messages
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[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a term-to-term sequence\nSubject: Other Sequences\nQuestion: Which of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]\nIncorrect Answer: To get the next term you add \\( 3 \\) to the previous term\nCorrect Answer: To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 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"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a term-to-term sequence\nSubject: Other Sequences\nQuestion: Which of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]\nIncorrect Answer: To get the next term you double the previous term and add \\( 1 \\)\nCorrect Answer: To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 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"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a term-to-term sequence\nSubject: Other Sequences\nQuestion: Which of the following term-to-term rule describes this sequence?\n\\[\n2, \\quad 5, \\quad 14, \\quad 41 \\ldots\n\\]\nIncorrect Answer: To get the next term you square the previous term and add \\( 1 \\)\nCorrect Answer: To get the next term you multiply the previous term by \\( 3 \\) and subtract \\( 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"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given information about one part, work out other parts\nSubject: Sharing in a Ratio\nQuestion: Tom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?\nIncorrect Answer: \\( £ 100 \\)\nCorrect Answer: \\( £ 144 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | In ratio question where one side of ratio is given, treats that as the total |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given information about one part, work out other parts\nSubject: Sharing in a Ratio\nQuestion: Tom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?\nIncorrect Answer: \\( £ 80 \\)\nCorrect Answer: \\( £ 144 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | In ratio question where one side of ratio is given, treats that as the total |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given information about one part, work out other parts\nSubject: Sharing in a Ratio\nQuestion: Tom shares some money with his brother in the ratio \\( 5: 4 \\) If Tom gets \\( £180 \\), how much does his brother get?\nIncorrect Answer: \\( £ 720 \\)\nCorrect Answer: \\( £ 144 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | In ratio question where one side of ratio is given, uses that as one part in ratio without dividing |
[
{
"content": "You are an assistant trying to 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 3 digit numbers as words \nSubject: Place Value\nQuestion: How do you write this number in words?\n\\( 107 \\)\nIncorrect Answer: Ten seven\nCorrect Answer: One hundred and seven\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | The student does not understand the place value of 3-digit 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: Write 3 digit numbers as words \nSubject: Place Value\nQuestion: How do you write this number in words?\n\\( 107 \\)\nIncorrect Answer: One hundred and seventy\nCorrect Answer: One hundred and seven\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | The student does not understand the place value of 3-digit 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: Write 3 digit numbers as words \nSubject: Place Value\nQuestion: How do you write this number in words?\n\\( 107 \\)\nIncorrect Answer: Seventeen\nCorrect Answer: One hundred and seven\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | The student does not understand the place value of 3-digit 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: Calculate the probability of two dependent events occurring without drawing a tree diagram\nSubject: Tree Diagrams with Dependent Events\nQuestion: There are \\( 5 \\) red balls and \\( 4 \\) yellow balls in a cup ![A cup with 5 red and 4 yellow balls in it. All of the balls are the same size.]() Kate picks a yellow ball out and does not replace it.\n\nShe then has a second pick.\n\nWhat is the probability the second pick is a red ball?\nIncorrect Answer: \\( \\frac{5}{9} \\)\nCorrect Answer: \\( \\frac{5}{8} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not reduce the denominator when an item is not replaced in a probability question |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand products of three binomials in the form (x + a)(x + b)(x + c)\nSubject: Expanding Triple Brackets and more\nQuestion: When Nadia expands these brackets, how many terms should she get after she simplifies?\n\\(\n(p+8)(p+2)(p+1)\n\\)\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a cubic expression should have three terms |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the mean as an average from a list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: Without using a calculator, what is the mean of the following numbers?\n\n\\[\n3,4,3,4,4\n\\]\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: A little less than \\( 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the mean is the middle number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the mean as an average from a list of data\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: Without using a calculator, what is the mean of the following numbers?