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Eedi-competition-kaggle-prompt-formats-Phi

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[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Calculate the gradient on a linear section on a real life graph\nSubject: Real Life Graphs\nQuestion: The cost of a taxi-ride is shown on the graph.\n\nWhat is the cost per mile? ![The graph is Cost (£) on the vertical axis and Distance (miles) on the horizontal axis. The graph is a straight line from (0, 2) to (5, 6)]()\nIncorrect Answer: \\( £ 1.20 \\)\nCorrect Answer: \\( £ 0.80 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 gradient on a linear section on a real life graph\nSubject: Real Life Graphs\nQuestion: The cost of a taxi-ride is shown on the graph.\n\nWhat is the cost per mile? ![The graph is Cost (£) on the vertical axis and Distance (miles) on the horizontal axis. The graph is a straight line from (0, 2) to (5, 6)]()\nIncorrect Answer: \\( £ 1 \\)\nCorrect Answer: \\( £ 0.80 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: For a given input find the output of a function machine\nSubject: Function Machines\nQuestion: Cally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()\nIncorrect Answer: \\( n \\)\nCorrect Answer: \\( 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: For a given input find the output of a function machine\nSubject: Function Machines\nQuestion: Cally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()\nIncorrect Answer: \\( \\times 2 \\)\nCorrect Answer: \\( 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: For a given input find the output of a function machine\nSubject: Function Machines\nQuestion: Cally wants to use the function machine below to solve this problem:\n\nI think of a number, double it, subtract 5, and the answer is \\( 23 \\).\n\nWhich of the following should replace the star? ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and has \"input\" written above it. The next 2 rectangles are empty and the final rectangle on the right has a purple star inside it and has \"output\" written above it.]()\nIncorrect Answer: \\( -5 \\)\nCorrect Answer: \\( 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" } ]

[ { "content": "You are an assistant trying to 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 not multiples of the same number \nSubject: Ordering Fractions\nQuestion: What sign would make this statement true?\n\\(\n\\frac{4}{6} ? \\frac{10}{15}\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" } ]

[ { "content": "You are an assistant trying to 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 an algebraic fraction by factorising both the numerator and denominator\nSubject: Simplifying Algebraic Fractions\nQuestion: Simplify the following, if possible\n\\(\n\\frac{5 m-10}{m^{2}+3 m-10}\n\\)\nIncorrect Answer: \\( \\frac{5 m}{m^{2}+3 m} \\)\nCorrect Answer: \\( \\frac{5}{m+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" } ]

[ { "content": "You are an assistant trying to 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 an algebraic fraction by factorising both the numerator and denominator\nSubject: Simplifying Algebraic Fractions\nQuestion: Simplify the following, if possible\n\\(\n\\frac{5 m-10}{m^{2}+3 m-10}\n\\)\nIncorrect Answer: Does not simplify\nCorrect Answer: \\( \\frac{5}{m+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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Divide proper fractions in the form: Fraction ÷ Integer\nSubject: Dividing Fractions\nQuestion: Calculate:\n\\(\n\\frac{2}{5} \\div 2\n\\)\nIncorrect Answer: \\( \\frac{4}{5} \\)\nCorrect Answer: \\( \\frac{1}{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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Divide proper fractions in the form: Fraction ÷ Integer\nSubject: Dividing Fractions\nQuestion: Calculate:\n\\(\n\\frac{2}{5} \\div 2\n\\)\nIncorrect Answer: \\( \\frac{4}{10} \\)\nCorrect Answer: \\( \\frac{1}{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" } ]

[ { "content": "You are an assistant trying to 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 the gradient on a linear section on a real life graph\nSubject: Real Life Graphs\nQuestion: Jadon decides to go for a run.\nThe graph on the right shows Jadon's speed in metres per second \\( (s) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.8 \\).\n\nWhich of the following does that \\( 0.8 \\) best represent? ![A sketch of a graph with s on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\nIncorrect Answer: Jadon is travelling at a speed of \\( 0.8 \\mathrm{~m} / \\mathrm{s} \\)\nCorrect Answer: Jadon is decelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{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" } ]

