messages
listlengths 2
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| misconception
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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: Recognise integers expressed visually\nSubject: Place Value\nQuestion: What number is represented below? ![An image showing four rods, each cut into ten squares, three individual squares and one large square cut into ten rows and ten columns. ]()\nIncorrect Answer: \\( 431 \\)\nCorrect Answer: \\( 143 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Writes digits in the order of the pictorial representation rather than using place value columns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise integers expressed visually\nSubject: Place Value\nQuestion: What number is represented below? ![An image showing four rods, each cut into ten squares, three individual squares and one large square cut into ten rows and ten columns. ]()\nIncorrect Answer: \\( 134 \\)\nCorrect Answer: \\( 143 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Writes digits in the order of the pictorial representation rather than using place value columns |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a y value, find the corresponding x value from a non -linear graph\nSubject: Quadratic Graphs-Others\nQuestion: What is the value of \\( x \\) when \\( y=1 \\) ?\n\nGive your answer(s) to \\( 1 \\) decimal place ![A curved U shaped graph. There are 5 boxes between 0 and 1 on both axes. The graph goes through (-2, 1), (0,0), (2,1) and (4,4).]()\nIncorrect Answer: \\( x=2 \\)\nCorrect Answer: \\( \\begin{array}{c}x=-2 \\\\ \\text { and } x=2\\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"
}
] | Only gives 1 value of x for a given value of y, when reading from a parabolic graph |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Assign probabilities to single events using fractions\nSubject: Probability of Single Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() What is the probability of picking a red ball?\nIncorrect Answer: \\( \\frac{4}{3} \\)\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"
}
] | Gives the probability out of the number of non-successes 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: Assign probabilities to single events using fractions\nSubject: Probability of Single Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup. ![The image shows the cup with the 4 red balls and 3 yellow balls.]() What is the probability of picking a red ball?\nIncorrect Answer: \\( \\frac{7}{4} \\)\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"
}
] | Writes the numerator and the denominator the wrong way round in a probability |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise a linear graph from its shape\nSubject: Straight Line Graphs-Others\nQuestion: Which of the following is most likely to be the graph of a linear function?\nIncorrect Answer: ![A graph showing a curve that starts in the bottom left, moves steeply up and right, drops half way back down, then continues steeply up and right.]()\nCorrect Answer: ![A graph showing a straight line from bottom left to top right.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes linear graphs can be curved |
[
{
"content": "You are an assistant trying to 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 a linear graph from its shape\nSubject: Straight Line Graphs-Others\nQuestion: Which of the following is most likely to be the graph of a linear function?\nIncorrect Answer: ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape.]()\nCorrect Answer: ![A graph showing a straight line from bottom left to top right.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes linear graphs can be curved |
[
{
"content": "You are an assistant trying to 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 a linear graph from its shape\nSubject: Straight Line Graphs-Others\nQuestion: Which of the following is most likely to be the graph of a linear function?\nIncorrect Answer: ![A graph with two curves. One curve is in the negative x, positive y quadrant. It starts at the bottom left close to the x axis, as we move right it rises very quickly towards the y axis then levels off to travel almost parallel to the y axis.\nThe other curve is in the negative y, positive x quadrant. It starts at the bottom left close to the y axis, as we move right it rises very quickly towards the x axis then becomes almost horizontal to travel almost parallel to the x axis. ]()\nCorrect Answer: ![A graph showing a straight line from bottom left to top right.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses linear and reciprocal graphs |
[
{
"content": "You are an assistant trying to 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 negative decimals with a different number of digits\nSubject: Ordering Negative Numbers\nQuestion: Tom and Katie are discussing negative numbers.\n\nTom says \\( -12>-9 \\)\n\nKatie says \\( -0.401>-0.41 \\)\n\nWho is correct?\nIncorrect Answer: Only Tom\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"
}
] | Believes negative numbers with a larger absolute value are greater |
[
{
