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: Understand the notation for powers\nSubject: Squares, Cubes, etc\nQuestion: To calculate \\( 47^{2} \\) you need to do...\nIncorrect Answer: \\( 47 \\times 2 \\)\nCorrect Answer: \\( 47 \\times 47 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 perimeter of a rectilinear shape by adding lengths expressed in the same units\nSubject: Compound Area\nQuestion: What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure. The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()\nIncorrect Answer: \\( 121 \\mathrm{~m} \\)\nCorrect Answer: \\( 118 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find missing lengths in a composite shape |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the perimeter of a rectilinear shape by adding lengths expressed in the same units\nSubject: Compound Area\nQuestion: What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure. The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()\nIncorrect Answer: \\( 130 \\mathrm{~m} \\)\nCorrect Answer: \\( 118 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find missing lengths in a composite shape |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the perimeter of a rectilinear shape by adding lengths expressed in the same units\nSubject: Compound Area\nQuestion: What is the perimeter of this composite shape made from rectangles? ![A composite shape made from three rectangles that form upside down step structure. The base of the shape is horizontal and is 12m long. The vertical height of the whole shape is 27m. The horizontal width of the top part of the shape is 32m. The horizontal width of the top step is 15m. The vertical height of the top rectangle is 9m. The vertical height of the bottom rectangle is 10m. ]()\nIncorrect Answer: \\( 105 \\mathrm{~m} \\)\nCorrect Answer: \\( 118 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When calculating perimeter, only adds the marked lengths |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given information about one part, work out other parts\nSubject: Sharing in a Ratio\nQuestion: Kate and Isaac share some sweets in the ratio \\( 3: 2 \\)\n\nKate receives \\( 60 \\) sweets.\n\nHow many sweets does Isaac receive?\nIncorrect Answer: \\( 20 \\)\nCorrect Answer: \\( 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"
}
] | Finds one part of a ratio but doesn't multiply that by the number of parts needed |
[
{
"content": "You are an assistant trying to 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: Kate and Isaac share some sweets in the ratio \\( 3: 2 \\)\n\nKate receives \\( 60 \\) sweets.\n\nHow many sweets does Isaac receive?\nIncorrect Answer: \\( 24 \\)\nCorrect Answer: \\( 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"
}
] | 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: Carry out, interpret and represent subtraction using the part-whole model\nSubject: BIDMAS\nQuestion: \\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?\nIncorrect Answer: \\( < \\)\nCorrect Answer: \\( > \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Carry out, interpret and represent subtraction using the part-whole model\nSubject: BIDMAS\nQuestion: \\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?\nIncorrect Answer: \\( = \\)\nCorrect Answer: \\( > \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Carry out, interpret and represent subtraction using the part-whole model\nSubject: BIDMAS\nQuestion: \\[\n8+12 \\div 4 \\square(8+12) \\div 4\n\\]\nWhich symbol belongs in the box?\nIncorrect Answer: \\( \\geq \\)\nCorrect Answer: \\( > \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand inequality notation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in an isosceles triangle\nSubject: Angles in Triangles\nQuestion: What is value of the shaded angle in this diagram? ![[not to scale]]()\nIncorrect Answer: \\( 80^{\\circ} \\)\nCorrect Answer: \\( 110^{\\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"
}
] | Assumes an angle has been split into equal parts |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in an isosceles triangle\nSubject: Angles in Triangles\nQuestion: What is value of the shaded angle in this diagram? ![[not to scale]]()\nIncorrect Answer: \\( 140^{\\circ} \\)\nCorrect Answer: \\( 110^{\\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"
}
] | Assumes an angle has been split into equal parts |
[
{
"content": "You are an assistant trying to 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 powers\nSubject: Writing Expressions\nQuestion: Which of the following means the same as\n\\(a^{2} b\\)\nIncorrect Answer: \\( 2 \\times a \\times b \\)\nCorrect Answer: \\( a \\times a \\times 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"
}
] | 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: Describe the meaning algebraic terms with powers\nSubject: Writing Expressions\nQuestion: Which of the following means the same as\n\\(a^{2} b\\)\nIncorrect Answer: \\( a \\times b \\times a \\times b \\)\nCorrect Answer: \\( a \\times a \\times 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"
}