[ { "content": "You are an assistant trying to 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 the gradient on a linear section on a real life graph\nSubject: Real Life Graphs\nQuestion: Jadon decides to go for a run.\nThe graph on the right shows Jadon's speed in metres per second \\( (s) \\) over time in seconds\n\\( (t) \\).\n\nThe gradient of the negative sloping section of the graph is \\( 0.8 \\).\n\nWhich of the following does that \\( 0.8 \\) best represent? ![A sketch of a graph with s on the y axis and t on the x axis. A straight line slopes upwards from the origin 2/3 of the way up the graph, 1/5 across the graph. It then becomes horizontal for the next 1/5 of the graph, before sloping downwards in a straight line for the remainder of the graph. ]()\nIncorrect Answer: Jadon is accelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{2} \\)\nCorrect Answer: Jadon is decelerating at a rate of \\( 0.8 \\mathrm{~m} / \\mathrm{s}^{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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Sketch curves in the form (x + a)(x + b) indicating where they cross the axes\nSubject: Sketching from Factorised Form\nQuestion: \\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?\nIncorrect Answer: \\( (0,-14) \\) \\( (0,-14) \\)\nCorrect Answer: \\( (0,48) \\) \\( (0,48) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Sketch curves in the form (x + a)(x + b) indicating where they cross the axes\nSubject: Sketching from Factorised Form\nQuestion: \\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?\nIncorrect Answer: \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\) \\( \\begin{array}{c}(0,8) \\\\ \\text { and } \\\\ (0,6)\\end{array} \\)\nCorrect Answer: \\( (0,48) \\) \\( (0,48) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Sketch curves in the form (x + a)(x + b) indicating where they cross the axes\nSubject: Sketching from Factorised Form\nQuestion: \\( y=(x-8)(x-6) \\) \\( y=(x-8)(x-6) \\) Where does this curve intercept the \\( y \\) axis? Where does this curve intercept the \\( y \\) axis?\nIncorrect Answer: \\( (0,-48) \\) \\( (0,-48) \\)\nCorrect Answer: \\( (0,48) \\) \\( (0,48) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 roots\nSubject: BIDMAS\nQuestion: Tom and Katie are discussing calculations involving square roots.\n\nTom says \\( \\sqrt{16}+\\sqrt{9}=5 \\)\n\nKatie says \\( \\sqrt{16+9}=5 \\)\n\nWho is correct?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 roots\nSubject: BIDMAS\nQuestion: Tom and Katie are discussing calculations involving square roots.\n\nTom says \\( \\sqrt{16}+\\sqrt{9}=5 \\)\n\nKatie says \\( \\sqrt{16+9}=5 \\)\n\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Find the nth term rule for an ascending fractional linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: \\( \\frac{1}{24}, \\frac{1}{12}, \\frac{1}{8}, \\frac{1}{6}, \\ldots \\) When calculating the nth-term rule of this sequence, what should replace the rectangle? ![nth-term rule:\n\\[\n\\frac{1}{24} n\n\\] followed by a purple rectangle. ]()\nIncorrect Answer: \\( +\\frac{1}{24} \\)\nCorrect Answer: \\( +0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Carry out a subtraction problem with positive integers where the answer is less than 0\nSubject: Adding and Subtracting Negative Numbers\nQuestion: Tom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()\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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Carry out a subtraction problem with positive integers where the answer is less than 0\nSubject: Adding and Subtracting Negative Numbers\nQuestion: Tom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()\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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Carry out a subtraction problem with positive integers where the answer is less than 0\nSubject: Adding and Subtracting Negative Numbers\nQuestion: Tom and Katie are trying to write calculations based on the diagram below.\n\nTom writes: \\( 15-20=-5 \\)\n\nKatie writes: \\( (-5)+20=15 \\)\n\nWho is correct? ![Number line with an arrow marked -20 going from 15 to -5]()\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" } ]

[ { "content": "You are an assistant trying to 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: A sequence is formed using the rule\n\nSquare the position and add \\( 5 \\)\n\nWhat is the third term in the sequence?\nIncorrect Answer: \\( 11 \\)\nCorrect Answer: \\( 14 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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: A sequence is formed using the rule\n\nSquare the position and add \\( 5 \\)\n\nWhat is the third term in the sequence?\nIncorrect Answer: \\( 6 \\)\nCorrect Answer: \\( 14 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 the curve y = x3 + c\nSubject: Cubics and Reciprocals\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?\nIncorrect Answer: \\( 5 \\)\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" } ]

[ { "content": "You are an assistant trying to 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 the curve y = x3 + c\nSubject: Cubics and Reciprocals\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?\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" } ]

[ { "content": "You are an assistant trying to 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 the curve y = x3 + c\nSubject: Cubics and Reciprocals\nQuestion: This is a part of the table of values for the equation \\( \\boldsymbol{y}=\\boldsymbol{x}^{\\mathbf{3}} \\) ![\\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 2 \\) \\\\\n\\hline\\( y \\) & W \\\\\n\\hline\n\\end{tabular}]() What should replace the star?\nIncorrect Answer: \\( 23 \\)\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" } ]

