Dataset Viewer
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0 |
Does not know that angles in a triangle sum to 180 degrees
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1 |
Uses dividing fractions method for multiplying fractions
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2 |
Believes there are 100 degrees in a full turn
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3 |
Thinks a quadratic without a non variable term, can not be factorised
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4 |
Believes addition of terms and powers of terms are equivalent e.g. a + c = a^c
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5 |
When measuring a reflex angle, gives the acute or obtuse angle that sums to 360 instead
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6 |
Can identify the multiplier used to form an equivalent fraction but does not apply to the numerator
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7 |
Believes gradient = change in y
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8 |
Student thinks that any two angles along a straight line are equal
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9 |
Thinks there are 180 degrees in a full turn
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10 |
Believes duration can be read from a timetable, rather than calculating from start and end times
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11 |
When reading value from graph, reads from the wrong axes.
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12 |
Thinks that the side view does not include the furthest rows back
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13 |
Does not subtract from the hours, when having to borrow for a time calculation
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14 |
Does not understand how to create a multiple of an equation
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15 |
Confuses the order of operations, believes addition comes before division
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16 |
Believes that graphs of inverse proportion meet the axes
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17 |
Confuses AM and PM when calculating time
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18 |
Given the length of the sides, still does not recognise there is enough information to find the area
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19 |
When multiplying a surd by an integer, adds the integer to the number under the surd
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20 |
Believes the number of wholes in a mixed number multiplies by the fraction part
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21 |
Estimates shares of a ratio instead of calculating
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22 |
Confuses the ten thousands and thousands place value columns
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23 |
Does not understand the command word 'difference'
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24 |
Does not understand the term multiple
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25 |
Does not realise that when you multiply by 0 the answer will always be 0
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26 |
Thinks x = ? or y = ? is y = x
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27 |
Believes squaring a fraction requires you to double both parts
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28 |
Thinks the interior angles of any polygon add up to 360
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29 |
Forgot to simplify the fraction
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30 |
When asked for a number n times smaller or bigger, subtracts or adds n
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31 |
Does not understand bar modelling in algebra
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32 |
When squaring a variable, believes they also need to square the coefficient
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33 |
Uses more than 3 letters to describe an angle
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34 |
Believes dividing a negative by a positive gives a positive answer
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35 |
Believes you add 2 instead of subtracting 2 to the numbers of sides when finding total interior angles
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36 |
Enlarges by the wrong centre of enlargement
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37 |
Rounded to wrong degree of accuracy (2sf not 1sf)
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38 |
Believes the sides of an inequality can be switched without changing the direction of the sign
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39 |
Multiplies by 1000 instead of 100 when converting a decimal to a percentage
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40 |
Believes midpoint multiplied by frequency is equivalent to frequency density
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41 |
Believes the mean is the number of categories given divided by something
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42 |
Believes that the complement of a set includes any elements which are also in another set.
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43 |
Confuses the terms edges and vertices
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44 |
When adding or subtracting surds, just adds or subtracts the numbers under the surd rather than first trying to simplifying to find like surds
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45 |
When asked for the value of a digit, gives an answer 10 times too big
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46 |
Does not realise that division can be broken down into factors
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47 |
Believes y=-f(x) is a reflection in y=x
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48 |
Thinks corresponding angles sum to 360 degrees
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49 |
Doesn't believe that when you divide by 0 the answer will always be 0
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50 |
When given a non-unit fraction of an amount and asked to find the total, answers as if it had been the unit fraction
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51 |
Does not use angle facts when setting up an equation from an angle diagram
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52 |
When asked for a specific term in a sequence gives the term before
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53 |
Thinks circumference is radius x pi
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54 |
Believes the arrow on a number line points to the middle value
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55 |
When subtracting a negative number from a positive number, uses a method which assumes one of the negative signs can be ignored
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56 |
Assumes a negative number is not rational
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57 |
Believes the solution to mx + c = a is the x intercept of y = mx +c
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58 |
When dividing, confuses the remainder with the quotient
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59 |
Cannot identify a common factor when simplifying algebraic fractions
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60 |
Has written the value of the 'ones' column as the answer, withiut using the numbers in the question.
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61 |
Multiplies by 10 instead of 100 when converting decimal to percentage
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62 |
Does not realise that a curved line represents a changing gradient
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63 |
Believes 'data' and 'sample' are interchangeable
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64 |
Mixes up squaring and multiplying by 4
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65 |
Cannot spot a variable within a written scenario
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66 |
Repeats the digits three times when cubing a number
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67 |
Divides by 1000 instead of 100 when converting a decimal to a percentage
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68 |
Confuses a term with an equation
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69 |
When given a non-unit fraction of an amount, treats it like a unit fraction
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70 |
When reading a composite bar chart, just reads total height of bar
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71 |
Multiplies all given dimensions when calculating an area
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72 |
Thinks a decimal can be written as a fraction by just writing it under a numerator of 1
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73 |
Confuses a function with an expression
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74 |
Believes they must expand brackets before solving an equation
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75 |
Believes that the directions of positive and negative vectors are the opposite way around.
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76 |
Confuses quadratic and exponential graphs
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77 |
Does not follow the arrows through a function machine, changes the order of the operations asked.
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78 |
When multiplying a fraction by an integer, multiplies the denominator instead of the numerator
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79 |
Does not understand how to divide algebraic terms
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80 |
Thinks you can ignore the variable when simplifying algebraic fractions
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81 |
Thinks you subtract rather than add when finding the previous term in a descending linear sequence
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82 |
Believes the square of a negative will also be negative
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83 |
Confuses the meaning of perpendicular and vertical
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84 |
Believes greater than/less than symbols include end values
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85 |
Does not remember that a rhombus has equal sides
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86 |
Assumes value of symbols in a pictogram without checking the key
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87 |
Does not know what an exterior angle is
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88 |
Believes parallelogram is the term used to describe two lines at right angles
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89 |
Thinks it can't be called a sequence with a repeated number at the start
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90 |
Does not understand place value after the decimal point
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91 |
When asked for factors of an algebraic expression, thinks any part of a term will be a factor
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92 |
When identifying the center of rotation, writes down the origin
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93 |
When multiplying a surd of the form a✓b by an integer, believes the integer and the number under the surd are multiplied
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94 |
When solving simultaneous equations, thinks they can add variables to one of the equations to make terms across the 2 equations identical
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95 |
Does not know about the + notation for directions in rotations
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96 |
Multiplies surds when asked to add
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97 |
Believes there is only one orientation for the isosceles triangle base angles
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98 |
Incorrectly clears fractions from equations
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99 |
Thinks the faster you travel the longer the time it will take
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