cdtmc/eedi-ir · Datasets at Hugging Face

id_ int64 0 2.59k	text large_stringlengths 14 209
200	When solving simultaneous equations, thinks they multiply both equations by the LCM of the coefficients of the term being eliminated
201	Believes substituting the starting value into an iteration formula immediately gives the solution
202	When asked to add fractions, multiplies instead
203	Thinks that dividing both numbers in a multiplication sum by the same power of 10 results in equal answers
204	Confuses scalene and equilateral triangles
205	Thinks there are 1000mm in a km
206	Thinks a cylinder is a prism
207	Confuses the terms faces and edges
208	Believes a composite function requires you to place the inner function next to the variable of the outer function instead of replacing it
209	When multiplying a vector by a fraction, adds the numerator to the top number of the vector, and the denominator to the bottom number of the vector.
210	Thinks the term in a sequence is double the position value
211	Believes displacement continues to increase even when returning to starting point
212	Solves for y=0 instead of given y-value when reading from a quadratic graph
213	Thinks there are 10 mg in a gram
214	Does not understand the 'less than' inequality notation
215	When asked for a specific term in a sequence, just gives the position number
216	Believes the smallest number in a set of numbers is always their highest common factor
217	When adding fractions, adds the numerators and denominators
218	Does not interpret a sloping gradient as a change in rate
219	Does not know that a right angle is 90 degrees
220	Only multiplies the first term in the expansion of a bracket
221	Thinks ratios are written as 1:total
222	Does not know the meaning of absolute value
223	Mixes up cubing with multiplying by 10
224	Forgets to swap the sign of roots when placing into brackets
225	Confuses frequency of one class with cumulative frequency
226	Thinks rectangles have line symmetry in the diagonals
227	Ignores a more than question and just states one of the values
228	Divides rather than subtracts when given the command 'less than'
229	Does not account for scale on diagram
230	Thinks 1l = 1 cubic metre
231	Thinks we can't write an equivalent multiplication sum for a division sum by using a reciprocal
232	When dividing by a fraction, switches to multiplication without also using the reciprocal
233	Cannot estimate the relative volume order, for different objects
234	Subtracts instead of adds
235	Thinks adjacent angles are equal
236	Thinks corresponding angles sum to 180 degrees
237	Believes a line of best fit can be drawn on a scatter graph with no relationship or correlation
238	When finding the mean of the data in a stem and leaf diagram, thinks you find the mean of the stem numbers
239	Finds a common multiple but not the lowest common multiple
240	Misunderstands how to calculate the lower bound in a division, believes it is found by dividing both upper bounds
241	Thinks co-interior angles sum to 360 degrees
242	Thinks the hundred thousands column is the ten thousands column
243	Identifies a common factor but not the highest common factor
244	Believes the solution of mx + c = 0 is x = m
245	Does not realise that to maintain balance in an equation they must add or subtract the same amount from both sides
246	Does not think a kilogram is a unit of mass
247	Found the percentage but added it to 100%
248	Believes a pie chart makes 360% not 360 degrees
249	Does not understand a denominator represents equal parts
250	Believes a fraction cannot have a numerator of 0
251	Includes a data point with the value, when asked to find the number of data points below a value
252	Does not think 'other' is an acceptable category for data
253	Does not recognise that all lengths on a cube are equal
254	Believes all triangle numbers are odd
255	Does not know the meaning of the word regular
256	Does not reverse the order of operations when solving an equation
257	Uses numerator as whole part of a fraction
258	When finding a missing number in a factor tree, multiplies by the factor given rather than dividing.
259	Thinks that when drawing the elevation, the bottom layer does not need to be included
260	Thinks cubing a number means adding 3 to that number
261	When multiplying just writes the numbers next to each other
262	Believes the intersection in a prime factor venn diagram does not contribute to the size of the number represented by a circle
263	Does not understand direction of North East, North West, South East and South West cardinal points
264	Subtracted rather than divided by a scale factor
265	Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised
266	Identifies a letter as a common factor but doesn't identify a number as a common factor
267	Writes the variable before the coefficient in an algebraic term
268	Believes lines of reflection must be vertical or horizontal
269	When finding the distance between 2 points, believes the distance is the coordinate of the furthest point from origin
270	Thinks the term polygons only applies to shapes with more than 3 sides
271	Believes triangle numbers are formed differently to the correct way
272	When finding a missing side of a parallelogram given the area completes an extra step of dividing by 2
273	Thinks 1l = 1 cubic centimetre
274	Confuses angle of a sector with the radius
275	When finding a point on a line, assumes the point is always the midpoint
276	Adds rather than multiplies when scaling up in direct proportion problems
277	Thinks pressure is force per unit volume
278	Believes a power of 2 has no impact on its value
279	Mixes up square rooting and cube rooting
280	Describes lines when asked to describe angles
281	Thinks that if two lines do not intersect on a diagram then they will never intersect and are therefore parallel
282	Does not understand that a point on the line of reflection will stay the same when reflected
283	Believes reflection in y = -x switches x and y coordinates
284	Believes the gradient of a speed-time graph is the speed
285	Lines up the digits incorrectly when doing an addition involving two numbers with a different amount of digits
286	when subtracting a fraction from an integer, just adds their absolute value and places a negative sign in front
287	Thinks y = ? is a vertical line through ?
288	Does not break down all factors in a factor tree to primes
289	Writes the numerator and the denominator the wrong way round in a probability
290	Thinks a decreasing sequence cannot be quadratic
291	Thinks a negative y value in a column vector means to move up rather than down
292	Converts fraction to percentage by putting % sign after the denominator
293	Does not understand that similar shapes sides must all have the same scale factor
294	Thinks that only the sides need to be equal for a polygon to be regular
295	Does not know the word and/or does not know the function of a compass
296	Ordered fractions by comparing denominators rather than using equivalent fractions.
297	Forgets you need a compass to draw arcs
298	Confuses a constant with a variable
299	When solving time problems, finds the difference in the hours and the difference in the minutes but then assumes the minutes will be added on to the number of hours