"content": "You are an assistant trying to 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 a multiple of 10\nSubject: Percentages of an Amount\nQuestion: What is \\( 80 \\% \\) of \\( 300 \\) ?\nIncorrect Answer: \\( 380 \\)\nCorrect Answer: \\( 240 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Added the values together instead of finding the percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate percentage of an amount mentally where the percent is a multiple of 10\nSubject: Percentages of an Amount\nQuestion: What is \\( 80 \\% \\) of \\( 300 \\) ?\nIncorrect Answer: \\( 80 \\)\nCorrect Answer: \\( 240 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand a percentage can be applied to something not out of 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate percentage of an amount mentally where the percent is a multiple of 10\nSubject: Percentages of an Amount\nQuestion: What is \\( 80 \\% \\) of \\( 300 \\) ?\nIncorrect Answer: \\( 24 \\)\nCorrect Answer: \\( 240 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that dividing by 100 gives 10% |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply a single term over a bracket where the term on the outside is a number and the inside contains a linear expression\nSubject: Expanding Single Brackets\nQuestion: Multiply out the brackets: \\( -3(m-2) \\)\nIncorrect Answer: \\( 3 m+6 \\)\nCorrect Answer: \\( -3 m+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 multiplying a positive by a negative gives a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply a single term over a bracket where the term on the outside is a number and the inside contains a linear expression\nSubject: Expanding Single Brackets\nQuestion: Multiply out the brackets: \\( -3(m-2) \\)\nIncorrect Answer: \\( -3 m-6 \\)\nCorrect Answer: \\( -3 m+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 multiplying two negatives gives a negative answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete the square for expressions that end up in the form (x + a)² + b\nSubject: Completing the Square\nQuestion: \\[\nx^{2}-5 x+8 \\equiv(x-b)^{2}+1.75\n\\]\nWhat is the value of \\( b \\) ?\nIncorrect Answer: \\( 5 \\)\nCorrect Answer: \\( \\frac{5}{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When completing the square, believes the constant in the bracket is the coefficient of x |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete the square for expressions that end up in the form (x + a)² + b\nSubject: Completing the Square\nQuestion: \\[\nx^{2}-5 x+8 \\equiv(x-b)^{2}+1.75\n\\]\nWhat is the value of \\( b \\) ?\nIncorrect Answer: \\( 6.25 \\)\nCorrect Answer: \\( \\frac{5}{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When completing the square in the form (x - a)^2 + b, believes b is the difference between a and the constant of the original quadratic |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round decimals to the nearest whole number\nSubject: Estimation\nQuestion: Jane measures the length and width of her rectangular classroom as \\( 9.1 \\mathrm{~m} \\) and \\( 11.7 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\nIncorrect Answer: \\( 10 \\times 12 \\)\nCorrect Answer: \\( 9 \\times 12 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds every number up when estimating |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round decimals to the nearest whole number\nSubject: Estimation\nQuestion: Jane measures the length and width of her rectangular classroom as \\( 9.1 \\mathrm{~m} \\) and \\( 11.7 \\mathrm{~m} \\).\nWhich calculation will give the best estimate of the area?\nIncorrect Answer: \\( 9 \\times 11 \\)\nCorrect Answer: \\( 9 \\times 12 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds down instead of up |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify percentages of a shape where the percent is a multiple of 10\nSubject: Fractions of an Amount\nQuestion: What percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()\nIncorrect Answer: \\( 30 \\% \\)\nCorrect Answer: \\( 60 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Assumed each part of a fraction diagram is worth 10% |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify percentages of a shape where the percent is a multiple of 10\nSubject: Fractions of an Amount\nQuestion: What percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()\nIncorrect Answer: \\( 3 \\% \\)\nCorrect Answer: \\( 60 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand a percentage is out of 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify percentages of a shape where the percent is a multiple of 10\nSubject: Fractions of an Amount\nQuestion: What percentage of this shape is shaded? ![A bar split into 5 equal parts. 3 parts are shaded.]()\nIncorrect Answer: \\( 55 \\% \\)\nCorrect Answer: \\( 60 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Estimated when not appropriate |
[
{
"content": "You are an assistant trying to 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 pictorial representations of objects as a ratio\nSubject: Writing Ratios\nQuestion: What is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()\nIncorrect Answer: \\( 5: 4: 9 \\)\nCorrect Answer: \\( 5: 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks you need to include the total as well as the individual parts when asked to write a ratio |
[
{
"content": "You are an assistant trying to 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 pictorial representations of objects as a ratio\nSubject: Writing Ratios\nQuestion: What is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()\nIncorrect Answer: \\( 4: 5 \\)\nCorrect Answer: \\( 5: 4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up sides of a ratio |
[
{
"content": "You are an assistant trying to 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 pictorial representations of objects as a ratio\nSubject: Writing Ratios\nQuestion: What is the ratio of rectangles to circles? ![A diagram showing 5 blue rectangles and 4 red circles]()\nIncorrect Answer: \\( 5: 9 \\)\nCorrect Answer: \\( 5: 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 writing ratio from diagram, writes total as one side |