] | 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: Order fractions whose denominators are not multiples of the same number \nSubject: Ordering Fractions\nQuestion: Which diagram represents the largest fraction?\nIncorrect Answer: ![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top rectangle, of the 3, is shaded orange, the rest are white.]()\nCorrect Answer: ![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top 2 rectangles, of the 3, are shaded orange, the other is white.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 a larger shaded area represents a larger 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: Order fractions whose denominators are not multiples of the same number \nSubject: Ordering Fractions\nQuestion: Which diagram represents the largest fraction?\nIncorrect Answer: ![A rectangle divided into a grid of 30 smaller rectangles (5 high by 6 wide) that are identical to each other in size and shape. 8 of these smaller rectangles are shaded orange, the rest are white.]()\nCorrect Answer: ![A rectangle divided horizontally into 3 smaller rectangles that are identical to each other in size and shape. The top 2 rectangles, of the 3, are shaded orange, the other is white.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 greater number of shaded parts represents a greater 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 when rounding a calculation will give an over or under approximation\nSubject: Estimation\nQuestion: Jo and Paul are discussing how to estimate the answer to\n\\[\n188.945 \\div 15.3382\n\\]\n\nJo says \\( 200 \\div 15.3382 \\) would give an overestimate.\n\nPaul says \\( 188.945 \\div 15 \\) would give an overestimate.\n\nWho is correct?\nIncorrect Answer: Only Jo\nCorrect Answer: Both Jo and Paul\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that the smaller a divisor is, the smaller the answer will 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: Identify when rounding a calculation will give an over or under approximation\nSubject: Estimation\nQuestion: Jo and Paul are discussing how to estimate the answer to\n\\[\n188.945 \\div 15.3382\n\\]\n\nJo says \\( 200 \\div 15.3382 \\) would give an overestimate.\n\nPaul says \\( 188.945 \\div 15 \\) would give an overestimate.\n\nWho is correct?\nIncorrect Answer: Only Paul\nCorrect Answer: Both Jo and Paul\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Multiplication law of indices with positive integer powers and a different base number\nSubject: Squares, Cubes, etc\nQuestion: Tom and Katie are arguing about \\( 4^{2} \\times 2^{2} \\)\nTom says \\( 4^{2} \\times 2^{2}=64 \\)\nKatie says \\( 4^{2} \\times 2^{2}=8^{4} \\)\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"
}
] | When multiplying numbers with different bases, multiplies the powers and multiplies 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: Substitute into simple formulae given in words\nSubject: Substitution into Formula\nQuestion: A quick way to change approximately from miles to kilometers is to divide the number of miles by \\( 3 \\) and then multiply by \\( 5 \\).\nUsing this method, how many kilometres are equal to \\( 15 \\) miles?\nIncorrect Answer: \\( 17 \\)\nCorrect Answer: \\( 25 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Subtracts instead of divides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Substitute into simple formulae given in words\nSubject: Substitution into Formula\nQuestion: A quick way to change approximately from miles to kilometers is to divide the number of miles by \\( 3 \\) and then multiply by \\( 5 \\).\nUsing this method, how many kilometres are equal to \\( 15 \\) miles?\nIncorrect Answer: \\( 15 \\)\nCorrect Answer: \\( 25 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Think 1km = 1 mile |
[
{
"content": "You are an assistant trying to 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 numbers in standard form that are between 0 and 1 \nSubject: Standard Form\nQuestion: Tom and Katie are discussing standard form.\n\nTom says \\( 9.3 \\times 10^{5}>2.3 \\times 10^{6} \\)\n\nKatie says \\( 9.3 \\times 10^{-5}>2.3 \\times 10^{-6} \\)\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"
}
] | When ordering numbers in standard form just looks at the decimal without multiplying by a power of 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: Find missing angles in an isosceles triangle\nSubject: Angles in Triangles\nQuestion: This is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()\nIncorrect Answer: \\( 56^{\\circ} \\)\nCorrect Answer: Not enough information\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes there is only one orientation for the isosceles triangle base angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in an isosceles triangle\nSubject: Angles in Triangles\nQuestion: This is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()\nIncorrect Answer: \\( 68^{\\circ} \\)\nCorrect Answer: Not enough information\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes there is only one orientation for the isosceles triangle base angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles in an isosceles triangle\nSubject: Angles in Triangles\nQuestion: This is an isosceles triangle.