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: Calculate the volume of a cylinder when the dimensions are given in the same units\nSubject: Volume of Prisms\nQuestion: What is the area of the face marked \\( F \\) ![A cylinder with height 9cm and radius 5cm. An arrow points to the circular face at the bottom of the cylinder.]()\nIncorrect Answer: \\( 100 \\pi\\ \\mathrm{cm}^{2} \\)\nCorrect Answer: \\( 25 \\pi\\ \\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"
}
] | Confuses diameter and radius |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the distance travelled using a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: The velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?\nIncorrect Answer: \\( 200 \\mathrm{~m} \\)\nCorrect Answer: \\( 100 \\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 the shape of the graph does not affect the area calculation |
[
{
"content": "You are an assistant trying to 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 distance travelled using a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: The velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?\nIncorrect Answer: \\( 2 \\mathrm{~m} \\)\nCorrect Answer: \\( 100 \\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"
}
] | Believes distance = speed/time |
[
{
"content": "You are an assistant trying to 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 distance travelled using a speed-time graph\nSubject: Speed, Distance, Time\nQuestion: The velocity-time graph shows the velocity of a car during a journey ![A velocity-time graph. Section A goes from (0,0) to (10,20). With the 10 being 10 seconds and the 20 being 20 m/s.]() What was the distance travelled during section\nA?\nIncorrect Answer: \\( 22.36 \\mathrm{~m} \\)\nCorrect Answer: \\( 100 \\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"
}
] | Believes the length of the line in a velocity time graph gives the distance (rather than the area underneath that line). |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a sketch of a quadratic graph, f(x), write down the solutions to f(x) = a\nSubject: Quadratic Equations\nQuestion: According to the graph, what is the approximate solution to\n\\(x^{2}-3 x-6=2\\) ![A set of axes with the quadratic graph y=x^2-3x-6 drawn on.]()\nIncorrect Answer: \\( x=-1.4, \\quad x=4.3 \\)\nCorrect Answer: \\( x=-1.75, \\quad x=4.75 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Solves for y=0 instead of given y-value when reading from a quadratic graph |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a sketch of a quadratic graph, f(x), write down the solutions to f(x) = a\nSubject: Quadratic Equations\nQuestion: According to the graph, what is the approximate solution to\n\\(x^{2}-3 x-6=2\\) ![A set of axes with the quadratic graph y=x^2-3x-6 drawn on.]()\nIncorrect Answer: \\( y=-6 \\)\nCorrect Answer: \\( x=-1.75, \\quad x=4.75 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds the y intercept when asked to read the solution to a quadratic equation from a graph |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify factors of algebraic expressions\nSubject: Factors and Highest Common Factor\nQuestion: Tom and Katie are discussing factors\nTom says \\( 3 \\) is a common factor of \\( 12 x \\) and \\( 15 y^{2} \\)\nKatie says \\( x \\) is a common factor of \\( 12 x \\) and \\( 15 y^{2} \\)\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only\nTom\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 identify common factors from algebraic terms |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round integers to the nearest 100\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?\nIncorrect Answer: \\( 356,900 \\)\nCorrect Answer: \\( 357,000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds down instead of up |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round integers to the nearest 100\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?\nIncorrect Answer: \\( 356,960 \\)\nCorrect Answer: \\( 357,000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds to the wrong degree of accuracy (rounds too little) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round integers to the nearest 100\nSubject: Rounding to the Nearest Whole (10, 100, etc)\nQuestion: What is \\( 356,958 \\) rounded to the nearest \\( 100 \\) ?\nIncorrect Answer: \\( 400,000 \\)\nCorrect Answer: \\( 357,000 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds to the wrong degree of accuracy (rounds too much) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Compare real life graphs\nSubject: Real Life Graphs\nQuestion: Tom and Katie are discussing graphs that show the volume of water\n(V) flowing from a kitchen tap over time (t). Tom says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A line starts at the origin and slopes upwards getting gradually steeper. ]() Katie says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A horizontal straight line goes from halfway up the y axis straight across the graph. ]() Who is correct?\nIncorrect Answer: Only Tom\nCorrect Answer: Only Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes a curve can show a constant rate |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Compare real life graphs\nSubject: Real Life Graphs\nQuestion: Tom and Katie are discussing graphs that show the volume of water\n(V) flowing from a kitchen tap over time (t). Tom says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A line starts at the origin and slopes upwards getting gradually steeper. ]() Katie says this graph shows water flowing at a constant rate ![A sketch of a graph showing V on the y axis and t on the x axis. A horizontal straight line goes from halfway up the y axis straight across the graph. ]() Who 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"