[
{
"content": "You are an assistant trying to 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 inequality notation\nSubject: Inequalities on Number Lines\nQuestion: Which of these statements show that \\( \\mathrm{j} \\) is smaller than \\( 5 \\) ?\nIncorrect Answer: \\( j=5 \\)\nCorrect Answer: \\( \\mathrm{j}<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"
}
] | Confuses inequality symbols with equality |
[
{
"content": "You are an assistant trying to 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 inequality notation\nSubject: Inequalities on Number Lines\nQuestion: Which of these statements show that \\( \\mathrm{j} \\) is smaller than \\( 5 \\) ?\nIncorrect Answer: \\( \\mathrm{j}>5 \\)\nCorrect Answer: \\( \\mathrm{j}<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"
}
] | 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: Substitute positive non-integer values into formulae involving powers or roots\nSubject: Substitution into Formula\nQuestion: Calculate the time taken \\( (t) \\) for a a particle to travel with acceleration \\( (a)=4.1 \\mathrm{~ms}^{-2} \\), initial velocity \\( (u)=2.8 \\mathrm{~ms}^{-1} \\) and final velocity \\( (v)=8.7 \\mathrm{~ms}^{-1} \\) \\( t=\\frac{1}{a}(v-u) \\)\nIncorrect Answer: \\( \\begin{array}{c}t=\\frac{1}{4.1}+(8.7-2.8) \\\\ t=6.14\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}t=(8.7-2.8) \\div 4.1 \\\\ t=1.44\\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"
}
] | Thinks a variable next to a number means addition rather than 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: Substitute positive non-integer values into formulae involving powers or roots\nSubject: Substitution into Formula\nQuestion: Calculate the time taken \\( (t) \\) for a a particle to travel with acceleration \\( (a)=4.1 \\mathrm{~ms}^{-2} \\), initial velocity \\( (u)=2.8 \\mathrm{~ms}^{-1} \\) and final velocity \\( (v)=8.7 \\mathrm{~ms}^{-1} \\) \\( t=\\frac{1}{a}(v-u) \\)\nIncorrect Answer: \\( \\begin{array}{c}t=4.1 \\times(8.7-2.8) \\\\ t=24.19\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}t=(8.7-2.8) \\div 4.1 \\\\ t=1.44\\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 multiplying fractions, multiplies the denominator |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise perpendicular lines\nSubject: Parallel Lines\nQuestion: ![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a diagonal line, with a positive gradient of 1.5. EF is a vertical line measuring 3 units. GH is a diagonal line with a negative gradient of -4/6. IJ is a diagonal line with a negative gradient of -3. KL is a diagonal line with a positive gradient of 1/3. MN is a vertical line measuring 6 units. OP is a diagonal line with a positive gradient of 6/4.]() Which line segment is perpendicular to IJ?\nIncorrect Answer: EF\nCorrect Answer: \\( \\mathrm{KL} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the meaning of perpendicular and vertical |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise perpendicular lines\nSubject: Parallel Lines\nQuestion: ![An image of 8 line segments on a square grid. AB is a vertical line measuring 4 units. CD is a diagonal line, with a positive gradient of 1.5. EF is a vertical line measuring 3 units. GH is a diagonal line with a negative gradient of -4/6. IJ is a diagonal line with a negative gradient of -3. KL is a diagonal line with a positive gradient of 1/3. MN is a vertical line measuring 6 units. OP is a diagonal line with a positive gradient of 6/4.]() Which line segment is perpendicular to IJ?\nIncorrect Answer: \\( \\mathrm{MN} \\)\nCorrect Answer: \\( \\mathrm{KL} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the meaning of perpendicular and vertical |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Substitute numbers into a SUVAT equation to work out distance\nSubject: Substitution into Formula\nQuestion: \\( s=u t+\\frac{1}{2} a t^{2} \\) What is the value of \\( S \\) when\n\\[\\begin{array}{l} a=4 \\\\ u=3 \\\\ t=5\\end{array}\\]\nIncorrect Answer: \\( 625 \\)\nCorrect Answer: \\( 65 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a variable in an expression has a power, thinks the power applies to the whole expression |
[
{
"content": "You are an assistant trying to 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: Work out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.\nIncorrect Answer: \\( \\frac{27}{28} \\)\nCorrect Answer: \\( \\frac{13}{28} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds instead of subtracts |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: Work out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.\nIncorrect Answer: \\( \\frac{4}{3} \\)\nCorrect Answer: \\( \\frac{13}{28} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting fractions, subtracts the numerators and denominators |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: Work out: \\( \\frac{5}{7}-\\frac{1}{4} \\) Give your answer in the simplest form.\nIncorrect Answer: \\( \\frac{1}{7} \\)\nCorrect Answer: \\( \\frac{13}{28} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgets to change the numerators when finding equivalent fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Substitute negative integer values into formulae involving powers or roots\nSubject: Substitution into Formula\nQuestion: \\(\nT=k^{4}\n\\)\n\nWhat is the value of \\( T \\) when \\( k=-3 \\) ?\nIncorrect Answer: \\( -81 \\)\nCorrect Answer: \\( 81 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes multiplying two negatives gives a negative answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Substitute negative integer values into formulae involving powers or roots\nSubject: Substitution into Formula\nQuestion: \\(\nT=k^{4}\n\\)\n\nWhat is the value of \\( T \\) when \\( k=-3 \\) ?