\nCalculate the size of angle \\( p \\). ![An isosceles triangle with one angle labelled 56 degrees and one angle labelled p [not to scale]]()\nIncorrect Answer: \\( 124^{\\circ} \\)\nCorrect Answer: Not enough information\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgets to subtract sum of angles we know from 180 to find missing angle in a triangle |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between l and cm³\nSubject: Volume and Capacity Units\nQuestion: Complete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)\nIncorrect Answer: \\( 5 \\)\nCorrect Answer: \\( 5000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 1l = 1 cubic centimetre |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between l and cm³\nSubject: Volume and Capacity Units\nQuestion: Complete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)\nIncorrect Answer: \\( 500 \\)\nCorrect Answer: \\( 5000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 1l = 100 cubic centimetres |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between l and cm³\nSubject: Volume and Capacity Units\nQuestion: Complete this statement:\n\\( 5 \\) litres \\( = \\) ________\\( \\mathrm{cm}^{3} \\)\nIncorrect Answer: \\( 50 \\)\nCorrect Answer: \\( 5000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 1l = 10 cubic centimetres |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the non-commutativity of division\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie want to share £2 between \\( 4 \\) people.\nTom says you would calculate the amount each person gets by doing \\( 4 \\div 2 \\)\nKatie says you would calculate the amount each person gets by doing \\( 2 \\div 4 \\)\nWho do you agree with?\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 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: Understand the non-commutativity of division\nSubject: Mental Multiplication and Division\nQuestion: Tom and Katie want to share £2 between \\( 4 \\) people.\nTom says you would calculate the amount each person gets by doing \\( 4 \\div 2 \\)\nKatie says you would calculate the amount each person gets by doing \\( 2 \\div 4 \\)\nWho do you agree with?\nIncorrect Answer: Both of them\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 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: Calculate missing lengths of shapes by geometrical inference, where the lengths given are 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 that makes a backwards \"L\" shape from 2 rectangles. The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()\nIncorrect Answer: \\( 44 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 24 \\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"
}
] | Uses an incorrect side length when splitting a composite shape into parts |
[
{
"content": "You are an assistant trying to 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 missing lengths of shapes by geometrical inference, where the lengths given are 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 that makes a backwards \"L\" shape from 2 rectangles. The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()\nIncorrect Answer: \\( 22 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 24 \\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"
}
] | Uses an incorrect side length when splitting a composite shape into parts |
[
{
"content": "You are an assistant trying to 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 missing lengths of shapes by geometrical inference, where the lengths given are 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 that makes a backwards \"L\" shape from 2 rectangles. The base of the shape is horizontal and is 11cm long. The vertical height of the whole shape is 12cm. The horizontal width of the top part of the shape is 5cm. The vertical height of the bottom rectangle is labelled 4cm. The left handed rectangle is shaded blue.]()\nIncorrect Answer: \\( 28 \\mathrm{~cm}^{2} \\)\nCorrect Answer: \\( 24 \\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"
}
] | Uses an incorrect side length when splitting a composite shape into parts |
[
{
"content": "You are an assistant trying to 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 vertical 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: Which is the correct point for \\( \\mathrm{E} \\) when reflected in the line \\( x=0 \\) ? ![A 4 quadrant, coordinate grid with a triangle drawn on it with the coordinates (-4,1) (-1,1) and (-2,3). E is the point (-2,3)]()\nIncorrect Answer: B is the coordinate (-2,-3)\nCorrect Answer: A is the coordinate (2,3)\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"
}
] | Thinks x = 0 is the x axis |
[
{
"content": "You are an assistant trying to 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 vertical 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: Which is the correct point for \\( \\mathrm{E} \\) when reflected in the line \\( x=0 \\) ? ![A 4 quadrant, coordinate grid with a triangle drawn on it with the coordinates (-4,1) (-1,1) and (-2,3). E is the point (-2,3)]()\nIncorrect Answer: C is the coordinate (2,-3)\nCorrect Answer: A is the coordinate (2,3)\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"
}