}
] | Believes a curve can show a constant rate |
[
{
"content": "You are an assistant trying to 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 algebraic terms, where both are linear versions of different letters (e.g. 4a x 2b)\nSubject: Multiplying Terms\nQuestion: Simplify, if possible:\n\\[\n6 a \\times 4 b\n\\]\nIncorrect Answer: \\( 10 a b \\)\nCorrect Answer: \\( 24 a 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"
}
] | Adds instead of multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply algebraic terms, where both are linear versions of different letters (e.g. 4a x 2b)\nSubject: Multiplying Terms\nQuestion: Simplify, if possible:\n\\[\n6 a \\times 4 b\n\\]\nIncorrect Answer: \\( 24+a b \\)\nCorrect Answer: \\( 24 a 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"
}
] | Multiplies coefficients and letters separately and writes as an addition |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply algebraic terms, where both are linear versions of different letters (e.g. 4a x 2b)\nSubject: Multiplying Terms\nQuestion: Simplify, if possible:\n\\[\n6 a \\times 4 b\n\\]\nIncorrect Answer: Does not simplify\nCorrect Answer: \\( 24 a b \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand how to multiply algebraic terms |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve two-step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Jo and Paul are arguing about a first step to solve this equation:\n\\(\n6(m+4)=24\n\\)\nJo says you can write: \\( m+4=4 \\)\nPaul says you can write: \\( 6 m=20 \\)\nWho is correct?\nIncorrect Answer: Both Jo and Paul\nCorrect Answer: Only\nJo\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes you can subtract from inside brackets without expanding when solving an equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve two-step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Jo and Paul are arguing about a first step to solve this equation:\n\\(\n6(m+4)=24\n\\)\nJo says you can write: \\( m+4=4 \\)\nPaul says you can write: \\( 6 m=20 \\)\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only\nJo\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes they must expand brackets before solving an equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers between 0 and 1 to one significant figure\nSubject: Upper and Lower Bounds\nQuestion: Round \\( 0.0735 \\) to \\( 1 \\) significant figure\nIncorrect Answer: \\( 0.1 \\)\nCorrect Answer: \\( 0.07 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds to wrong degree of accuracy (decimal places rather than significant figures) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers between 0 and 1 to one significant figure\nSubject: Upper and Lower Bounds\nQuestion: Round \\( 0.0735 \\) to \\( 1 \\) significant figure\nIncorrect Answer: \\( 0.7 \\)\nCorrect Answer: \\( 0.07 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Changes wrong place value column when rounding |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers between 0 and 1 to one significant figure\nSubject: Upper and Lower Bounds\nQuestion: Round \\( 0.0735 \\) to \\( 1 \\) significant figure\nIncorrect Answer: \\( 1.0 \\)\nCorrect Answer: \\( 0.07 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds to the wrong degree of accuracy (rounds too much) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and name an identity\nSubject: Writing Expressions\nQuestion: Tom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) 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"
}
] | Does not know the meaning of the word identity |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and name an identity\nSubject: Writing Expressions\nQuestion: Tom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) 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"
}
] | Ignores the negative sign when thinking about the value of a 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: Recognise and name an identity\nSubject: Writing Expressions\nQuestion: Tom and Katie are discussing identities\nTom says an identity sign should replace the star here: \\( 5 y+7 \\underset{\\star}{2} 7+5 y \\) Katie says an identity sign should replace the star here: \\( 5 y-7 \\underset{\\star} 7-5 y \\) 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 realise addition 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: Solve coordinate geometry questions involving quadrilaterals\nSubject: Naming Co-ordinates in 2D\nQuestion: Tom and Katie are discussing what coordinates would complete a square.\nTom says \\( (1,8) \\) and \\( (5,8) \\)\nKatie says \\( (3,6) \\) and \\( (3,2) \\)\nWho is correct? ![A pair of axes with no labels, 1st quadrant only. 2 points are marked with red dots and are labelled with co-ordinates: (1, 4) and (5, 4).]()\nIncorrect Answer: Only Tom\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the sides of a square must be horizontal and vertical, not diagonal |
[
{