\nIncorrect Answer: \\( -12 \\)\nCorrect Answer: \\( 81 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Has multiplied the base number and the power |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form x² - c\nSubject: Difference of Two Squares\nQuestion: Which of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)\nIncorrect Answer: \\( x(x-9) \\)\nCorrect Answer: \\( (x-3)(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 recognise difference of two squares |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form x² - c\nSubject: Difference of Two Squares\nQuestion: Which of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)\nIncorrect Answer: \\( (x-3)^{2} \\)\nCorrect Answer: \\( (x-3)(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"
}
] | Confuses the factorised form of repeated roots and the difference of 2 squares |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form x² - c\nSubject: Difference of Two Squares\nQuestion: Which of the following answers shows a correct factorisation of the expression below? \\( x^{2}-9 \\)\nIncorrect Answer: Cannot be factorised\nCorrect Answer: \\( (x-3)(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 recognise difference of two squares |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: \\( \\frac{1}{3}+\\frac{1}{4}+\\frac{2}{3}+\\frac{3}{4}= \\)\nIncorrect Answer: \\( \\frac{7}{12} \\)\nCorrect Answer: \\( 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"
}
] | Forgets to change the numerators when finding equivalent fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add proper fractions with different denominators which do not share a common factor\nSubject: Adding and Subtracting Fractions\nQuestion: \\( \\frac{1}{3}+\\frac{1}{4}+\\frac{2}{3}+\\frac{3}{4}= \\)\nIncorrect Answer: \\( \\frac{7}{14} \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding fractions, adds 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: Add algebraic fractions with the same denominator\nSubject: Adding and Subtracting Algebraic Fractions\nQuestion: Write this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)\nIncorrect Answer: \\( \\frac{5 x}{x^{2}} \\)\nCorrect Answer: \\( \\frac{5}{x} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not fully simplify 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: Add algebraic fractions with the same denominator\nSubject: Adding and Subtracting Algebraic Fractions\nQuestion: Write this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)\nIncorrect Answer: \\( \\frac{5}{2 x} \\)\nCorrect Answer: \\( \\frac{5}{x} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding fractions, adds 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: Add algebraic fractions with the same denominator\nSubject: Adding and Subtracting Algebraic Fractions\nQuestion: Write this as a single fraction as simply as possible\n\\(\n\\frac{2}{x}+\\frac{3}{x}\n\\)\nIncorrect Answer: \\( \\frac{6}{x^{2}} \\)\nCorrect Answer: \\( \\frac{5}{x} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked to add fractions uses the method for multiplying fractions instead. |
[
{
"content": "You are an assistant trying to 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 reciprocal of an integer\nSubject: Laws of Indices\nQuestion: What is the reciprocal of \\( 7 \\) ?\nIncorrect Answer: \\( -\\frac{1}{7} \\)\nCorrect Answer: \\( \\frac{1}{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"
}
] | Correctly finds the reciprocal of a number, but believes it should be opposite in sign to the original 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: Find the reciprocal of an integer\nSubject: Laws of Indices\nQuestion: What is the reciprocal of \\( 7 \\) ?\nIncorrect Answer: \\( -7 \\)\nCorrect Answer: \\( \\frac{1}{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"
}
] | Makes the number negative when asked to find the reciprocal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the line of symmetry of curves in the form (x + a)(x + b)\nSubject: Quadratic Graphs-Others\nQuestion: This is the graph of \\( y=(x+4)(x-2) \\) ![\\( W \\)]() What is the equation of the line of symmetry?\nIncorrect Answer: \\( y=-1 \\)\nCorrect Answer: \\( x=-1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the equations of vertical and horizontal lines |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Simplify an algebraic fraction by factorising both the numerator and denominator\nSubject: Simplifying Algebraic Fractions\nQuestion: Write the following as simply as possible: \\( \\frac{6 p-9}{6 p-3} \\)\nIncorrect Answer: \\( \\frac{p-3}{p-1} \\)\nCorrect Answer: \\( \\frac{2 p-3}{2 p-1} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks you can divide the variables and the numerical values by different numbers when simplifying an algebraic 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: Answer fraction problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: \\( \\frac{1}{3}+\\frac{1}{2} \\times \\frac{1}{3}= \\)\nIncorrect Answer: \\( \\frac{5}{18} \\)\nCorrect Answer: \\( \\frac{1}{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"
}