\n\n\\[\n3,4,3,4,4\n\\]\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: A little less than \\( 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked for the mean of a list of data, gives the mode |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: \\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\nIncorrect Answer: \\( 2 \\)\nCorrect Answer: \\( 13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not find a common denominator when adding/subtracting fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: \\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not find a common denominator when adding/subtracting fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: \\(\n\\frac{1}{3}+\\frac{1}{10}=\\frac{\\bigstar}{30}\n\\)\nWhat should replace the star?\nIncorrect Answer: \\( 11 \\)\nCorrect Answer: \\( 13 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not find a common denominator when adding/subtracting fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the mode as an average from a list of data when there are two or more modes\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]\nIncorrect Answer: \\( 7 \\)\nCorrect Answer: \\( 1 \\) and \\( 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes you can only have one mode |
[
{
"content": "You are an assistant trying to 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 mode as an average from a list of data when there are two or more modes\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 1 \\) and \\( 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When there are two modes, finds the mean of these values and gives that as the mode |
[
{
"content": "You are an assistant trying to 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 mode as an average from a list of data when there are two or more modes\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the mode of the following numbers?\n\\[\n1,1,4,6,7,7\n\\]\nIncorrect Answer: There is no mode\nCorrect Answer: \\( 1 \\) and \\( 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes if there are two numbers with the same frequency, there isn't a mode |
[
{
"content": "You are an assistant trying to 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: Estimation\nQuestion: Which is the best estimate for \\( (4.2)^{2} \\) ?\nIncorrect Answer: \\( 25 \\)\nCorrect Answer: \\( 16 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds up instead of down |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the square of a number\nSubject: Estimation\nQuestion: Which is the best estimate for \\( (4.2)^{2} \\) ?\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 16 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Find missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: ![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?\nIncorrect Answer: \\( 142^{\\circ} \\)\nCorrect Answer: \\( 132^{\\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"
}
] | When “borrowing” during a subtraction problem, does not subtract one from the preceding digit |
[
{
"content": "You are an assistant trying to 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: ![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?\nIncorrect Answer: \\( 102^{\\circ} \\)\nCorrect Answer: \\( 132^{\\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"
}
] | Thinks that all angles anywhere along a straight line add to 180 |
[
{
"content": "You are an assistant trying to 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: ![Two angles meeting on a straight line labelled n and 48 degrees, one angle further down the straight line labelled 30 degrees]() What is the size of angle \\( n \\) ?\nIncorrect Answer: \\( 312^{\\circ} \\)\nCorrect Answer: \\( 132^{\\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"
}
] | Believes angles on a straight line add to 360 degrees |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a term-to-term sequence\nSubject: Other Sequences\nQuestion: Which of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)\nIncorrect Answer: To get the next term you add \\( 7 \\) to the previous term\nCorrect Answer: To get the next term you add the previous two terms together\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a term-to-term sequence\nSubject: Other Sequences\nQuestion: Which of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)\nIncorrect Answer: To get the next term you square the previous term and add \\( 5 \\)\nCorrect Answer: To get the next term you add the previous two terms together\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe a term-to-term sequence\nSubject: Other Sequences\nQuestion: Which of the following term-to-term rule describes this sequence? \\( 2, \\quad 9, \\quad 11, \\quad 20, \\quad \\ldots \\)\nIncorrect Answer: To get the next term you multiply the previous term by \\( 5 \\) and subtract \\( 1 \\)\nCorrect Answer: To get the next term you add the previous two terms together\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the name of a polygon, draw or identify a corresponding diagram\nSubject: Properties of Polygons\nQuestion: Which of the following shapes is a hexagon?\nIncorrect Answer: ![An irregular, five sided shape]()\nCorrect Answer: None of these\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 pentagon and hexagon |
[
{