"content": "You are an assistant trying to 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 coordinate geometry questions involving quadrilaterals\nSubject: Naming Co-ordinates in 2D\nQuestion: Tom and Katie are discussing what coordinates would complete a square.\nTom says \\( (1,8) \\) and \\( (5,8) \\)\nKatie says \\( (3,6) \\) and \\( (3,2) \\)\nWho is correct? ![A pair of axes with no labels, 1st quadrant only. 2 points are marked with red dots and are labelled with co-ordinates: (1, 4) and (5, 4).]()\nIncorrect Answer: Neither is correct\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know how to find the length of a line segment from coordinates |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear inequalities involving two inequality signs\nSubject: Solving Linear Inequalities\nQuestion: What is the solution to the following inequality?\n\\(-3<2 x+1<7\\)\nIncorrect Answer: \\( -1<x<3 \\)\nCorrect Answer: \\( -2<x<3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes subtracting a positive number from a negative number makes the answer less negative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear inequalities involving two inequality signs\nSubject: Solving Linear Inequalities\nQuestion: What is the solution to the following inequality?\n\\(-3<2 x+1<7\\)\nIncorrect Answer: \\( -0.5<x<2.5 \\)\nCorrect Answer: \\( -2<x<3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not reverse the order of operations when solving an equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear inequalities involving two inequality signs\nSubject: Solving Linear Inequalities\nQuestion: What is the solution to the following inequality?\n\\(-3<2 x+1<7\\)\nIncorrect Answer: \\( -5<x<15 \\)\nCorrect Answer: \\( -2<x<3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When 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: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just one linear variable\nSubject: Expanding Single Brackets\nQuestion: \\(\n3(4 x+6)-2(x-9) \\equiv A x+B\n\\)\n\nWhat is the value of \\( A \\) ?\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 10 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Only multiplies the numerical terms when expanding a bracket |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract integers with more than 4 digits using a written method where carrying is not needed\nSubject: Written Subtraction\nQuestion: Colm wins \\( £ 55750 \\) on the lottery and gives \\( £ 25250 \\) to charity.\nHow much money does Colm keep?\nIncorrect Answer: \\( £ 81000 \\)\nCorrect Answer: \\( £ 30500 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 adds when answering worded problems |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Subtract integers with more than 4 digits using a written method where carrying is not needed\nSubject: Written Subtraction\nQuestion: Colm wins \\( £ 55750 \\) on the lottery and gives \\( £ 25250 \\) to charity.\nHow much money does Colm keep?\nIncorrect Answer: \\( £ 80000 \\)\nCorrect Answer: \\( £ 30500 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds rather than subtracts when answering worded problems |
[
{
"content": "You are an assistant trying to 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 × Integer\nSubject: Multiplying Fractions\nQuestion: \\( \\frac{1}{6} \\times 6=? \\)\nIncorrect Answer: \\( \\frac{6}{36} \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When multiplying a fraction by an integer, multiplies both numerator and denominator by the integer |
[
{
"content": "You are an assistant trying to 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 × Integer\nSubject: Multiplying Fractions\nQuestion: \\( \\frac{1}{6} \\times 6=? \\)\nIncorrect Answer: \\( \\frac{1}{36} \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When multiplying a fraction by an integer, multiplies the denominator instead of 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: Multiply proper fractions in the form: Fraction × Integer\nSubject: Multiplying Fractions\nQuestion: \\( \\frac{1}{6} \\times 6=? \\)\nIncorrect Answer: \\( 6 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks converting an integer to a fraction means both the numerator and denominator 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: Understand the limitations of the mean\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: Which of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]\nIncorrect Answer: Median\nCorrect Answer: Mean\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 extreme values can affect the median |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the limitations of the mean\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: Which of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]\nIncorrect Answer: Mode\nCorrect Answer: Mean\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 extreme values can affect the mode |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand the limitations of the mean\nSubject: Averages (mean, median, mode) from a List of Data\nQuestion: Which of the following would not be representative of this data?\n\\[\n5,6,7,8,8,9,11,12,320\n\\]\nIncorrect Answer: All are representative\nCorrect Answer: Mean\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the mean is always representative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use inequality notation to order integers with a different number of digits\nSubject: Place Value\nQuestion: Which symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)\nIncorrect Answer: \\( > \\)\nCorrect Answer: \\( < \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Use inequality notation to order integers with a different number of digits\nSubject: Place Value\nQuestion: Which symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)\nIncorrect Answer: None of these\nCorrect Answer: \\( < \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand inequality notation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use inequality notation to order integers with a different number of digits\nSubject: Place Value\nQuestion: Which symbol makes the following statement correct?