] | 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: Answer fraction problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: \\( \\frac{1}{3}+\\frac{1}{2} \\times \\frac{1}{3}= \\)\nIncorrect Answer: \\( \\frac{2}{9} \\)\nCorrect Answer: \\( \\frac{1}{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding fractions, adds 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: Solve quadratic equations using factorisation in the form x(x + b) \nSubject: Quadratic Equations\nQuestion: Solve this equation, giving all solutions:\n\\(\nk^{2}-8 k=0\n\\)\nIncorrect Answer: \\( \\begin{array}{c}k=-8 \\\\ \\text { or } \\\\ k=8\\end{array} \\)\nCorrect Answer: \\(\nk=0\n\\)\nor\n\\(\nk=8\n\\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks x^2 - a^2x is a valid form of difference of two squares |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve quadratic equations using factorisation in the form x(x + b) \nSubject: Quadratic Equations\nQuestion: Solve this equation, giving all solutions:\n\\(\nk^{2}-8 k=0\n\\)\nIncorrect Answer: \\( k=8 \\)\nCorrect Answer: \\(\nk=0\n\\)\nor\n\\(\nk=8\n\\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes they can divide by a variable without checking whether it could equal zero |
[
{
"content": "You are an assistant trying to 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 sector angle on a pie chart, calculate the frequency of a group\nSubject: Pie Chart\nQuestion: The pie chart shows the favourite subjects of children at a school.\n\nIf \\( 18 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()\nIncorrect Answer: \\( 36 \\)\nCorrect Answer: \\( 54 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 angle in a pie chart sector is equal to the frequency |
[
{
"content": "You are an assistant trying to 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 sector angle on a pie chart, calculate the frequency of a group\nSubject: Pie Chart\nQuestion: The pie chart shows the favourite subjects of children at a school.\n\nIf \\( 18 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()\nIncorrect Answer: \\( 108 \\)\nCorrect Answer: \\( 54 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 angle in a pie chart sector is equal to the frequency |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Perform subtraction calculations using standard form\nSubject: Standard Form\nQuestion: \\( \\left(3 \\times 10^{4}\\right)-\\left(2 \\times 10^{5}\\right)= \\)\nIncorrect Answer: \\( 1.7 \\times 10^{-5} \\)\nCorrect Answer: \\( -1.7 \\times 10^{5} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a negative power results in a negative answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Perform subtraction calculations using standard form\nSubject: Standard Form\nQuestion: \\( \\left(3 \\times 10^{4}\\right)-\\left(2 \\times 10^{5}\\right)= \\)\nIncorrect Answer: \\( 1 \\times 10^{-1} \\)\nCorrect Answer: \\( -1.7 \\times 10^{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"
}
] | When calculating with numbers in standard form, just applies the operation to the number and the power separately |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the net of a prism\nSubject: Nets\nQuestion: This is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()\nIncorrect Answer: Rectangle\nCorrect Answer: Cuboid\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Names one of the faces of a 3D shape rather than the 3D shape name |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the net of a prism\nSubject: Nets\nQuestion: This is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()\nIncorrect Answer: Cube\nCorrect Answer: Cuboid\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cubes and cuboids |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify the net of a prism\nSubject: Nets\nQuestion: This is the net of a... ![An image of six connected rectangles. The six rectangles are 3 lots of identical rectangle pairs. There is a central rectangle with identical rectangles attached to the left and right of it. It then has identical rectangles attached to its top and bottom sides. Below the rectangle attached to the bottom side is another attached rectangle which is identical to the central rectangle.]()\nIncorrect Answer: Rectanglebased pyramid\nCorrect Answer: Cuboid\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses pyramid with prism |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify parallel lines written in the form y = mx + c\nSubject: Parallel Lines\nQuestion: Tom and Katie are arguing about parallel lines. \nTom says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x + 7} \\) are parallel. \nKatie says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}-\\mathbf{2 2} \\) are parallel. \nWho is correct?\nIncorrect Answer: Only\nTom\nCorrect Answer: Only\nKatie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes lines are parallel if they have the same y intercept |
[
{
"content": "You are an assistant trying to 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 parallel lines written in the form y = mx + c\nSubject: Parallel Lines\nQuestion: Tom and Katie are arguing about parallel lines. \nTom says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{3 x + 7} \\) are parallel. \nKatie says \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}+\\mathbf{7} \\) and \\( \\boldsymbol{y}=\\mathbf{5} \\boldsymbol{x}-\\mathbf{2 2} \\) are parallel. \nWho is correct?