"content": "You are an assistant trying to 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 name of a polygon, draw or identify a corresponding diagram\nSubject: Properties of Polygons\nQuestion: Which of the following shapes is a hexagon?\nIncorrect Answer: ![A regular, five sided shape]()\nCorrect Answer: None of these\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 pentagon and hexagon |
[
{
"content": "You are an assistant trying to 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 name of a polygon, draw or identify a corresponding diagram\nSubject: Properties of Polygons\nQuestion: Which of the following shapes is a hexagon?\nIncorrect Answer: ![A regular, eight sided shape]()\nCorrect Answer: None of these\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 octagon and hexagon |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Express one quantity as a fraction of another\nSubject: Simplifying Fractions\nQuestion: Write \\( 16 \\) over \\( 28 \\) as a fraction in its simplest terms.\nIncorrect Answer: \\( \\frac{16}{28} \\)\nCorrect Answer: \\( \\frac{4}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgot to simplify the fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Express one quantity as a fraction of another\nSubject: Simplifying Fractions\nQuestion: Write \\( 16 \\) over \\( 28 \\) as a fraction in its simplest terms.\nIncorrect Answer: \\( \\frac{1}{13} \\)\nCorrect Answer: \\( \\frac{4}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Simplifies a fraction by adding or subtracting the same amount from the numerator and denominator |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Manipulate both equations so that they are in a form to be added or subtracted\nSubject: Simultaneous Equations\nQuestion: Tom and Katie are discussing how to get this pair of simultaneous equations in a form where they can eliminate \\( y \\) \\(( 1)\\) \\(-2 x+6 y=4 \\)\n\\( (2)\\) \\( x+2 y=8 \\) Tom says you need to multiply equation \\( (2) \\) by \\( 3 \\).\n\nKatie says you need to multiply equation \\( (1) \\) by \\( 2 \\) and multiply equation \\( (2) \\) by \\( 6 \\).\n\nWho is correct?\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"
}
] | When solving simultaneous equations, thinks they can't multiply each equation by a different 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: Recognise and use efficient methods for mental multiplication\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie are discussing ways to calculate \\( 28 \\times 15 \\) mentally Tom does \\( 28 \\times 5 \\) and then multiplies his answer by \\( 3 \\) Katie does \\( 14 \\times 15 \\) and then doubles her answer Who 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 realise that multiplication can be broken down into factors |
[
{
"content": "You are an assistant trying to 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 not multiples of the same number \nSubject: Ordering Fractions\nQuestion: Which fraction is closest to \\( 1 \\) ?\nIncorrect Answer: \\( 1 \\frac{1}{3} \\)\nCorrect Answer: \\( \\frac{9}{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 that fractions with larger denominators are greater in size |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use angles around a point to form and solve algebraic equations\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Which of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()\nIncorrect Answer: \\( 2 f-20=180 \\)\nCorrect Answer: \\( 2 f-20=360 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 angles around a point sum to 180 |
[
{
"content": "You are an assistant trying to 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 angles around a point to form and solve algebraic equations\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Which of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()\nIncorrect Answer: \\( f^{2}-20=360 \\)\nCorrect Answer: \\( 2 f-20=360 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 index notation represents repeated addition rather than repeated 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: Use angles around a point to form and solve algebraic equations\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Which of the following equations is true based on the diagram? ![Angles around a point made up of two angles labelled: f and f-20]()\nIncorrect Answer: \\( f-20=f \\)\nCorrect Answer: \\( 2 f-20=360 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 vertically opposite angles and angles around a point |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the area of a square, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: A square has an area of \\( 100 \\mathrm{~cm}^{2} \\)\nWhat is the length of each side of the square?\nIncorrect Answer: \\( 25 \\mathrm{~cm} \\)\nCorrect Answer: \\( 10 \\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"
}
] | Confuses perimeter and area |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the area of a square, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: A square has an area of \\( 100 \\mathrm{~cm}^{2} \\)\nWhat is the length of each side of the square?\nIncorrect Answer: \\( 50 \\mathrm{~cm} \\)\nCorrect Answer: \\( 10 \\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"
}