\n\\(\n725,912 \\quad \\square \\quad 2,705,291\n\\)\nIncorrect Answer: \\( = \\)\nCorrect Answer: \\( < \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand inequality notation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Understand key loci terms like equidistant and perpendicular\nSubject: Naming Co-ordinates in 2D\nQuestion: ![A set of axes: x-axis from -4 to 4, y-axis from -4 to 4. A red line is drawn from (-2,2) to (2,2).]() The red line is _________ to the y axis.\nIncorrect Answer: Opposite\nCorrect Answer: Perpendicular\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 line segment can be opposite an 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: Understand key loci terms like equidistant and perpendicular\nSubject: Naming Co-ordinates in 2D\nQuestion: ![A set of axes: x-axis from -4 to 4, y-axis from -4 to 4. A red line is drawn from (-2,2) to (2,2).]() The red line is _________ to the y axis.\nIncorrect Answer: Equidistant\nCorrect Answer: Perpendicular\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of perpendicular |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve length problems involving similar shapes where the missing length is the longer one\nSubject: Length Scale Factors in Similar Shapes\nQuestion: What is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()\nIncorrect Answer: \\( 1: 3 \\)\nCorrect Answer: \\( 1: 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that in the ratio 1:n the total number of parts would be 1+n |
[
{
"content": "You are an assistant trying to 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: What is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()\nIncorrect Answer: \\( 1: 4 \\)\nCorrect Answer: \\( 1: 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that in the ratio 1:n the total number of parts would be 1+n |
[
{
"content": "You are an assistant trying to 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: What is the ratio of \\( x \\) to \\( y \\) ? ![A triangle. The bottom width is marked '15cm'. One side is split into two parts, one part is called 'x', the other is marked 'y'. A second line goes across the triangle from where the side is split into two parts. It is marked '5cm'. ]()\nIncorrect Answer: \\( 1: 5 \\)\nCorrect Answer: \\( 1: 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that in the ratio 1:n the total number of parts would be 1+n |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve quadratic equations using balancing\nSubject: Quadratic Equations\nQuestion: Solve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)\nIncorrect Answer: \\[\nn=5\n\\]\nor\n\\[\nn=-5\n\\]\nCorrect Answer: \\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the inverse of square rooting is halving |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve quadratic equations using balancing\nSubject: Quadratic Equations\nQuestion: Solve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)\nIncorrect Answer: \\[\np=2\n\\]\nor\n\\[\np=-2\n\\]\nCorrect Answer: \\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not reverse the order of operations when solving an equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve quadratic equations using balancing\nSubject: Quadratic Equations\nQuestion: Solve this equation, giving all solutions:\n\\(\n3 p^{2}+9=39\n\\)\nIncorrect Answer: \\[\np=4\n\\]\nor\n\\[\np=-4\n\\]\nCorrect Answer: \\(\np=\\sqrt{10}\n\\)\nor\n\\(\np=-\\sqrt{10}\n\\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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: Use angles around a point with algebra to prove results\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Which of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()\nIncorrect Answer: \\( m=n \\)\nCorrect Answer: \\( m+n=90 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Ignores numerical terms when setting up an equation from a 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: Use angles around a point with algebra to prove results\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Which of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()\nIncorrect Answer: \\( m+n=270 \\)\nCorrect Answer: \\( m+n=90 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 use angle facts when setting up an equation from an angle diagram |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Use angles around a point with algebra to prove results\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: Which of the following statements can you prove from this diagram? ![Angles around a point split into three parts with the parts labelled: m+50, 2m+n and 220-2m]()\nIncorrect Answer: \\( m+n=360 \\)\nCorrect Answer: \\( m+n=90 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Ignores numerical terms when setting up an equation from a 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: Write algebraic expressions with correct algebraic convention\nSubject: Writing Expressions\nQuestion: Which of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?