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only\nKatie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes lines can be parallel by having the same y intercept OR gradient |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions to two digit integer percentages\nSubject: Converting between Fractions and Percentages\nQuestion: Complete the missing blank as a percentage:\n\\(\n0.4=\\frac{2}{5}< \\_\\_\\_\\_\n\\)\nIncorrect Answer: \\( 40 \\% \\)\nCorrect Answer: \\( 60 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand inequality notation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions to two digit integer percentages\nSubject: Converting between Fractions and Percentages\nQuestion: Complete the missing blank as a percentage:\n\\(\n0.4=\\frac{2}{5}< \\_\\_\\_\\_\n\\)\nIncorrect Answer: \\( 20 \\% \\)\nCorrect Answer: \\( 60 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Multiply a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.4 \\times 5= \\)\nIncorrect Answer: \\( 0.9 \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds 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 a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.4 \\times 5= \\)\nIncorrect Answer: \\( 0.20 \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When multiplying decimals, divides by the wrong power of 10 when reinserting the decimal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.4 \\times 5= \\)\nIncorrect Answer: \\( 0.45 \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When multiplying just writes the numbers next to each other |
[
{
"content": "You are an assistant trying to 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 a reciprocal graph from its shape\nSubject: Cubics and Reciprocals\nQuestion: Which of the following is most likely to be the graph of a reciprocal function?\nIncorrect Answer: ![A curved graph that starts just above the x-axis on the left and travels right and very gradually up. Just before it reaches the y-axis it travels more steeply up and right, going through a point on the y-axis above the origin and continually steeply rising up and right. ]()\nCorrect Answer: ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 reciprocal and exponential graphs |
[
{
"content": "You are an assistant trying to 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 a reciprocal graph from its shape\nSubject: Cubics and Reciprocals\nQuestion: Which of the following is most likely to be the graph of a reciprocal function?\nIncorrect Answer: ![A curved graph that starts in the top left, travels steeply down and right, turns to travel steeply up and right, to the origin, where it turns around to travel down and right again.]()\nCorrect Answer: ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 cubic and reciprocal graphs |
[
{
"content": "You are an assistant trying to 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 a reciprocal graph from its shape\nSubject: Cubics and Reciprocals\nQuestion: Which of the following is most likely to be the graph of a reciprocal function?\nIncorrect Answer: ![A curved graph, an upside down symmetrical U shape. It starts in the bottom left, travels steeply up and right, turns at a point on the y-axis above the origin and travels steeply right and down.]()\nCorrect Answer: ![A graph with two curves, in the top right and bottom left quadrants. The top right curves starts up and right of the origin and travels steeply down and right, it then levels off to travel alongside the x-axis without touching it. The bottom left curve starts down and left of the origin, travels steeply up and left, it then levels off just below the x-axis without touching it.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 reciprocal and quadratic graphs |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the angles around a point relationship\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the relationship between these two angles? ![\\( \\theta \\)]()\nIncorrect Answer: They are equal\nCorrect Answer: They add together to make \\[360\\degree\\]\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses 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: Recognise the angles around a point relationship\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the relationship between these two angles? ![\\( \\theta \\)]()\nIncorrect Answer: They are parallel\nCorrect Answer: They add together to make \\[360\\degree\\]\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of the word parallel |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the angles around a point relationship\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the relationship between these two angles? ![\\( \\theta \\)]()\nIncorrect Answer: They add together to make \\[180\\degree\\]\nCorrect Answer: They add together to make \\[360\\degree\\]\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Order fractions whose denominators are not multiples of the same number \nSubject: Ordering Fractions\nQuestion: Which of the following fractions would lie between \\( \\frac{1}{5} \\) and \\( \\frac{1}{4} \\) on a number line?\nIncorrect Answer: There are no fractions between these two\nCorrect Answer: \\( \\frac{9}{40} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 unit fractions with a difference of 1 in the denominator have no other fractions between them |
[
{
"content": "You are an assistant trying to 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: BIDMAS\nQuestion: \\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a+b}{c}=(a+b) \\div c\n\\)\nIs the above relationship...\nIncorrect Answer: never true\nCorrect Answer: always true\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not realize we can write a division as a fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write algebraic expressions with correct algebraic convention\nSubject: BIDMAS\nQuestion: \\( a, b \\) and \\( c \\) are different numbers\n\\(\n\\frac{a+b}{c}=(a+b) \\div c\n\\)\nIs the above relationship...\nIncorrect Answer: Need more information\nCorrect Answer: always true\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not realize we can write a division as a fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe the meaning algebraic terms with no powers\nSubject: Writing Expressions\nQuestion: Which statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)\nIncorrect Answer: \"Add \\( \\mathrm{a} \\) and \\( \\mathrm{b} \\) then add three.\"\nCorrect Answer: \"Add \\( 3 \\) to a multiplied by 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"
