it.]() Tom says the function could be \\( +3 m \\)\n\nKatie says the function could be \\( \\times 4 \\)\n\nWho do you agree with?\nIncorrect Answer: Neither is correct\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not realise that two letters together, or a number and letter together, are multiplying |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use inequality notation to order integers with the same number of digits\nSubject: Place Value\nQuestion: Which symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\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"
}
] | When ordering integers, orders from the digits at the end of the number instead of the digits at the start |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use inequality notation to order integers with the same number of digits\nSubject: Place Value\nQuestion: Which symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\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"
}
] | 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: Use inequality notation to order integers with the same number of digits\nSubject: Place Value\nQuestion: Which symbol makes the following statement correct?\n\\[\n1,959,909 \\quad\n \\square \\quad\n1,995,902\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: Given a situation sketch an appropriate real life graph\nSubject: Currency Conversions\nQuestion: \\( £ 1 \\) is \\( 1.5 \\) US dollars.\nWhich of these graphs shows the value of up to \\( £ 10 \\) in US dollars?\nIncorrect Answer: ![A straight horizontal line graph from 15 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\nCorrect Answer: ![A straight line graph from the origin. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 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"
}
] | Believes a direct proportion graph is a horizontal line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a situation sketch an appropriate real life graph\nSubject: Currency Conversions\nQuestion: \\( £ 1 \\) is \\( 1.5 \\) US dollars.\nWhich of these graphs shows the value of up to \\( £ 10 \\) in US dollars?\nIncorrect Answer: ![A straight line graph from approx 5 on the y axis. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 10]()\nCorrect Answer: ![A straight line graph from the origin. Y axis labelled US dollars extending to 15, x axis labelled pounds extending to 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"
}
] | Believes a direct proportion graph does not have to start at the origin |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the probability of two dependent events occurring without drawing a tree diagram\nSubject: Tree Diagrams with Dependent Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\nIncorrect Answer: \\( \\frac{12}{42} \\)\nCorrect Answer: \\( \\frac{36}{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"
}
] | Does not work out all possibilites when given an 'at least' question in probability |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the probability of two dependent events occurring without drawing a tree diagram\nSubject: Tree Diagrams with Dependent Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\nIncorrect Answer: \\( \\frac{24}{42} \\)\nCorrect Answer: \\( \\frac{36}{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"
}
] | Does not work out all possibilites when given an 'at least' question in probability |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the probability of two dependent events occurring without drawing a tree diagram\nSubject: Tree Diagrams with Dependent Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. The balls are all the same size.]() Kate picks out two balls at the same time.\n\nWhat is the probability at least one ball is red?\nIncorrect Answer: \\( \\frac{37}{42} \\)\nCorrect Answer: \\( \\frac{36}{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"
}
] | Adds the numerators when working out a combined probability |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use the order of operations to carry out calculations involving powers\nSubject: Basic Calculator Use\nQuestion: What answer would your calculator give if you typed in \\(-5^{2}\\) ![A scientific calculator]()\nIncorrect Answer: \\( 25 \\)\nCorrect Answer: \\( -25 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the negative of a positive squared (where there are no brackets) 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: Use the order of operations to carry out calculations involving powers\nSubject: Basic Calculator Use\nQuestion: What answer would your calculator give if you typed in \\(-5^{2}\\) ![A scientific calculator]()\nIncorrect Answer: \\( -10 \\)\nCorrect Answer: \\( -25 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Has multiplied the base number and the power |