\nIncorrect Answer: \\( p q+3 \\)\nCorrect Answer: \\( \\frac{p}{q}+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 two letters next to each other is a division |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write algebraic expressions with correct algebraic convention\nSubject: Writing Expressions\nQuestion: Which of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?\nIncorrect Answer: \\( \\frac{p}{q+3} \\)\nCorrect Answer: \\( \\frac{p}{q}+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 account for grammar when writing algebra e.g. ,then making a group |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Write algebraic expressions with correct algebraic convention\nSubject: Writing Expressions\nQuestion: Which of the following is the correct way of writing: \\( p \\) divided by \\( q \\), then add \\( 3 \\) using algebraic convention?\nIncorrect Answer: \\( p-q+3 \\)\nCorrect Answer: \\( \\frac{p}{q}+3 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Has used a subtraction sign to represent division |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]\nIncorrect Answer: \\( 0.012 \\)\nCorrect Answer: \\( 0.02 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 the range does not reorder the data to find the largest number minus the smallest number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]\nIncorrect Answer: \\( 0.21 \\)\nCorrect Answer: \\( 0.02 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 the range does not reorder the data to find the largest number minus the smallest number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the range from a list of data\nSubject: Range and Interquartile Range from a List of Data\nQuestion: What is the range of the following numbers?\n\\[\n0.2, \\quad 0.22, \\quad 0.212\n\\]\nIncorrect Answer: \\( 0.2 \\)\nCorrect Answer: \\( 0.02 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting decimals with a different number of decimal places, lines up the digits incorrectly |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Raise a positive integer to a positive integer power\nSubject: Laws of Indices\nQuestion: Which of the following is a power of \\( 5 \\) ?\nIncorrect Answer: \\( 55 \\)\nCorrect Answer: \\( 125 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 powers and multiples |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Raise a positive integer to a positive integer power\nSubject: Laws of Indices\nQuestion: Which of the following is a power of \\( 5 \\) ?\nIncorrect Answer: \\( 100 \\)\nCorrect Answer: \\( 125 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 powers and multiples |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Raise a positive integer to a positive integer power\nSubject: Laws of Indices\nQuestion: Which of the following is a power of \\( 5 \\) ?\nIncorrect Answer: \\( 500 \\)\nCorrect Answer: \\( 125 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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 powers and multiples |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate percentage of an amount mentally where the percent is a multiple of 10\nSubject: Percentages of an Amount\nQuestion: \\( 20 \\% \\) of \\( 35= \\)\nIncorrect Answer: \\( 3.5 \\)\nCorrect Answer: \\( 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds 10% of an amount rather than the percentage being asked |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate percentage of an amount mentally where the percent is a multiple of 10\nSubject: Percentages of an Amount\nQuestion: \\( 20 \\% \\) of \\( 35= \\)\nIncorrect Answer: \\( 70 \\)\nCorrect Answer: \\( 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When finding a percentage of an amount, assumes they divide the percentage by 10, but not the amount, before multiplying |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Sort and class quadrilaterals into hierarchical families\nSubject: Properties of Polygons\nQuestion: Tom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?\nIncorrect Answer: Only\nTom\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know a rectangle is a type of parallelogram |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Sort and class quadrilaterals into hierarchical families\nSubject: Properties of Polygons\nQuestion: Tom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?\nIncorrect Answer: Only\nKatie\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know a rhombus is a type of parallelogram |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Sort and class quadrilaterals into hierarchical families\nSubject: Properties of Polygons\nQuestion: Tom and Katie are arguing about parallelograms. Tom says this shape is a parallelogram ![A four sided shape. All sides are equal, opposite angles are equal. There are no right angles.]() Katie says this shape is a parallelogram ![A four sided shape. Opposite sides are equal, all angles are right angles.]() Who is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Both Tom and Katie\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not believe a shape can have two correct names e.g. rectangle and parallelogram |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete the square for expressions that end up in the form (x + a)² + b\nSubject: Completing the Square\nQuestion: When Sarah completes the square, what should replace the triangle?\n\\[\np^{2}-10 p-1 \\equiv(p-5)^{2} \\Delta\n\\]\nIncorrect Answer: \\( \\Delta=+24 \\)\nCorrect Answer: \\( \\Delta=-26 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When completing the square in the form (x - a)^2 + b, believes b = a^2 + the original constant |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Complete the square for expressions that end up in the form (x + a)² + b\nSubject: Completing the Square\nQuestion: When Sarah completes the square, what should replace the triangle?