] | Rotates instead of reflects |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a rhombus from a description of the properties\nSubject: Properties of Quadrilaterals\nQuestion: Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?\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 a rectangle has four equal sides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a rhombus from a description of the properties\nSubject: Properties of Quadrilaterals\nQuestion: Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?\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 a rectangle has four equal sides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a rhombus from a description of the properties\nSubject: Properties of Quadrilaterals\nQuestion: Tom and Katie have been asked to give the name of a quadrilateral with four equal sides\nTom says rectangle\nKatie says rhombus\nWho do you agree with?\nIncorrect Answer: Neither is correct\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 a rectangle has four equal sides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify congruence in shapes other than triangles\nSubject: Congruency in Other Shapes\nQuestion: Tom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who 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"
}
] | Thinks congruent shapes are the same shape but can be different sizes |
[
{
"content": "You are an assistant trying to 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 congruence in shapes other than triangles\nSubject: Congruency in Other Shapes\nQuestion: Tom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who 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"
}
] | Thinks congruent shapes are the same shape but can be different sizes |
[
{
"content": "You are an assistant trying to 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 congruence in shapes other than triangles\nSubject: Congruency in Other Shapes\nQuestion: Tom and Katie are discussing congruent shapes Tom says these two shapes are congruent ![Two identical 6-sided \"L shape\" polygons. One of the polygons has been rotated through 90 degrees.]() Katie says these two shapes are congruent ![Two 6-sided \"L shape\" polygons. One of the polygons has a wider upright section than the other.]() Who is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only Tom\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that shapes are congruent if they have the same size and shape |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a unit of length\nSubject: Volume and Capacity Units\nQuestion: Sally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)\nIncorrect Answer: \\( m \\)\nCorrect Answer: \\( m g \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 metres as a unit of length |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a unit of length\nSubject: Volume and Capacity Units\nQuestion: Sally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)\nIncorrect Answer: \\( \\mathrm{km} \\)\nCorrect Answer: \\( m g \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 km as a unit of length |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify a unit of length\nSubject: Volume and Capacity Units\nQuestion: Sally has answered a question on perimeter and worked out an answer of \\( 120 \\).\n\nBehind the star she has written the units that she used.\n\nWhich of the following units is definitely wrong? \\( 120 \\color{yellow}\\bigstar \\)\nIncorrect Answer: \\( 11 \\)\nCorrect Answer: \\( m g \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 inches (") as a unit of length |
[
{
"content": "You are an assistant trying to 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 two-step linear equations, with the variable on one side, involving positive fractions\nSubject: Linear Equations\nQuestion: Solve the equation:\n\\(20 t-5=0\\)\nIncorrect Answer: \\( t=4 \\)\nCorrect Answer: \\( t=\\frac{1}{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"
}
] | Swaps the dividend and divisor in order to get an integer 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: Solve two-step linear equations, with the variable on one side, involving positive fractions\nSubject: Linear Equations\nQuestion: Solve the equation:\n\\(20 t-5=0\\)\nIncorrect Answer: \\( t=-\\frac{1}{4} \\)\nCorrect Answer: \\( t=\\frac{1}{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 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: Complete multi-step mental calculations\nSubject: Mental Addition and Subtraction\nQuestion: What is the value of:\n\\(\n\\frac{54+58}{2}\n\\)\nIncorrect Answer: \\( 224 \\)\nCorrect Answer: \\( 56 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 rather than divides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete multi-step mental calculations\nSubject: Mental Addition and Subtraction\nQuestion: What is the value of:\n\\(\n\\frac{54+58}{2}\n\\)\nIncorrect Answer: \\( 85 \\)\nCorrect Answer: \\( 56 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 interpret the correct order of operations in a fraction when there is an addition on the numerator |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the midpoint between two coordinates in 2D, where all the values are integers but at least one is negative\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Cara is trying to work out the midpoint of these two points: \\( (-5,7) \\) and \\( (-2,-1) \\) She labels them like this: \\( \\left.\\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (-5, & 7) & (-2, & -1) \\end{array}\\right.\\) And then decides to use this formula: \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\) What is the \\( \\boldsymbol{y} \\) value of the midpoint?\nIncorrect Answer: \\( 6 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not divide by 2 when finding midpoint |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the midpoint between two coordinates in 2D, where all the values are integers but at least one is negative\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Cara is trying to work out the midpoint of these two points: \\( (-5,7) \\) and \\( (-2,-1) \\) She labels them like this: \\( \\left.\\begin{array}{cccc}x_{1} & y_{1} & x_{2} & y_{2} \\\\ (-5, & 7) & (-2, & -1) \\end{array}\\right.\\) And then decides to use this formula: \\( \\left(\\frac{x_{1}+x_{2}}{2}, \\frac{y_{1}+y_{2}}{2}\\right) \\) What is the \\( \\boldsymbol{y} \\) value of the midpoint?\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that adding a negative will increase the value of 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 missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()\nIncorrect Answer: \\( 62^{\\circ} \\)\nCorrect Answer: \\( 118^{\\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"
