cdtmc/eedi-ir · Datasets at Hugging Face

id_ int64 0 2.59k	text large_stringlengths 14 209
100	Believes angles in a triangle sum to 360 degrees
101	Believes that reflection always switches the x and y coordinates
102	Does not think a factorised expression is equivalent to its multiplied out form
103	When completing the square, believes the constant in the bracket is double the coefficient of x
104	Assumes a sequence is linear
105	Mixes up sides of a ratio
106	Believes an arrowhead has four equal sides
107	When expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.
108	Uses only the first two terms of a sequence to work out a term-to-term rule
109	Thinks a factor of the final digit is also a factor of the whole number
110	Does not know how to find the length of a line segment from coordinates
111	Does not work out all possibilites when given an 'at least' question in probability
112	Thinks the difference between the numerator and denominator determines how close the fraction is to 1
113	Does not recognise difference of two squares
114	Does not know the meaning of the word parallel
115	Believes fraction to decimal conversion is done by writing the numerator as a decimal
116	Believes an outlier is determined by the number of decimal places a number has
117	Believes that in completed square form, they need to change the signs of both values to get the turning point
118	Given a line segment with a midpoint that is not the origin, assumes that the two end points will still have the same absolute value
119	Believes distance = speed + time
120	Does not understand equivalent fractions
121	Believes midpoint in grouped frequency table is found by multiplying midpoint by frequency
122	Thinks they can convert percentages to fractions by writing the percentage value as both the numerator and the denominator
123	Rounds incorrectly when the nearest 10 is a multiple of 100
124	Believes perpendicular bisectors is the term used to describe two lines that are parallel
125	Thinks the division sign means to add
126	Multiplies rather than adds when given the command word 'more'
127	Thinks the fraction to decimal conversion button on a calculator can be used to raise to a power
128	Does not understand how to read both x and y coordinates
129	Believes they can change only one side of a ratio and it will remain equivalent
130	Believes that for a line written in the form ax + by = c, a is the gradient
131	Does not think a number can be a factor of itself
132	Only considers the positive solution when calculating a square root
133	Believes dividing by a unit fraction is equivalent to dividing by its reciprocal
134	Misreads scale
135	Thinks the value of an exterior angle is 360 degrees
136	Does not recognise a reciprocal equation
137	Does not know the meaning of the word identity
138	When solving a problem using written division (bus-stop method), does the calculation from right to left
139	Thinks triple means add three
140	Believes cumulative frequency is plotted at the lower bound of the class
141	In completed square form, confuses the x and y coordinates of the turning point
142	When given a linear sequence, cannot match it to a visual pattern
143	Thinks that when you cancel identical terms from the numerator and denominator, they just disappear
144	Mixes up the x and y values of the coordinates
145	Does not know how to convert percentages with a decimal point into decimals
146	Has multiplied by the root power
147	Multiplies instead of dividing when distributing a total amount
148	Confuses theoretical and experimental probability
149	Believes P(success) in probability notation means the number of successes
150	Confuses written 'teen' numbers with their corresponding single-digit number
151	When dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.
152	Believes that the smaller a divisor is, the smaller the answer will be
153	When dividing decimals with the same number of decimal places as each other, assumes the answer also has the same number of decimal places
154	Assumes an angle has been split into equal parts
155	Forgets to apply inverse trigonometric function when finding an angle
156	Confuses the graph of a linear equation with a quadratic equation
157	Believes squared units can be used to measure lengths
158	Believes addition comes before indices, in orders of operation
159	Does not divide by 2 when calculating the area of a triangle
160	Believes that adding a positive to a negative makes your answer more negative
161	Answers as if there are 100 minutes in an hour when changing from hours to minutes
162	Uses first term as numerical part of nth term rule
163	Thinks only one variable can introduce bias
164	Does not reduce the denominator when an item is not replaced in a probability question
165	Believes that in y=mx+c, m is the x-intercept
166	Believes that in completed square form, they need to change the sign of the constant to get the turning point
167	Does not recognise factorising a quadratic
168	Believes composite function notation means to substitute the outer function into the inner function
169	When subtracting a fraction from a mixed number, assumes they just subtract the numerator from the integer of the mixed number
170	Does not understand that when dividing both sides of an equation by an amount every term must be divided by the same amount
171	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
172	When subtracting fractions, subtracts the numerators and denominators
173	Believes that if more than one number in a multiplication is divided by the same power of ten, the answer will be divided by the same power of ten.
174	Confuses major and minor sector
175	Thinks that when multiplying decimals (less than 1), the number will get bigger
176	Believes that a reciprocal equation is defined when the denominator is 0
177	When the change in value is greater than the original amount, thinks percentage change = original/change x 100
178	Thinks that the 10 becomes a 20 when adding in standard form
179	Does not understand the difference between a value on a graph and the gradient of a graph
180	Writes the digit 3 times instead of cubing
181	Assumes a ratio is part to part instead of part to whole
182	Believes parallel lines have gradients of opposite signs
183	Has confused cube numbers with prime numbers
184	Believes the space diagonal is the same length as the diagonal on the bottom face of a cuboid
185	Thinks a positive y value in a column vector means to move down rather than up
186	Does not understand the meaning of the word commutative
187	Thinks there are 10cl in a litre
188	Believes interquartile range is the difference between one of the quartiles and the minimum value
189	When multiplying decimals, ignores place value and just multiplies the digits
190	Does not account for grammar when writing algebra e.g. ,then making a group
191	Believes that product means add rather than multiply
192	Does not know how to calculate the volume of a prism
193	Believes a cyclic quadrilateral can be self-intersecting
194	Believes the sides of a square must be horizontal and vertical, not diagonal
195	When solving an equation, thinks the divisor and dividend are the opposite way around
196	Confuses a variable with an equation
197	Believes an outlier is the value in a data set with the biggest denominator, even if this value is close to the mean
198	When multiplying a decimal by a power of 10, just adds a zero to the end of the number, not changing the place value of the digits
199	Believes that when multiplying a number with a power, the multiplier is added onto the power