] | Confuses square rooting and halving 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: Label angles using correct 3-letter notation (e.g. angle ADB)\nSubject: Types, Naming and Estimating\nQuestion: Which of the following correctly describes the marked angle? ![An image of square ABCE. D lies 1/3 from C on the line CE and is connected to A by a line. Attached to the square at line CE is a pentagon CEFGH. G is connected to C and E by lines. The angle highlighted is the interior angle at G.]()\nIncorrect Answer: \\( \\mathrm{GFH} \\)\nCorrect Answer: FGH\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Gives 3-letter angle notation in the wrong order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection given as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: A point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?\nIncorrect Answer: \\( (4.4) \\)\nCorrect Answer: \\( (4,-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 understand that a point on the line of reflection will stay the same when reflected |
[
{
"content": "You are an assistant trying to 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 given as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: A point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?\nIncorrect Answer: \\( (-4,-4) \\)\nCorrect Answer: \\( (4,-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 understand that a point on the line of reflection will stay the same when reflected |
[
{
"content": "You are an assistant trying to 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 given as an equation, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: A point, \\( Q \\), has coordinates \\( (4,-4) \\)\n\nThe point is reflected in the line \\( y=-x \\)\n\nWhat are the new coordinates of point Q?\nIncorrect Answer: \\( (-4,4) \\)\nCorrect Answer: \\( (4,-4) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes reflection in y = -x switches x and y coordinates |
[
{
"content": "You are an assistant trying to 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: \\( 12 \\div 2+1 \\times 2= \\)\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the order of operations, believes addition comes before division |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use the order of operations to carry out calculations involving addition, subtraction, multiplication, and/or division\nSubject: BIDMAS\nQuestion: \\( 12 \\div 2+1 \\times 2= \\)\nIncorrect Answer: \\( 14 \\)\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"
}
] | Carries out operations from left to right regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Represent positive unit fractions on a number line\nSubject: Probability of Single Events\nQuestion: The probability of picking a green ball is \\( \\frac{1}{5} \\)\nWhere is this value on the probability scale? ![A diagram showing a probability scale with 10 segments. The scale starts at 0.0, has 0.5 marked after 5 segments, and 1.0 marked at the end, after 10 segments. A is marked after 2 segments, B after 4, C after 5 and D after 7.]()\nIncorrect Answer: C\nCorrect Answer: 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"
}
] | Converts a fraction to a decimal by using the denominator after the decimal point |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: \\(\n\\frac{3}{4}-\\frac{1}{3}=\\frac{\\bigstar}{12}\n\\)\nWhat should replace the star?\nIncorrect Answer: \\( 2 \\)\nCorrect Answer: \\( 5 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not find a common denominator when adding/subtracting fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify when rounding a calculation will give an over or under approximation\nSubject: Estimation\nQuestion: Tom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\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 that the larger the divisor, the larger the 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: Identify when rounding a calculation will give an over or under approximation\nSubject: Estimation\nQuestion: Tom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\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 that the larger the divisor, the larger the 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: Identify when rounding a calculation will give an over or under approximation\nSubject: Estimation\nQuestion: Tom and Katie are discussing how to estimate the answer to\n\\[\n38.8745 \\div 7.9302\n\\]\n\nTom says \\( 40 \\div 7.9302 \\) would give an overestimate.\n\nKatie says \\( 38.8745 \\div 8 \\) would give an overestimate.\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"
}
] | Believes that the larger the dividend, the smaller the 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 the mean from a frequency table\nSubject: Averages and Range from Frequency Table\nQuestion: This table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: Age + Frequency\nCorrect Answer: Age \\( \\times \\)\nFrequency\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds instead of multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the mean from a frequency table\nSubject: Averages and Range from Frequency Table\nQuestion: This table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: Age - Frequency\nCorrect Answer: Age \\( \\times \\)\nFrequency\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Subtracts instead of multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the mean from a frequency table\nSubject: Averages and Range from Frequency Table\nQuestion: This table shows the ages of people on a university running team.