[ { "content": "You are an assistant trying to 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 distance where speed and time are in the appropriate units\nSubject: Real Life Graphs\nQuestion: This displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()\nIncorrect Answer: \\( 6 m \\)\nCorrect Answer: \\( 150 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 distance where speed and time are in the appropriate units\nSubject: Real Life Graphs\nQuestion: This displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()\nIncorrect Answer: \\( 30 \\mathrm{~m} \\)\nCorrect Answer: \\( 150 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 distance where speed and time are in the appropriate units\nSubject: Real Life Graphs\nQuestion: This displacement-time graph shows \\( 10 \\) seconds of Mo's journey home.\n\nDuring that time he travelled at a speed of \\( 15 \\mathrm{~m} / \\mathrm{s} \\).\n\nWhat distance should replace the star? ![The graph has its vertical axis labelled Distance (m) and it has no scale written except for a star three squares up.\nThe horizontal axis is labelled Time (secs) and has the scale 0, 2, 4, 6, 8, 10 in even steps.\nThe graph is a straight line sloping down from (0, star) to (10, 0).\n]()\nIncorrect Answer: \\( 1.5 \\mathrm{~m} \\)\nCorrect Answer: \\( 150 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Solve problems involving converting between fractions, decimals and percentages\nSubject: Converting between Fractions and Percentages\nQuestion: \\( 0.5=\\frac{1}{2}=? \\% \\)\nIncorrect Answer: \\( 12 \\% \\)\nCorrect Answer: \\( 50 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Solve problems involving converting between fractions, decimals and percentages\nSubject: Converting between Fractions and Percentages\nQuestion: \\( 0.5=\\frac{1}{2}=? \\% \\)\nIncorrect Answer: \\( 2 \\% \\)\nCorrect Answer: \\( 50 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Write algebraic expressions with correct algebraic convention\nSubject: Multiplying Terms\nQuestion: Simplify, if possible:\n\\(\na \\times 4\n\\)\nIncorrect Answer: \\( a 4 \\)\nCorrect Answer: \\( 4 a \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Write algebraic expressions with correct algebraic convention\nSubject: Multiplying Terms\nQuestion: Simplify, if possible:\n\\(\na \\times 4\n\\)\nIncorrect Answer: \\( a^{4} \\)\nCorrect Answer: \\( 4 a \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Rearrange formulae to change the subject where the subject appears once and two steps are needed\nSubject: Rearranging Formula and Equations\nQuestion: The formula for the area of a triangle, \\( A \\), is ![Triangle with base labelled b and perpendicular height labelled h]() \\( A=\\frac{1}{2}(b \\times h) \\) Rearrange this to make the base, \\( b \\), the subject.\nIncorrect Answer: \\( b=\\frac{1}{2}(h \\times A) \\)\nCorrect Answer: \\( b=\\frac{2 A}{h} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Rearrange formulae to change the subject where the subject appears once and two steps are needed\nSubject: Rearranging Formula and Equations\nQuestion: The formula for the area of a triangle, \\( A \\), is ![Triangle with base labelled b and perpendicular height labelled h]() \\( A=\\frac{1}{2}(b \\times h) \\) Rearrange this to make the base, \\( b \\), the subject.\nIncorrect Answer: \\( b=\\frac{A}{2 h} \\)\nCorrect Answer: \\( b=\\frac{2 A}{h} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Given the distance travelled, complete missing values on a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: ![A speed-time graph. The vertical axis is labelled Speed (mph), with no scale labelled but 4 squares up is marked v.\nThe horizontal axis is labelled Time (hours) and the scale is 0, 1, 2, 3, 4 in even steps.\nThe graph first has a horizontal line from (0,v) to (2,v) and then a sloped line from (2,v) to (4,0).]() Work out the speed \\( v \\) if the distance travelled is \\( 90 \\) miles.\nIncorrect Answer: \\( 22.5 \\mathrm{mph} \\)\nCorrect Answer: \\( 30 \\mathrm{mph} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Convert between l and cm³\nSubject: Volume and Capacity Units\nQuestion: Complete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 4000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Convert between l and cm³\nSubject: Volume and Capacity Units\nQuestion: Complete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)\nIncorrect Answer: \\( 400 \\)\nCorrect Answer: \\( 4000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Convert between l and cm³\nSubject: Volume and Capacity Units\nQuestion: Complete this statement:\n\\( 4 \\) litres \\( = \\)_________ \\( \\mathrm{cm}^{3} \\)\nIncorrect Answer: \\( 40 \\)\nCorrect Answer: \\( 4000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Rearrange formulae to change the subject where the subject appears once and two steps are needed\nSubject: Rearranging Formula and Equations\nQuestion: The formula for finding the average speed is\n\n\\(\n\\text { speed }(S)=\\frac{\\text { distance }(D)}{\\text { time }(T)}\n\\)\n\nWhich of the following are not correct?\nIncorrect Answer: \\( D=S T \\)\nCorrect Answer: \\( T=D S \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 median as an average from an odd numbered list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the median of the following numbers?\n\\( 2,2,4,7,10 \\)\nIncorrect Answer: \\( 5 \\)\nCorrect Answer: \\( 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 median as an average from an odd numbered list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the median of the following numbers?\n\\( 2,2,4,7,10 \\)\nIncorrect Answer: \\( 2 \\)\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" } ]