}
] | Student thinks that any two angles along a straight line are equal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()\nIncorrect Answer: \\( 128^{\\circ} \\)\nCorrect Answer: \\( 118^{\\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: What is the size of angle \\( q \\) ? ![Two angles on a straight line, one is labelled 62 degrees and the other is q]()\nIncorrect Answer: \\( 298^{\\circ} \\)\nCorrect Answer: \\( 118^{\\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: Find missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Adjacent angles on a straight line sum to...\nIncorrect Answer: \\( 90^{\\circ} \\)\nCorrect Answer: \\( 180^{\\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 90 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: Find missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Adjacent angles on a straight line sum to...\nIncorrect Answer: \\( 100^{\\circ} \\)\nCorrect Answer: \\( 180^{\\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 100 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: Find missing angles using angles on a straight line\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Adjacent angles on a straight line sum to...\nIncorrect Answer: \\( 360^{\\circ} \\)\nCorrect Answer: \\( 180^{\\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: Solve length problems involving similar shapes where the missing length is the longer one\nSubject: Length Scale Factors in Similar Shapes\nQuestion: The shape below has a perimeter of \\( p \\). If the length of all the sides are doubled, what is the perimeter of the enlarged shape? ![A trapezium]()\nIncorrect Answer: \\( p+2 \\)\nCorrect Answer: \\( 2 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"
}
] | Confuses additive and multiplicative relationships |
[
{
"content": "You are an assistant trying to 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 length problems involving similar shapes where the missing length is the longer one\nSubject: Length Scale Factors in Similar Shapes\nQuestion: The shape below has a perimeter of \\( p \\). If the length of all the sides are doubled, what is the perimeter of the enlarged shape? ![A trapezium]()\nIncorrect Answer: Not enough information\nCorrect Answer: \\( 2 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"
}
] | Does not realise we can scale the perimeter as a whole, rather than finding individual side 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: Factorise a quadratic expression in the form x² - c\nSubject: Difference of Two Squares\nQuestion: Factorise this expression, if possible:\n\\(\np^{2}-9\n\\)\nIncorrect Answer: \\( (p-3)(p-3) \\)\nCorrect Answer: \\( (p+3)(p-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"
}
] | Factorises difference of two squares with the same sign in both brackets |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form x² - c\nSubject: Difference of Two Squares\nQuestion: Factorise this expression, if possible:\n\\(\np^{2}-9\n\\)\nIncorrect Answer: \\( p(p-9) \\)\nCorrect Answer: \\( (p+3)(p-3) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes only the first term needs to be divided when factorising an 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: Factorise a quadratic expression in the form x² - c\nSubject: Difference of Two Squares\nQuestion: Factorise this expression, if possible:\n\\(\np^{2}-9\n\\)\nIncorrect Answer: Does not factorise\nCorrect Answer: \\( (p+3)(p-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: Divide a decimal by an integer\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: What is the mean of the following numbers?\n\\[\n2, \\quad 0.2, \\quad 0.02\n\\]\nIncorrect Answer: \\( 0.2 \\)\nCorrect Answer: \\( 0.74 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 median instead of the mean |
[
{