\nTo calculate the mean age, what is the most sensible heading for the third column? \\begin{tabular}{|c|c|l|}\n\\hline Age & Frequency & \\\\\n\\hline \\( 18 \\) & \\( 7 \\) & \\\\\n\\hline \\( 19 \\) & \\( 3 \\) & \\\\\n\\hline \\( 20 \\) & \\( 1 \\) & \\\\\n\\hline \\( 21 \\) & \\( 2 \\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: Age \\( \\div \\)\nFrequency\nCorrect Answer: Age \\( \\times \\)\nFrequency\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Divides rather than multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify triangular numbers\nSubject: Other Sequences\nQuestion: \\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\nIncorrect Answer: The cube numbers\nCorrect Answer: The triangle numbers\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cube numbers are triangular 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: Identify triangular numbers\nSubject: Other Sequences\nQuestion: \\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\nIncorrect Answer: The Fibonacci numbers\nCorrect Answer: The triangle numbers\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 Fibonacci numbers are triangle 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: Identify triangular numbers\nSubject: Other Sequences\nQuestion: \\( 1,3,6,10,15,21,28 \\ldots \\) What is the name commonly given to this sequence of numbers?\nIncorrect Answer: The square numbers\nCorrect Answer: The triangle numbers\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 square numbers are triangle 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: Manipulate both equations so that they are in a form to be added or subtracted\nSubject: Simultaneous Equations\nQuestion: Sandeep wants to eliminate \\( l \\) from these simultaneous equations.\n\\(\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\\)\n\nFirst he will transform both of them to get them in an appropriate form.\nWhich of the following is a correct transformation?\nIncorrect Answer: \\( \\begin{array}{l}6 l+9 m=13 \\\\ 6 l+8 m=17\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}6 l+9 m=39 \\\\ 6 l+8 m=34\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving simultaneous equations, thinks you only transform the algebraic terms, rather than the whole 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: Manipulate both equations so that they are in a form to be added or subtracted\nSubject: Simultaneous Equations\nQuestion: Sandeep wants to eliminate \\( l \\) from these simultaneous equations.\n\\(\\begin{array}{l}\n2 l+3 m=13 \\\\\n3 l+4 m=17\n\\end{array}\\)\n\nFirst he will transform both of them to get them in an appropriate form.\nWhich of the following is a correct transformation?\nIncorrect Answer: \\( \\begin{array}{l}6 l+3 m=13 \\\\ 6 l+4 m=17\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}6 l+9 m=39 \\\\ 6 l+8 m=34\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving simultaneous equations, thinks you only transform the term that is being eliminated, rather than the whole 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: Multiply 2 digit integers by 2 digit integers using the grid method\nSubject: Written Multiplication\nQuestion: If you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 47 \\)\nCorrect Answer: \\( 280 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds instead of multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply 2 digit integers by 2 digit integers using the grid method\nSubject: Written Multiplication\nQuestion: If you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 28 \\)\nCorrect Answer: \\( 280 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 involving a multiple of 10, gives an answer 10 times smaller than it should be |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply 2 digit integers by 2 digit integers using the grid method\nSubject: Written Multiplication\nQuestion: If you use the grid method to calculate \\( 27 \\times 42 \\) what should replace the star? \\begin{tabular}{|c|c|c|}\n\\hline\\( \\times \\) & \\( 20 \\) & \\( 7 \\) \\\\\n\\hline \\( 40 \\) & \\(\\space\\) & \\(\\color{gold}\\bigstar\\)\\\\\n\\hline \\( 2 \\) & \\(\\space\\) & \\\\\n\\hline\n\\end{tabular}\nIncorrect Answer: \\( 2800 \\)\nCorrect Answer: \\( 280 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When multiplying by a multiple of 10, gives an answer 10 times bigger than it should be |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve one-step linear equations requiring addition or subtraction, involving negative integers\nSubject: Linear Equations\nQuestion: Solve the equation:\n\\[\n-3=p+12\n\\]\nIncorrect Answer: \\( p=9 \\)\nCorrect Answer: \\( p=-15 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When 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: Multiply 2 digit integers by 2 digit integers using long multiplication\nSubject: Mental Multiplication and Division\nQuestion: \\( \\begin{array}{r}\\quad35 \\\\ \\times 46 \\\\ \\hline\\end{array} \\) What number will be in the ones/units column of the final answer?\nIncorrect Answer: \\( 30 \\)\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"
}