}
] | Thinks two variables next to each other represent addition |
[
{
"content": "You are an assistant trying to 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 meaning algebraic terms with no powers\nSubject: Writing Expressions\nQuestion: Which statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)\nIncorrect Answer: \"Add three to a and then multiply by b.\"\nCorrect Answer: \"Add \\( 3 \\) to a multiplied by 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"
}
] | 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: Describe the meaning algebraic terms with no powers\nSubject: Writing Expressions\nQuestion: Which statement correctly describes the following algebraic expression?\n\\(\n3+a b\n\\)\nIncorrect Answer: \"Add three to \\( \\mathrm{b} \\) and then multiply by a.\"\nCorrect Answer: \"Add \\( 3 \\) to a multiplied by 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"
}
] | 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: Given the area of a trapezium, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: The area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()\nIncorrect Answer: \\( h=4.5 \\mathrm{~cm} \\)\nCorrect Answer: \\( h=6 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses only the base and perpendicular height when calculating the area of a trapezium |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the area of a trapezium, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: The area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()\nIncorrect Answer: \\( h=3 \\mathrm{~cm} \\)\nCorrect Answer: \\( h=6 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not divide by 2 when calculating the area of a trapezium |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the area of a trapezium, calculate a missing dimension\nSubject: Area of Simple Shapes\nQuestion: The area of this trapezium is \\( 45 \\mathrm{~cm}^{2} \\). What would the perpendicular height, \\( h \\), of the trapezium be? ![A trapezium with the parallel sides a and b labelled as 10cm and 5cm and the perpendicular height labelled with h]()\nIncorrect Answer: \\( h=9 \\mathrm{~cm} \\)\nCorrect Answer: \\( h=6 \\mathrm{~cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses only the base and perpendicular height when calculating the area of a trapezium |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the cube of a number\nSubject: Squares, Cubes, etc\nQuestion: \\( 3^{3}=? \\)\nIncorrect Answer: \\( 6 \\)\nCorrect Answer: \\( 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds the index to the number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the cube of a number\nSubject: Squares, Cubes, etc\nQuestion: \\( 3^{3}=? \\)\nIncorrect Answer: \\( 9 \\)\nCorrect Answer: \\( 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies by the index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the cube of a number\nSubject: Squares, Cubes, etc\nQuestion: \\( 3^{3}=? \\)\nIncorrect Answer: \\( 33 \\)\nCorrect Answer: \\( 27 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Writes the index as a digit on the end of a 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 the equations of vertical lines from a diagram\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of this line? ![A graph showing a vertical line going through a number on the x axis. The number is one box to the right of -10, where there are 5 boxes between 0 and -10.]()\nIncorrect Answer: \\( x=-9 \\)\nCorrect Answer: \\( x=-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"
}
] | Assumes every dash on a scale represents an increase of 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise the equations of vertical lines from a diagram\nSubject: Horizontal and Vertical Lines\nQuestion: What is the equation of this line? ![A graph showing a vertical line going through a number on the x axis. The number is one box to the right of -10, where there are 5 boxes between 0 and -10.]()\nIncorrect Answer: \\( y=-8 \\)\nCorrect Answer: \\( x=-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 equations of vertical and horizontal lines |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand two brackets with linear terms in the form (ax + b)(cx + d)\nSubject: Expanding Double Brackets\nQuestion: Molly is expanding these two brackets.\n\nWhat should she get when she multiplies the two terms indicated by the arrows? ![The brackets shown are (2p-1)(3p-4). The arrows are pointing at the 2p in the first bracket and the -4 in the second bracket.]()\nIncorrect Answer: \\( +8 p \\)\nCorrect Answer: \\( -8 p \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes multiplying a positive by a negative gives a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide two decimals with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.4 \\div 0.6= \\)\nIncorrect Answer: \\( 0.6 \\)\nCorrect Answer: \\( 0.666 \\ldots \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When dividing, ignores any remainders |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide two decimals with the same number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.4 \\div 0.6= \\)\nIncorrect Answer: \\( 1.5 \\)\nCorrect Answer: \\( 0.666 \\ldots \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes division is commutative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Express pictorial representations of objects as a ratio\nSubject: Writing Ratios\nQuestion: ![A group of six squares and three circles]() What is the ratio of squares to circles?\nIncorrect Answer: \\( 2: 3 \\)\nCorrect Answer: \\( 6: 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 writing ratio from diagram, writes total as one side |