"content": "You are an assistant trying to 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\na=6 \nu=3 \nt=4\n\nIncorrect Answer: \\( 156 \\)\nCorrect Answer: \\( 60 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When 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: 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\na=6 \nu=3 \nt=4\n\nIncorrect Answer: \\( 576 \\)\nCorrect Answer: \\( 60 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When 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: Determine the input of a double function machine used to create an algebraic expression\nSubject: Function Machines\nQuestion: ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?\nIncorrect Answer: \\( 2 m-16 \\)\nCorrect Answer: \\( 2 m-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 apply one inverse operation to one term and the other inverse operation to the other 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: Determine the input of a double function machine used to create an algebraic expression\nSubject: Function Machines\nQuestion: ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?\nIncorrect Answer: \\( 2 m-20 \\)\nCorrect Answer: \\( 2 m-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 apply the inverse function to every term in an 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: Determine the input of a double function machine used to create an algebraic expression\nSubject: Function Machines\nQuestion: ![A function machine with 4 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left is empty and says \"input\" above it. The next rectangle has \"− 4\" written inside it, the next rectangle has \"✕ 4\" written inside it and the final rectangle on the right has \"output\" written above it and \"8m − 20\" written inside it.]() What is the input of this function machine?\nIncorrect Answer: \\( 2 m-5 \\)\nCorrect Answer: \\( 2 m-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"
}
] | Has completed only one of the two operations. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Determine if a given point lies on a line\nSubject: Plotting Lines from Tables of Values\nQuestion: Jo and Paul are arguing about points on the line\n\\(4 x-5 y=20\\)\n\nJo says \\( (10,-4) \\) lies on the line \\( \\mathbf{4 x}-\\mathbf{5 y}=\\mathbf{2 0} \\)\n\nPaul says \\( (-4,10) \\) lies on the line \\( \\mathbf{4} \\boldsymbol{x}-\\mathbf{5 y}=\\mathbf{2 0} \\)\n\nWho is correct?\nIncorrect Answer: Only\nJo\nCorrect Answer: Neither is correct\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()\nIncorrect Answer: \\( (-6,3) \\)\nCorrect Answer: \\( (-3,0) \\)\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"
}
] | Counts the squares rather than the diagonals when reflecting in y=x or y=-x |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()\nIncorrect Answer: \\( (-3,6) \\)\nCorrect Answer: \\( (-3,0) \\)\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"
}
] | Fails to reflect across mirror line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a diagonal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line\nWhat are the new coordinates of point \\( \\mathrm{P} \\) ? ![A coordinate grid with the reflection line y=-x drawn and a triangle with the coordinates (-2,3) (-1,4) and (0,3). P is the point (0,3)]()\nIncorrect Answer: \\( (-3,3) \\)\nCorrect Answer: \\( (-3,0) \\)\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"
}
] | Fails to reflect across mirror line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Construct a triangle using Side-Angle-Side\nSubject: Construct Triangle\nQuestion: Which combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()\nIncorrect Answer: Protractor \nCompass\nCorrect Answer: Ruler\nProtractor\nCompass\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 you need a ruler to measure 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: Construct a triangle using Side-Angle-Side\nSubject: Construct Triangle\nQuestion: Which combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()\nIncorrect Answer: Ruler \nCompass\nCorrect Answer: Ruler\nProtractor\nCompass\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 you need a protractor to measure angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Construct a triangle using Side-Angle-Side\nSubject: Construct Triangle\nQuestion: Which combination of mathematical instruments has been used to construct this triangle? ![A triangle construction with one angle and two sides labelled ]()\nIncorrect Answer: Ruler \nProtractor\nCorrect Answer: Ruler\nProtractor\nCompass\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 you need a compass to draw arcs |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve problems that combine addition or subtraction with multiplication\nSubject: Combining Operations\nQuestion: Every week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?\nIncorrect Answer: \\( £ 34 \\)\nCorrect Answer: \\( £ 136 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 multiply up for the correct time frame in a worded question |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve problems that combine addition or subtraction with multiplication\nSubject: Combining Operations\nQuestion: Every week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?\nIncorrect Answer: \\( £ 52 \\)\nCorrect Answer: \\( £ 136 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 interpret the correct order of operations from a worded problem |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve problems that combine addition or subtraction with multiplication\nSubject: Combining Operations\nQuestion: Every week for \\( 4 \\) weeks, Cara buys a magazine for \\( £ 6 \\) and gets her nails painted for \\( £ 28 \\).\n\nHow much money does Cara spend altogether?\nIncorrect Answer: \\( £ 118 \\)\nCorrect Answer: \\( £ 136 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 interpret the correct order of operations from a worded problem |
[
{
"content": "You are an assistant trying to 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 root of a number\nSubject: Square Roots, Cube Roots, etc\nQuestion: \\( \\sqrt[3]{125}= \\)\nIncorrect Answer: \\( \\frac{125}{3} \\)\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"