] | Believes you write the carried value in the number rather than adding it to the next place value 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: Division law of indices with positive integer powers and the same base number\nSubject: Laws of Indices\nQuestion: Simplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)\nIncorrect Answer: \\( 6^{3} \\)\nCorrect Answer: \\( 6^{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes when dividing numbers with the same base you divide the powers, rather than subtracting |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Division law of indices with positive integer powers and the same base number\nSubject: Laws of Indices\nQuestion: Simplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)\nIncorrect Answer: \\( 1^{3} \\)\nCorrect Answer: \\( 6^{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When dividing numbers with the same base divides the base numbers and the powers |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Division law of indices with positive integer powers and the same base number\nSubject: Laws of Indices\nQuestion: Simplify (if possible):\n\\(\n6^{9} \\div 6^{3}\n\\)\nIncorrect Answer: \\( 1^{6} \\)\nCorrect Answer: \\( 6^{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When dividing numbers with the same base correctly subtracts the powers but divides the base numbers. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve a non-linear equation using a function machine\nSubject: Function Machines\nQuestion: Which function machine will solve the equation \\( x^{2}+5=14 ? \\)\nIncorrect Answer: ![A function machine showing x as the input then +5 then squaring to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input square root and then -5]()\nCorrect Answer: ![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not follow the arrows through a function machine, changes the order of the operations asked. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve a non-linear equation using a function machine\nSubject: Function Machines\nQuestion: Which function machine will solve the equation \\( x^{2}+5=14 ? \\)\nIncorrect Answer: ![A function machine showing 14 as the input then squaring and +5 to give the output]()\nCorrect Answer: ![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a non-linear equation using a function machine\nSubject: Function Machines\nQuestion: Which function machine will solve the equation \\( x^{2}+5=14 ? \\)\nIncorrect Answer: ![A function machine showing x as the input then x2 then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then divide by 2]()\nCorrect Answer: ![A function machine showing x as the input then squaring then +5 to give 14 as the output. Then a reverse function machine underneath showing 14 (the output) now as the input -5 and then square root]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Round numbers between 0 and 1 to two significant figures\nSubject: Rounding to Decimal Places\nQuestion: Tom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{0 . 0 3 4 5 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{0 . 0 3} \\)\n\nKatie says \\( 0.03456 \\) rounded to \\( 2 \\) decimal places is \\( \\mathbf{0 . 0 3} \\)\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"
}
] | Rounds to wrong degree of accuracy (decimal places rather than significant figures) |
[
{
"content": "You are an assistant trying to 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 between 0 and 1 to two significant figures\nSubject: Rounding to Decimal Places\nQuestion: Tom and Katie are arguing about rounding.\n\nTom says \\( \\mathbf{0 . 0 3 4 5 6} \\) rounded to \\( 2 \\) significant figures is \\( \\mathbf{0 . 0 3} \\)\n\nKatie says \\( 0.03456 \\) rounded to \\( 2 \\) decimal places is \\( \\mathbf{0 . 0 3} \\)\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"
}
] | 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 non-integers to other non-integer values (e.g. 0.02)\nSubject: Rounding to Decimal Places\nQuestion: What is \\( \\mathbf{1 . 5 1 6} \\) rounded to the nearest \\( \\mathbf{0 . 0 5} \\) ?\nIncorrect Answer: \\( 1.55 \\)\nCorrect Answer: \\( 1.50 \\)\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"
}
] | Rounds up instead of down |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round non-integers to other non-integer values (e.g. 0.02)\nSubject: Rounding to Decimal Places\nQuestion: What is \\( \\mathbf{1 . 5 1 6} \\) rounded to the nearest \\( \\mathbf{0 . 0 5} \\) ?\nIncorrect Answer: \\( 1.52 \\)\nCorrect Answer: \\( 1.50 \\)\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"
}
] | Rounds to the wrong degree of accuracy (rounds too little) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract algebraic fractions where the denominators are linear expressions, eg (x + 5) and (x - 3), and the numerators are single terms\nSubject: Adding and Subtracting Algebraic Fractions\nQuestion: STEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)\nIncorrect Answer: \\( \\frac{9}{3}-\\frac{2(3)}{3} \\)\nCorrect Answer: \\( \\frac{9 x-2(x+3)}{x(x+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"
}