\n\\[\np^{2}-10 p-1 \\equiv(p-5)^{2} \\Delta\n\\]\nIncorrect Answer: \\( \\Delta =-11 \\)\nCorrect Answer: \\( \\Delta=-26 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Rotate an object or point 180° about a point, where the point lies on the edge or outside of the object \nSubject: Rotation\nQuestion: ![A pair of axes: x-axis is from -2 to 4; y-axis is from -2 to 4. A 6-sided polygon, labelled \"P\", is made by joining the following points, in order, with straight lines: (1, 2), (2, 2), (2, 3), (4, 3), (4, 4), (1, 4) and back to (1, 2).\nThe point (2, 2) is marked with a red dot.\nAlso, the following points are plotted and labelled with the following letters: A (-2, -2); B (2, -2); C (-1, -2); D (-2, -1).]() Shape \\( \\mathrm{P} \\) is rotated \\( 180^{\\circ} \\) through the origin.\n\nWhere will the red point be on the rotated shape?\nIncorrect Answer: B\nCorrect Answer: A\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Reflects instead of rotates |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive x value, find the corresponding y value for reciprocal graphs\nSubject: Cubics and Reciprocals\nQuestion: This is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Forgets that a number divided by itself is 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive x value, find the corresponding y value for reciprocal graphs\nSubject: Cubics and Reciprocals\nQuestion: This is a part of the table of values for the equation \\( y=\\frac{3}{x} \\) \\begin{tabular}{|c|c|}\n\\hline\\( x \\) & \\( 3 \\) \\\\\n\\hline\\( y \\) & \\( \\bigstar \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( 0 \\)\nCorrect Answer: \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that a fraction with equal numerator and denominator cancels to 0 |
[
{
"content": "You are an assistant trying to 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]{216}= \\)\nIncorrect Answer: \\( 72 \\)\nCorrect Answer: \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | 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]{216}= \\)\nIncorrect Answer: \\( 108 \\)\nCorrect Answer: \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Halves when asked to find the cube 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 sector angle on a pie chart for a given group\nSubject: Pie Chart\nQuestion: A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline 0 & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1 & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2 & \\( \\) & \\( \\) \\\\\n\\hline 3 & \\( 4 \\) & \\( \\) \\\\\n\\hline 4 or more & \\( \\) & \\( \\) \\\\\n\\hline TOTAL & 30 & \\( \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\nIncorrect Answer: \\( \\frac{30}{360} \\times 7 \\)\nCorrect Answer: \\( \\frac{7}{30} \\times 360 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that to find an angle for a pie chart sector you divide the total frequency by 360 and multiply by its frequency |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the sector angle on a pie chart for a given group\nSubject: Pie Chart\nQuestion: A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline 0 & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1 & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2 & \\( \\) & \\( \\) \\\\\n\\hline 3 & \\( 4 \\) & \\( \\) \\\\\n\\hline 4 or more & \\( \\) & \\( \\) \\\\\n\\hline TOTAL & 30 & \\( \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\nIncorrect Answer: \\( \\frac{30}{7} \\times 360 \\)\nCorrect Answer: \\( \\frac{7}{30} \\times 360 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that a fraction means dividing the denominator by 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 sector angle on a pie chart for a given group\nSubject: Pie Chart\nQuestion: A class of students were surveyed about how many siblings they have.\n\nA selection of results are shown in the table. \\begin{tabular}{|c|c|c|}\n\\hline Number of siblings & Frequency & Angle on a pie chart \\\\\n\\hline 0 & \\( 7 \\) & \\( \\bigstar \\) \\\\\n\\hline 1 & \\( \\) & \\( 144 \\degree \\) \\\\\n\\hline 2 & \\( \\) & \\( \\) \\\\\n\\hline 3 & \\( 4 \\) & \\( \\) \\\\\n\\hline 4 or more & \\( \\) & \\( \\) \\\\\n\\hline TOTAL & 30 & \\( \\) \\\\\n\\end{tabular} Jenny wants to draw a pie chart of the information.\n\nWhich of the following calculations would work out what replaces the star?\nIncorrect Answer: \\( 7 \\times 30 \\)\nCorrect Answer: \\( \\frac{7}{30} \\times 360 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes you find the angle for a pie chart sector by doing its frequency multiplied by total frequency |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert decimals less than 1 with 2 decimal place to percentages\nSubject: Converting between Decimals and Percentages\nQuestion: What is \\( 0.03 \\) written as a percentage?\nIncorrect Answer: \\( 30 \\% \\)\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"
}
] | Multiplied by 1000 instead of 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert decimals less than 1 with 2 decimal place to percentages\nSubject: Converting between Decimals and Percentages\nQuestion: What is \\( 0.03 \\) written as a percentage?\nIncorrect Answer: \\( 0.03 \\% \\)\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"
}