}
] | Divides by the order of the root |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the cube root of a number\nSubject: Square Roots, Cube Roots, etc\nQuestion: \\( \\sqrt[3]{125}= \\)\nIncorrect Answer: \\( 375 \\)\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"
}
] | Has multiplied by the root power |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: \\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()\nIncorrect Answer: YNR\nCorrect Answer: QMX\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses corresponding and vertically opposite angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: \\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()\nIncorrect Answer: QMN\nCorrect Answer: QMX\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses co-interior and corresponding angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify corresponding angles\nSubject: Angle Facts with Parallel Lines\nQuestion: \\( \\mathrm{M} \\) and \\( \\mathrm{N} \\) are the intersections of the line \\( X Y \\) with the lines \\( P Q \\) and RS.\nWhich angle is corresponding to angle MNS? ![A pair of parallel lines pointing up to the left. PQ and RS are the ends of the parallel lines. PQ is on the left of the diagram with Q being the top left.\nA red straight line, XY, crosses the parallel lines. X is on the left of the diagram.\nLine XY crosses line PQ at a point marked M.\nLine XY crosses line RS at a point marked N.\nThe angle MNS is marked in red.]()\nIncorrect Answer: NMP\nCorrect Answer: QMX\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses corresponding and alternate angles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between cl and l\nSubject: Volume and Capacity Units\nQuestion: \\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\nIncorrect Answer: \\( 3000 \\)\nCorrect Answer: \\( 0.3 \\)\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"
}
] | Multiplies when converting to a larger unit |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between cl and l\nSubject: Volume and Capacity Units\nQuestion: \\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 0.3 \\)\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"
}
] | Thinks there are 10cl in a litre |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between cl and l\nSubject: Volume and Capacity Units\nQuestion: \\[\n30 \\text { centilitres }=\\bigstar \\text { litres }\n\\]\nWhat should replace the star?\nIncorrect Answer: \\( 0.03 \\)\nCorrect Answer: \\( 0.3 \\)\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 cl and ml |
[
{
"content": "You are an assistant trying to 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 whether you need to add or subtract linear equations in order to eliminate a variable\nSubject: Simultaneous Equations\nQuestion: What do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)\nIncorrect Answer: Add Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\nCorrect Answer: Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we do the operation matching the sign (+ if positive, - if negative) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise whether you need to add or subtract linear equations in order to eliminate a variable\nSubject: Simultaneous Equations\nQuestion: What do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)\nIncorrect Answer: Add Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nCorrect Answer: Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we add the equations. |
[
{
"content": "You are an assistant trying to 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 whether you need to add or subtract linear equations in order to eliminate a variable\nSubject: Simultaneous Equations\nQuestion: What do you need to do to eliminate the \\( q s \\) in each of these pairs of simultaneous equations?\n Pair \\( 1 \\)\n\\(\n\\begin{array}{l}\n5 p+2 q=12 \\\\\n3 p+2 q=8\n\\end{array}\n\\) Pair \\( 2 \\)\n\\(\n\\begin{array}{l}\n5 p-2 q=12 \\\\\n3 p-2 q=8\n\\end{array}\n\\)\nIncorrect Answer: Subtract Pair \\( 1 \\)\nAdd Pair \\( 2 \\)\nCorrect Answer: Subtract Pair \\( 1 \\)\nSubtract Pair \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that when eliminating a variable, if the signs of the terms with matching coefficients are the same, we do the operation inverse to the sign (- if positive, + if negative) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read values off a displacement-time graph\nSubject: Time Series and Line Graphs\nQuestion: How far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0). ]()\nIncorrect Answer: \\( 6.5 \\mathrm{~m} \\)\nCorrect Answer: \\( 6500 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When reading values from graphs, writes down the wrong units |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read values off a displacement-time graph\nSubject: Time Series and Line Graphs\nQuestion: How far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0). ]()\nIncorrect Answer: \\( 650 \\mathrm{~m} \\)\nCorrect Answer: \\( 6500 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks there are 100m and a km |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read values off a displacement-time graph\nSubject: Time Series and Line Graphs\nQuestion: How far away from home was Rachel at 10:15? ![A line graph with title \"A graph to show the distance Rachel travels from her home on her daily run.