] | Incorrectly cancels what they believe is a factor in algebraic fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract algebraic fractions where the denominators are linear expressions, eg (x + 5) and (x - 3), and the numerators are single terms\nSubject: Adding and Subtracting Algebraic Fractions\nQuestion: STEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)\nIncorrect Answer: \\( \\frac{9}{x+3}-\\frac{2}{x} \\)\nCorrect Answer: \\( \\frac{9 x-2(x+3)}{x(x+3)} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand how to subtract algebraic fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract algebraic fractions where the denominators are linear expressions, eg (x + 5) and (x - 3), and the numerators are single terms\nSubject: Adding and Subtracting Algebraic Fractions\nQuestion: STEP \\( 2 \\)\n\nWhich of the options is a correct second step to express the following as a single fraction?\n\\(\n\\begin{array}{c}\n\\frac{9}{x+3}-\\frac{2}{x} \\\\\n=\\frac{9 x}{x(x+3)}-\\frac{2(x+3)}{x(x+3)}\n\\end{array}\n\\)\nIncorrect Answer: \\( \\frac{9 x-2(x+3)}{x(x+3)-x(x+3)} \\)\nCorrect Answer: \\( \\frac{9 x-2(x+3)}{x(x+3)} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting fractions, subtracts the numerators and denominators |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert ratios to fractions\nSubject: Writing Ratios\nQuestion: A lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?\nIncorrect Answer: \\( \\frac{1}{5} \\)\nCorrect Answer: \\( \\frac{1}{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When converting ratio to fractions, puts the other side of the ratio as the denominator rather than the total |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert ratios to fractions\nSubject: Writing Ratios\nQuestion: A lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?\nIncorrect Answer: \\( \\frac{5}{6} \\)\nCorrect Answer: \\( \\frac{1}{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Gets order of ratio wrong |
[
{
"content": "You are an assistant trying to 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 ratios to fractions\nSubject: Writing Ratios\nQuestion: A lassi drink is made of yoghurt and water in the ratio 5:1. What fraction of the drink is water?\nIncorrect Answer: Not enough information\nCorrect Answer: \\( \\frac{1}{6} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the relationship between a ratio and 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: Identify the circumference\nSubject: Parts of a Circle\nQuestion: Which of the following diagrams shows the circumference of a circle?\nIncorrect Answer: ![Circle with a line from the centre to the edge]()\nCorrect Answer: ![Circle with its whole edge highlighted]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 circumference and radius |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the circumference\nSubject: Parts of a Circle\nQuestion: Which of the following diagrams shows the circumference of a circle?\nIncorrect Answer: ![Circle with a line below it, touching the circle in one place]()\nCorrect Answer: ![Circle with its whole edge highlighted]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses tangent and circumference |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the circumference\nSubject: Parts of a Circle\nQuestion: Which of the following diagrams shows the circumference of a circle?\nIncorrect Answer: ![Circle with a line across from edge to edge, not passing through the centre]()\nCorrect Answer: ![Circle with its whole edge highlighted]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses chord and circumference |
[
{
"content": "You are an assistant trying to 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 equivalent fractions when presented as numbers\nSubject: Equivalent Fractions\nQuestion: Which of the following fractions is equivalent to \\( \\frac{9}{12} \\) ?\nIncorrect Answer: \\( \\frac{2}{3} \\)\nCorrect Answer: \\( \\frac{12}{16} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes when simplifying a fraction you can divide the numerator and denominator by different values |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify equivalent fractions when presented as numbers\nSubject: Equivalent Fractions\nQuestion: Which of the following fractions is equivalent to \\( \\frac{9}{12} \\) ?\nIncorrect Answer: \\( \\frac{12}{15} \\)\nCorrect Answer: \\( \\frac{12}{16} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes equivalent fractions are formed with addition not 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: Understand the non-commutativity of subtraction\nSubject: Mental Addition and Subtraction\nQuestion: Miran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?\nIncorrect Answer: Miran is correct because subtraction is commutative\nCorrect Answer: Miran is incorrect because subtraction is not commutative\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes subtraction is commutative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the non-commutativity of subtraction\nSubject: Mental Addition and Subtraction\nQuestion: Miran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?\nIncorrect Answer: Miran is incorrect because subtraction is commutative\nCorrect Answer: Miran is incorrect because subtraction is not commutative\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the meaning of the word commutative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the non-commutativity of subtraction\nSubject: Mental Addition and Subtraction\nQuestion: Miran says the following:\n\n“It doesn't matter if you do \\( 81-53 \\) or \\( 53-81 \\), you get the same answer.\"\n\nWhat do you think?