] | Thinks you need to just add a % sign to a decimal to convert to a percentage |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert decimals less than 1 with 2 decimal place to percentages\nSubject: Converting between Decimals and Percentages\nQuestion: What is \\( 0.03 \\) written as a percentage?\nIncorrect Answer: \\( 0.3 \\% \\)\nCorrect Answer: \\( 3 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplied by 10 rather than 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise graphical representations of inverse proportion in the form y = k/x\nSubject: Indirect (Inverse) Proportion\nQuestion: Which of the following graphs show that \\( \\mathrm{x} \\) is inversely proportional to \\( y \\) ?\nIncorrect Answer: ![A graph that starts in the top left, drops steeply down as you move right, briefly levels off, then steeply up back to the same level as the starting point, forming a symmetrical U shape]()\nCorrect Answer: ![A graph starting at the top left and rapidly decreasing as it moves right before slowing down and starting to level off ]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses reciprocal and quadratic graphs |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise graphical representations of inverse proportion in the form y = k/x\nSubject: Indirect (Inverse) Proportion\nQuestion: Which of the following graphs show that \\( \\mathrm{x} \\) is inversely proportional to \\( y \\) ?\nIncorrect Answer: ![A graph with a straight line going from bottom left to top right. The graph starts from 0 on the y axis. ]()\nCorrect Answer: ![A graph starting at the top left and rapidly decreasing as it moves right before slowing down and starting to level off ]()\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the graphs of direct and inverse proportion |
[
{
"content": "You are an assistant trying to 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 mixed number fraction in the form: Integer ÷ Fraction\nSubject: Dividing Fractions\nQuestion: \\( 4 \\div 2 \\frac{4}{5} \\) Which of the following is a correct way to write the answer to this calculation?\nIncorrect Answer: \\( \\frac{7}{10} \\)\nCorrect Answer: \\( 1 \\frac{3}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes 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: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just two linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Which expression should replace the star in the addition pyramid? ![A pyramid showing the expressions 2a, -b and 2a-2b across the base from left to right. Above the 2a and -b is a star. Above the -b and the 2a-2b is written 2a-3b]()\nIncorrect Answer: \\( 4 a-3 b \\)\nCorrect Answer: \\( 2 a-b \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks you add all the bricks in a row in an addition pyramid. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Simplify algebraic expressions to maintain equivalence by collecting like terms involving just two linear variables\nSubject: Simplifying Expressions by Collecting Like Terms\nQuestion: Which expression should replace the star in the addition pyramid? ![A pyramid showing the expressions 2a, -b and 2a-2b across the base from left to right. Above the 2a and -b is a star. Above the -b and the 2a-2b is written 2a-3b]()\nIncorrect Answer: \\( -2 a b \\)\nCorrect Answer: \\( 2 a-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"
}
] | Multiplies rather than adds |
[
{
"content": "You are an assistant trying to 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 questions involving the power law of indices with positive integer powers\nSubject: Laws of Indices\nQuestion: \\( \\left(4^{6}\\right)^{2}= \\)\nIncorrect Answer: \\( 4^{8} \\)\nCorrect Answer: \\( 4^{12} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Has added the powers rather than multiplying them |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve quadratic inequalities from the graph of the quadratic\nSubject: Quadratic inequalities on Number Lines\nQuestion: Use the graph to approximate the solution to \\( x^{2}-x-6<-4 \\) ![A set of axes with the quadratic graph y=x^2-x-6 drawn on.]()\nIncorrect Answer: \\( x<-1, x>2 \\)\nCorrect Answer: \\( -1<x<2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Selects y>a solutions instead of y<a solutions for a quadratic inequality |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve quadratic inequalities from the graph of the quadratic\nSubject: Quadratic inequalities on Number Lines\nQuestion: Use the graph to approximate the solution to \\( x^{2}-x-6<-4 \\) ![A set of axes with the quadratic graph y=x^2-x-6 drawn on.]()\nIncorrect Answer: \\( -2<x<3 \\)\nCorrect Answer: \\( -1<x<2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Solves for y=0 instead of given y-value when reading from a quadratic graph |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read values off a real life graph\nSubject: Indirect (Inverse) Proportion\nQuestion: This graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()\nIncorrect Answer: \\( 8 \\) hours\nCorrect Answer: \\( 7 \\) hours\n \n Identify the general misconception that led to the incorrect answer. Avoid using 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: Read values off a real life graph\nSubject: Indirect (Inverse) Proportion\nQuestion: This graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()\nIncorrect Answer: \\( 30 \\) hours\nCorrect Answer: \\( 7 \\) hours\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked to read a value from a graph, thinks they give the corresponding value on the other axis, rather than reading from the graph |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Read values off a real life graph\nSubject: Indirect (Inverse) Proportion\nQuestion: This graph shows the relationship between journey time and the speed of a car.