100

Believes angles in a triangle sum to 360 degrees

101

Believes that reflection always switches the x and y coordinates

102

Does not think a factorised expression is equivalent to its multiplied out form

103

When completing the square, believes the constant in the bracket is double the coefficient of x

104

Assumes a sequence is linear

105

Mixes up sides of a ratio

106

Believes an arrowhead has four equal sides

107

When expanding brackets, multiplies out the first term correctly but adds together the number outside the bracket with the second term inside the bracket.

108

Uses only the first two terms of a sequence to work out a term-to-term rule

109

Thinks a factor of the final digit is also a factor of the whole number

110

Does not know how to find the length of a line segment from coordinates

111

Does not work out all possibilites when given an 'at least' question in probability

112

Thinks the difference between the numerator and denominator determines how close the fraction is to 1

113

Does not recognise difference of two squares

114

Does not know the meaning of the word parallel

115

Believes fraction to decimal conversion is done by writing the numerator as a decimal

116

Believes an outlier is determined by the number of decimal places a number has

117

Believes that in completed square form, they need to change the signs of both values to get the turning point

118

Given a line segment with a midpoint that is not the origin, assumes that the two end points will still have the same absolute value

119

Believes distance = speed + time

120

Does not understand equivalent fractions

121

Believes midpoint in grouped frequency table is found by multiplying midpoint by frequency

122

Thinks they can convert percentages to fractions by writing the percentage value as both the numerator and the denominator

123

Rounds incorrectly when the nearest 10 is a multiple of 100

124

Believes perpendicular bisectors is the term used to describe two lines that are parallel

125

Thinks the division sign means to add

126

Multiplies rather than adds when given the command word 'more'

127

Thinks the fraction to decimal conversion button on a calculator can be used to raise to a power