\nIncorrect Answer: Miran is correct because subtraction is not commutative\nCorrect Answer: Miran is incorrect because subtraction is not commutative\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the meaning of the word commutative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Represent a linear inequality with a single tail on a numberline\nSubject: Inequalities on Number Lines\nQuestion: Which inequality is represented by the diagram? ![A number line with a hollow circle above -1with an arrow coming out of it over the numbers -2, -3, -4, -5 etc]()\nIncorrect Answer: \\( x \\leq-1 \\)\nCorrect Answer: \\( x<-1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When representing an inequality on a numberline, assumes the filled and unfilled circles have the opposite meaning. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Represent a linear inequality with a single tail on a numberline\nSubject: Inequalities on Number Lines\nQuestion: Which inequality is represented by the diagram? ![A number line with a hollow circle above -1with an arrow coming out of it over the numbers -2, -3, -4, -5 etc]()\nIncorrect Answer: \\( x>-1 \\)\nCorrect Answer: \\( x<-1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up greater than and less than symbols |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the volume scale factor of similar shapes given the length scale factor\nSubject: Length, Area and Volume Scale Factors\nQuestion: ![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?\nIncorrect Answer: \\( \\times 3 \\)\nCorrect Answer: \\( \\times 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that the volume of an enlarged shape is the volume of the original multiplied by the cube of the scale factor of the lengths. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the volume scale factor of similar shapes given the length scale factor\nSubject: Length, Area and Volume Scale Factors\nQuestion: ![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?\nIncorrect Answer: \\( \\times 6 \\)\nCorrect Answer: \\( \\times 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that the volume of an enlarged shape is the volume of the original multiplied by the cube of the scale factor of the lengths. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the volume scale factor of similar shapes given the length scale factor\nSubject: Length, Area and Volume Scale Factors\nQuestion: ![Two cuboids. Cuboid P has width 5cm, and cuboid Q has width 15cm.]() Shape P and Shape Q are similar.\n\nWhat is the volume scale factor to get from Shape \\( P \\) to Shape \\( Q \\) ?\nIncorrect Answer: \\( \\times 9 \\)\nCorrect Answer: \\( \\times 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that the volume of an enlarged shape is the volume of the original multiplied by the cube of the scale factor of the lengths. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe the properties of a rhombus\nSubject: Properties of Quadrilaterals\nQuestion: \\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()\nIncorrect Answer: \\( A B \\) and \\( B C \\)\nCorrect Answer: \\( A C \\) and \\( D B \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes adjacent sides of a rhombus are always 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: Describe the properties of a rhombus\nSubject: Properties of Quadrilaterals\nQuestion: \\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()\nIncorrect Answer: \\( A B \\) and \\( D C \\)\nCorrect Answer: \\( A C \\) and \\( D B \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the meaning of parallel and 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: Describe the properties of a rhombus\nSubject: Properties of Quadrilaterals\nQuestion: \\( A B C D \\) is a rhombus.\nWhich lines must be perpendicular? ![Parallelogram with the vertices labelled A, B, C and D]()\nIncorrect Answer: None of them\nCorrect Answer: \\( A C \\) and \\( D B \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the properties of a rhombus |
[
{
"content": "You are an assistant trying to 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 percentage of an amount mentally where the percent is greater than 100\nSubject: Percentages of an Amount\nQuestion: \\( 300 \\% \\) of \\( 25= \\)\nIncorrect Answer: You cannot have\na percentage\ngreater than \\( 100 \\)\nCorrect Answer: \\( 75 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that you can have percentages greater than 100% |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Continue linear sequences expressed as patterns by drawing the next pattern\nSubject: Linear Sequences (nth term)\nQuestion: How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()\nIncorrect Answer: \\( 2 \\)\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"
}
] | Identifies the term-to-term rule rather than the next term |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Continue linear sequences expressed as patterns by drawing the next pattern\nSubject: Linear Sequences (nth term)\nQuestion: How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()\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"
}
] | Does not notice all changes in a sequence of visual patterns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Continue linear sequences expressed as patterns by drawing the next pattern\nSubject: Linear Sequences (nth term)\nQuestion: How many squares will the next term in this sequence have? ![A diagram showing the first 3 patterns in a sequences. Pattern 1 contains 7 squares, pattern 2 contains 5 squares and pattern 3 contains 3 squares.]()\nIncorrect Answer: \\( 1.5 \\)\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"
}
] | Does not notice all changes in a sequence of visual patterns |
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