\nHow long will the journey take if the car travels at \\( 30 \\mathrm{mph} \\) ? ![A graph showing speed in miles per hour on the x axis and journey time in hours on the y axis. A curve is shown that has a steep negative gradient to start with, that gradually becomes less steep until it is nearly horizontal. The curve passes through the points (8,30) and (30,7)]()\nIncorrect Answer: \\( 15 \\) hours\nCorrect Answer: \\( 7 \\) hours\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Makes an assumption about the squares on a scale representing either 1 or 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: Add surds in the form mva + nvb\nSubject: Operations with Surds\nQuestion: \\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?\nIncorrect Answer: \\( 7 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When simplifying surds, does not multiply the number in front of the surd with the square root of the largest square number that has been removed from the surd |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add surds in the form mva + nvb\nSubject: Operations with Surds\nQuestion: \\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?\nIncorrect Answer: \\( 20 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When simplifying surds, does not square root the largest square number that goes into the number under the surd before putting it in front of the surd |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Add surds in the form mva + nvb\nSubject: Operations with Surds\nQuestion: \\(\n2 \\sqrt{5}+2 \\sqrt{45} \\equiv d \\sqrt{5}\n\\)\n\nWhat is the value of \\( d \\) ?\nIncorrect Answer: \\( 4 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When adding or subtracting surds, does not simplify the surd before adding the numbers in front of the surd |
[
{
"content": "You are an assistant trying to 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 three or more step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Tom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?\nIncorrect Answer: Only\nKatie\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"
}
] | Adds or subtracts from numerator first when solving an equation with a fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve three or more step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Tom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?\nIncorrect Answer: Both Tom and Katie\nCorrect Answer: Only Tom\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds or subtracts from numerator first when solving an equation with a fraction |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve three or more step linear equations, with the variable on one side, with all positive integers\nSubject: Linear Equations\nQuestion: Tom and Katie are discussing how to solve:\n\\(\\frac{5 x-1}{3}=2\\)\n\nTom says a correct next line of working could be: \\( 5 x-1=6 \\)\n\nKatie says a correct next line of working could be: \\( \\frac{5 x}{3}=3 \\)\n\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only Tom\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the concept of inverse operations in algebra |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify triangular numbers\nSubject: Other Sequences\nQuestion: ![The triangle numbers represented using purple circles with the first term having 3 purple circles. The second and third terms are also shown.]() How many circles will the next term in this sequence have?\nIncorrect Answer: \\( 20 \\)\nCorrect Answer: \\( 15 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses only the first two terms of a sequence to work out a term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify triangular numbers\nSubject: Other Sequences\nQuestion: ![The triangle numbers represented using purple circles with the first term having 3 purple circles. The second and third terms are also shown.]() How many circles will the next term in this sequence have?\nIncorrect Answer: \\( 14 \\)\nCorrect Answer: \\( 15 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Only looks at the difference between one pair of terms when discerning the pattern |
[
{
"content": "You are an assistant trying to 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 around a point\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()\nIncorrect Answer: \\( 18^{\\circ} \\)\nCorrect Answer: \\( 198^{\\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 around a point sum to 180 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles using angles around a point\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()\nIncorrect Answer: \\( 162^{\\circ} \\)\nCorrect Answer: \\( 198^{\\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"
}
] | Confuses vertically opposite angles and angles around a point |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find missing angles using angles around a point\nSubject: Basic Angle Facts (straight line, opposite, around a point, etc)\nQuestion: What is the size of angle \\( z \\) ? ![Angles around a point made up of two angles labelled 162 degrees and z]()\nIncorrect Answer: \\( 208^{\\circ} \\)\nCorrect Answer: \\( 198^{\\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 |
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