\" \nThe x-axis is titled \"Time\" and is labelled with times from 0800 to 1300 in steps of 1 hour, with the axis going half an hour beyond 1300.\nThe y-axis is titled \"Distance from home (Km)\" and the scale is from 0 to 8 in steps of 1km. The following points are plotted and joined together: (0800, 0), (0830, 2), (0900, 3.5),(1000, 6), (1030, 7), (1100, 7.5),(1230, 7.5),(1300, 4.5), (1330, 0). ]()\nIncorrect Answer: \\( 7 \\mathrm{~km} \\)\nCorrect Answer: \\( 6500 \\mathrm{~m} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Misreads scale |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a situation sketch an appropriate real life graph\nSubject: Real Life Graphs\nQuestion: Johan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?\nIncorrect Answer: ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. B is plotted above 3 on the horizontal axis and right of 2 on the vertical axis.]()\nCorrect Answer: ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When reading value from graph, reads from the wrong axes. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a situation sketch an appropriate real life graph\nSubject: Real Life Graphs\nQuestion: Johan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?\nIncorrect Answer: ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. C is plotted below 3 on the horizontal axis and right of -2 on the vertical axis.]()\nCorrect Answer: ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When reading value from graph, reads from the wrong axes. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a situation sketch an appropriate real life graph\nSubject: Real Life Graphs\nQuestion: Johan wants to plot a graph to show the distance a ball travels over time.\n\nAfter \\( 2 \\) seconds the ball has travelled \\( 3 \\) metres.\n\nWhere on the graph should Johan plot this?\nIncorrect Answer: ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. D is plotted below 2 on the horizontal axis and right of -3 on the vertical axis.]()\nCorrect Answer: ![A graph with time (sec) on the horizontal axis and distance (m) on the vertical axis. A is plotted above 2 on the horizontal axis and right of 3 on the vertical axis.]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 negative and positive coordinates when working with graphs in four quadrants |
[
{
"content": "You are an assistant trying to 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 volume of a cube\nSubject: Volume of Prisms\nQuestion: What is the volume of this cube? ![A cube with one side labelled 5 cm.]()\nIncorrect Answer: \\( 120 \\mathrm{~cm}^{3} \\)\nCorrect Answer: \\( 125 \\mathrm{~cm}^{3} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Calculates perimeter when asked for area |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the volume of a cube\nSubject: Volume of Prisms\nQuestion: What is the volume of this cube? ![A cube with one side labelled 5 cm.]()\nIncorrect Answer: \\( 100 \\mathrm{~cm}^{3} \\)\nCorrect Answer: \\( 125 \\mathrm{~cm}^{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 that all lengths on a cube are equal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the volume of a cube\nSubject: Volume of Prisms\nQuestion: What is the volume of this cube? ![A cube with one side labelled 5 cm.]()\nIncorrect Answer: \\( 150 \\mathrm{~cm}^{3} \\)\nCorrect Answer: \\( 125 \\mathrm{~cm}^{3} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds surface area when asked for volume |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply proper fractions in the form: Fraction × Fraction\nSubject: Multiplying Fractions\nQuestion: Calculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)\nIncorrect Answer: \\( \\frac{2}{14} \\)\nCorrect Answer: \\( \\frac{1}{45} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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, adds the numerators and the 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: Multiply proper fractions in the form: Fraction × Fraction\nSubject: Multiplying Fractions\nQuestion: Calculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)\nIncorrect Answer: \\( \\frac{5}{9} \\)\nCorrect Answer: \\( \\frac{1}{45} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 by the reciprocal of the 2nd fraction 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: Multiply proper fractions in the form: Fraction × Fraction\nSubject: Multiplying Fractions\nQuestion: Calculate:\n\\(\n\\frac{1}{9} \\times \\frac{1}{5}\n\\)\nIncorrect Answer: \\( \\frac{1}{14} \\)\nCorrect Answer: \\( \\frac{1}{45} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 numerator and adds 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: Calculate the square of a number\nSubject: Function Machines\nQuestion: ![A function machine with 3 rectangles in a row, joined by arrows pointing from left to right. The first rectangle on the left has \"input\" written above it and \"30\" written inside it. The middle rectangle has \"squared\" written inside it and the final rectangle is empty and has \"output\" written above it.]() What is the output of this function machine?\nIncorrect Answer: \\( 60 \\)\nCorrect Answer: \\( 900 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 |
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