[ { "content": "You are an assistant trying to 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 median as an average from an odd numbered list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the median of the following numbers?\n\\( 2,2,4,7,10 \\)\nIncorrect Answer: \\( 5.5 \\)\nCorrect Answer: \\( 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 when it is appropriate to use a line graph\nSubject: Time Series and Line Graphs\nQuestion: Which of the following situations would a line graph be the most appropriate to use?\nIncorrect Answer: Showing the number of brothers and sisters children in a class have\nCorrect Answer: Showing how the traffic levels in a village have changed over time\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 when it is appropriate to use a line graph\nSubject: Time Series and Line Graphs\nQuestion: Which of the following situations would a line graph be the most appropriate to use?\nIncorrect Answer: Showing what time each member of a family went to bed last night\nCorrect Answer: Showing how the traffic levels in a village have changed over time\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 when it is appropriate to use a line graph\nSubject: Time Series and Line Graphs\nQuestion: Which of the following situations would a line graph be the most appropriate to use?\nIncorrect Answer: Showing the numbers of each type of animal in a zoo\nCorrect Answer: Showing how the traffic levels in a village have changed over time\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Read values off a displacement-time graph\nSubject: Time Series and Line Graphs\nQuestion: This graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start\nIncorrect Answer: \\( 0.5 \\ \\text{m} \\)\nCorrect Answer: \\( 1.5 \\ \\text{m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Read values off a displacement-time graph\nSubject: Time Series and Line Graphs\nQuestion: This graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start\nIncorrect Answer: \\( 2 \\ \\text{m} \\)\nCorrect Answer: \\( 1.5 \\ \\text{m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Read values off a displacement-time graph\nSubject: Time Series and Line Graphs\nQuestion: This graph shows the displacement of a ball from a starting point at various times.\nHow far did the ball travel between \\( 1 \\) and \\( 2 \\) seconds? ![A displacement versus time graph]() This graph displacem from a start\nIncorrect Answer: \\( 2.5 \\ \\text{m} \\)\nCorrect Answer: \\( 1.5 \\ \\text{m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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: Tom and Katie are arguing about a first step to solve this equation:\n\\(1-4 v=3-9 v\\)\n\nTom says you can write: \\( 1+5 v=3 \\)\n\nKatie says you can write: \\( -4 v=2-9 v \\)\n\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 10\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 326 \\) rounded to the nearest \\( 10 \\) ?\nIncorrect Answer: \\( 300 \\)\nCorrect Answer: \\( 330 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 10\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 326 \\) rounded to the nearest \\( 10 \\) ?\nIncorrect Answer: \\( 320 \\)\nCorrect Answer: \\( 330 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 10\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 326 \\) rounded to the nearest \\( 10 \\) ?\nIncorrect Answer: \\( 350 \\)\nCorrect Answer: \\( 330 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to 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 compound area involving just rectangles and squares, where the dimensions are given in the same units\nSubject: Compound Area\nQuestion: Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles. Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()\nIncorrect Answer: Kaci: \\( 10 \\times 6+4 \\times 6 \\)\nCorrect Answer: Paige: \\( 12 \\times 6+8 \\times 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" } ]