[
{
"content": "You are an assistant trying to 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 pictorial representations of objects as a ratio\nSubject: Writing Ratios\nQuestion: ![A group of six squares and three circles]() What is the ratio of squares to circles?\nIncorrect Answer: \\( 6: 9 \\)\nCorrect Answer: \\( 6: 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 writing ratio from diagram, writes total as one side |
[
{
"content": "You are an assistant trying to 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 pictorial representations of objects as a ratio\nSubject: Writing Ratios\nQuestion: ![A group of six squares and three circles]() What is the ratio of squares to circles?\nIncorrect Answer: \\( 3: 6 \\)\nCorrect Answer: \\( 6: 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"
}
] | Mixes up sides of a ratio |
[
{
"content": "You are an assistant trying to 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 relationship between parts of a ratio\nSubject: Writing Ratios\nQuestion: Kate and Isaac share some biscuits in the ratio \\( 1: 4 \\). Isaac has \\( _____ \\) times as many biscuits as Kate.\nWhat number completes the sentence?\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"
}
] | Does not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part |
[
{
"content": "You are an assistant trying to 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 relationship between parts of a ratio\nSubject: Writing Ratios\nQuestion: Kate and Isaac share some biscuits in the ratio \\( 1: 4 \\). Isaac has \\( _____ \\) times as many biscuits as Kate.\nWhat number completes the sentence?\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"
}
] | Does not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve missing number problems involving the median\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: The median of these four numbers is \\( 5 \\).\n\\(\n\\begin{array}{cccc}\n3&12&1&?\n\\end{array}\n\\)\nFind the value of the missing number.\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds the mean instead of the median |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use a linear sequence expressed as a pattern to make a prediction about another term in the sequence other than the next one\nSubject: Sequences-Others\nQuestion: What is the \\( 6 \\) th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is one orange square. The second pattern is 3 orange squares arranged in an incomplete 2 by 2 square shape with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle with base 3 and height 2, with the top left orange square missing.]()\nIncorrect Answer: ![6 orange squares arranged as an incomplete rectangle of base 4 and height 2, with the top left and top right orange squares missing.]()\nCorrect Answer: ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Use a linear sequence expressed as a pattern to make a prediction about another term in the sequence other than the next one\nSubject: Sequences-Others\nQuestion: What is the \\( 6 \\) th pattern in this sequence? ![Three consecutive patterns in a sequence. The first pattern is one orange square. The second pattern is 3 orange squares arranged in an incomplete 2 by 2 square shape with the top left orange square missing. The third pattern is 5 orange squares arranged as an incomplete rectangle with base 3 and height 2, with the top left orange square missing.]()\nIncorrect Answer: ![10 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left and top right orange squares missing.]()\nCorrect Answer: ![11 orange squares arranged as an incomplete rectangle of base 6 and height 2, with the top left orange square missing.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Convert fractions less than 1 to terminating decimals of 3 or more decimal places\nSubject: Converting between Fractions and Decimals\nQuestion: Convert \\( \\frac{97}{250} \\) into a decimal\nIncorrect Answer: \\( 0.97 \\)\nCorrect Answer: \\( 0.388 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Converts a fraction to a decimal by using only the numerator after the decimal point |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions less than 1 to terminating decimals of 3 or more decimal places\nSubject: Converting between Fractions and Decimals\nQuestion: Convert \\( \\frac{97}{250} \\) into a decimal\nIncorrect Answer: \\( 97.25 \\)\nCorrect Answer: \\( 0.388 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Converts a fraction to a decimal by placing a decimal point between the numerator and denominator |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate compound area involving just rectangles and squares, where the dimensions are given in the same units\nSubject: Compound Area\nQuestion: What is the area of the shaded section of this composite shape made from rectangles? ![A composite shape made from two rectangles that form an \"L\" shape. The base of the shape is horizontal and is 13cm long. The vertical height of the whole shape is 14cm. The horizontal width of the top part of the shape is 6cm. The vertical height of the top rectangle is 8cm. The top rectangle is shaded red.]()\nIncorrect Answer: \\( 14 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 48 \\mathrm{~cm}^{2} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds when calculating area instead of multiplying |
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