128

Does not understand how to read both x and y coordinates

129

Believes they can change only one side of a ratio and it will remain equivalent

130

Believes that for a line written in the form ax + by = c, a is the gradient

131

Does not think a number can be a factor of itself

132

Only considers the positive solution when calculating a square root

133

Believes dividing by a unit fraction is equivalent to dividing by its reciprocal

134

Misreads scale

135

Thinks the value of an exterior angle is 360 degrees

136

Does not recognise a reciprocal equation

137

Does not know the meaning of the word identity

138

When solving a problem using written division (bus-stop method), does the calculation from right to left

139

Thinks triple means add three

140

Believes cumulative frequency is plotted at the lower bound of the class

141

In completed square form, confuses the x and y coordinates of the turning point

142

When given a linear sequence, cannot match it to a visual pattern

143

Thinks that when you cancel identical terms from the numerator and denominator, they just disappear

144

Mixes up the x and y values of the coordinates

145

Does not know how to convert percentages with a decimal point into decimals

146

Has multiplied by the root power

147

Multiplies instead of dividing when distributing a total amount

148

Confuses theoretical and experimental probability

149

Believes P(success) in probability notation means the number of successes

150

Confuses written 'teen' numbers with their corresponding single-digit number

151

When dividing decimals, does not realize that the order and position of the digits (relative to each other) has to remain constant.

152

Believes that the smaller a divisor is, the smaller the answer will be

153

When dividing decimals with the same number of decimal places as each other, assumes the answer also has the same number of decimal places

154

Assumes an angle has been split into equal parts

155

Forgets to apply inverse trigonometric function when finding an angle

156

Confuses the graph of a linear equation with a quadratic equation

157

Believes squared units can be used to measure lengths

158

Believes addition comes before indices, in orders of operation

159

Does not divide by 2 when calculating the area of a triangle

160

Believes that adding a positive to a negative makes your answer more negative

161

Answers as if there are 100 minutes in an hour when changing from hours to minutes

162

Uses first term as numerical part of nth term rule

163

Thinks only one variable can introduce bias

164

Does not reduce the denominator when an item is not replaced in a probability question

165

Believes that in y=mx+c, m is the x-intercept

166

Believes that in completed square form, they need to change the sign of the constant to get the turning point

167

Does not recognise factorising a quadratic

168

Believes composite function notation means to substitute the outer function into the inner function

169

When subtracting a fraction from a mixed number, assumes they just subtract the numerator from the integer of the mixed number

170

Does not understand that when dividing both sides of an equation by an amount every term must be divided by the same amount

171

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

172

When subtracting fractions, subtracts the numerators and denominators

173

Believes that if more than one number in a multiplication is divided by the same power of ten, the answer will be divided by the same power of ten.

174

Confuses major and minor sector

175

Thinks that when multiplying decimals (less than 1), the number will get bigger

176

Believes that a reciprocal equation is defined when the denominator is 0

177

When the change in value is greater than the original amount, thinks percentage change = original/change x 100

178

Thinks that the 10 becomes a 20 when adding in standard form

179

Does not understand the difference between a value on a graph and the gradient of a graph

180

Writes the digit 3 times instead of cubing

181

Assumes a ratio is part to part instead of part to whole

182

Believes parallel lines have gradients of opposite signs

183

Has confused cube numbers with prime numbers

184

Believes the space diagonal is the same length as the diagonal on the bottom face of a cuboid

185

Thinks a positive y value in a column vector means to move down rather than up

186

Does not understand the meaning of the word commutative

187

Thinks there are 10cl in a litre

188

Believes interquartile range is the difference between one of the quartiles and the minimum value

189

When multiplying decimals, ignores place value and just multiplies the digits

190

Does not account for grammar when writing algebra e.g. ,then making a group

191

Believes that product means add rather than multiply

192

Does not know how to calculate the volume of a prism

193

Believes a cyclic quadrilateral can be self-intersecting

194

Believes the sides of a square must be horizontal and vertical, not diagonal

195

When solving an equation, thinks the divisor and dividend are the opposite way around

196

Confuses a variable with an equation

197

Believes an outlier is the value in a data set with the biggest denominator, even if this value is close to the mean

198

When multiplying a decimal by a power of 10, just adds a zero to the end of the number, not changing the place value of the digits

199

Believes that when multiplying a number with a power, the multiplier is added onto the power