[ { "content": "You are an assistant trying to 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 compound area involving just rectangles and squares, where the dimensions are given in the same units\nSubject: Compound Area\nQuestion: Paige, Kaci and David want to find the area of the school playground. They each do it a different way. Who is correct? ![A compound shape made up of two rectangles. Dimensions are 6 metres by 12 metres and also 4 metres by 8 metres. Two sides do not have measurements so need to be deduced]()\nIncorrect Answer: David: \\( 12 \\times 10-6 \\times 4 \\)\nCorrect Answer: Paige: \\( 12 \\times 6+8 \\times 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Carry out division problems involving one negative integer\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\( 12 \\div(-4)= \\)\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( -3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]\nIncorrect Answer: \\( 5 \\)\nCorrect Answer: \\( 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]\nIncorrect Answer: \\( 11 \\)\nCorrect Answer: \\( 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n1,5,5,17,-6\n\\]\nIncorrect Answer: \\( 16 \\)\nCorrect Answer: \\( 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Describe an enlargement, with no centre of enlargement given, by a positive scale factor bigger than 1\nSubject: Length Scale Factors in Similar Shapes\nQuestion: Shape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()\nIncorrect Answer: \\( 3 \\div 11 \\)\nCorrect Answer: \\( 11 \\div 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Describe an enlargement, with no centre of enlargement given, by a positive scale factor bigger than 1\nSubject: Length Scale Factors in Similar Shapes\nQuestion: Shape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()\nIncorrect Answer: \\( 3 \\times 11 \\)\nCorrect Answer: \\( 11 \\div 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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Describe an enlargement, with no centre of enlargement given, by a positive scale factor bigger than 1\nSubject: Length Scale Factors in Similar Shapes\nQuestion: Shape \\( Q \\) is an enlargement of shape \\( P \\).\nWhat calculation works out the constant of proportionality from shape \\( P \\) to shape \\( Q \\) ? ![To similar star shapes labelled P and Q. They have the same side labelled for P it is 3cm and for Q it is 11cm]()\nIncorrect Answer: \\( 11-3 \\)\nCorrect Answer: \\( 11 \\div 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" } ]

[ { "content": "You are an assistant trying to 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 addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: What does the following equal?\n\\[\n8-7+10 \\times 3\n\\]\nIncorrect Answer: \\( -29 \\)\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" } ]

[ { "content": "You are an assistant trying to 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 addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: What does the following equal?\n\\[\n8-7+10 \\times 3\n\\]\nIncorrect Answer: \\( 33 \\)\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" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Distinguish between congruency and similarity\nSubject: Congruency in Other Shapes\nQuestion: Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()\nIncorrect Answer: Only\nTom\nCorrect Answer: Only Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Distinguish between congruency and similarity\nSubject: Congruency in Other Shapes\nQuestion: Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Distinguish between congruency and similarity\nSubject: Congruency in Other Shapes\nQuestion: Tom and Katie are discussing congruence and similarity. Who is correct? Tom says these two squares are congruent ![An image of two squares. A little one and a big one. They are enlargements of each other.]() Katie says these two squares are similar ![An image of two squares. A little one and a big one. They are enlargements of each other.]()\nIncorrect Answer: Neither is correct\nCorrect Answer: Only Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Describe a 90° or 270° rotation giving the angle and direction of rotation, and the coordinates of the centre of rotation, where the centre of rotation lies on the edge or outside of the object \nSubject: Rotation\nQuestion: Jo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()\nIncorrect Answer: Only\nJo\nCorrect Answer: Only Paul\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Describe a 90° or 270° rotation giving the angle and direction of rotation, and the coordinates of the centre of rotation, where the centre of rotation lies on the edge or outside of the object \nSubject: Rotation\nQuestion: Jo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()\nIncorrect Answer: Both Jo and Paul\nCorrect Answer: Only Paul\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]

[ { "content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context", "role": "system" }, { "content": "\nConstruct: Describe a 90° or 270° rotation giving the angle and direction of rotation, and the coordinates of the centre of rotation, where the centre of rotation lies on the edge or outside of the object \nSubject: Rotation\nQuestion: Jo and Paul are arguing about how to fully describe the rotation from shape \\( P \\) to shape \\( Q \\)\n\nJo says: \"a rotation of \\( 90^{\\degree} \\) anticlockwise\"\n\nPaul says: \"a rotation of \\( +270^{\\degree} \\) about \\( (-1,1)^{\\prime \\prime} \\)\n\nWho is correct? ![A coordinate grid with two trapeziums drawn on it and a centre of rotation marked on, one space to the right and one space up from the origin. Trapezium P has the coordinates: (-4,4) (-2,4) (-2,3) and (-4,1). Trapezium Q has the coordinates: (-4,-2) (-4,0) (-3,0) and (-1,-2).]()\nIncorrect Answer: Neither is correct\nCorrect Answer: Only Paul\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence", "role": "user" } ]