200

When solving simultaneous equations, thinks they multiply both equations by the LCM of the coefficients of the term being eliminated

201

Believes substituting the starting value into an iteration formula immediately gives the solution

202

When asked to add fractions, multiplies instead

203

Thinks that dividing both numbers in a multiplication sum by the same power of 10 results in equal answers

204

Confuses scalene and equilateral triangles

205

Thinks there are 1000mm in a km

206

Thinks a cylinder is a prism

207

Confuses the terms faces and edges

208

Believes a composite function requires you to place the inner function next to the variable of the outer function instead of replacing it

209

When multiplying a vector by a fraction, adds the numerator to the top number of the vector, and the denominator to the bottom number of the vector.

210

Thinks the term in a sequence is double the position value

211

Believes displacement continues to increase even when returning to starting point

212

Solves for y=0 instead of given y-value when reading from a quadratic graph

213

Thinks there are 10 mg in a gram

214

Does not understand the 'less than' inequality notation

215

When asked for a specific term in a sequence, just gives the position number

216

Believes the smallest number in a set of numbers is always their highest common factor

217

When adding fractions, adds the numerators and denominators

218

Does not interpret a sloping gradient as a change in rate

219

Does not know that a right angle is 90 degrees

220

Only multiplies the first term in the expansion of a bracket

221

Thinks ratios are written as 1:total

222

Does not know the meaning of absolute value

223

Mixes up cubing with multiplying by 10

224

Forgets to swap the sign of roots when placing into brackets

225

Confuses frequency of one class with cumulative frequency

226

Thinks rectangles have line symmetry in the diagonals

227

Ignores a more than question and just states one of the values

228

Divides rather than subtracts when given the command 'less than'

229

Does not account for scale on diagram

230

Thinks 1l = 1 cubic metre

231

Thinks we can't write an equivalent multiplication sum for a division sum by using a reciprocal

232

When dividing by a fraction, switches to multiplication without also using the reciprocal

233

Cannot estimate the relative volume order, for different objects

234

Subtracts instead of adds

235

Thinks adjacent angles are equal

236

Thinks corresponding angles sum to 180 degrees

237

Believes a line of best fit can be drawn on a scatter graph with no relationship or correlation

238

When finding the mean of the data in a stem and leaf diagram, thinks you find the mean of the stem numbers

239

Finds a common multiple but not the lowest common multiple

240

Misunderstands how to calculate the lower bound in a division, believes it is found by dividing both upper bounds

241

Thinks co-interior angles sum to 360 degrees

242

Thinks the hundred thousands column is the ten thousands column

243

Identifies a common factor but not the highest common factor

244

Believes the solution of mx + c = 0 is x = m

245

Does not realise that to maintain balance in an equation they must add or subtract the same amount from both sides

246

Does not think a kilogram is a unit of mass

247

Found the percentage but added it to 100%

248

Believes a pie chart makes 360% not 360 degrees

249

Does not understand a denominator represents equal parts

250

Believes a fraction cannot have a numerator of 0

251

Includes a data point with the value, when asked to find the number of data points below a value

252

Does not think 'other' is an acceptable category for data

253

Does not recognise that all lengths on a cube are equal

254

Believes all triangle numbers are odd

255

Does not know the meaning of the word regular

256

Does not reverse the order of operations when solving an equation

257

Uses numerator as whole part of a fraction

258

When finding a missing number in a factor tree, multiplies by the factor given rather than dividing.

259

Thinks that when drawing the elevation, the bottom layer does not need to be included

260

Thinks cubing a number means adding 3 to that number

261

When multiplying just writes the numbers next to each other

262

Believes the intersection in a prime factor venn diagram does not contribute to the size of the number represented by a circle

263

Does not understand direction of North East, North West, South East and South West cardinal points

264

Subtracted rather than divided by a scale factor

265

Does not realise a quadratic must be in the form ax^2+bx+c=0 to be factorised

266

Identifies a letter as a common factor but doesn't identify a number as a common factor

267

Writes the variable before the coefficient in an algebraic term

268

Believes lines of reflection must be vertical or horizontal

269

When finding the distance between 2 points, believes the distance is the coordinate of the furthest point from origin

270

Thinks the term polygons only applies to shapes with more than 3 sides

271

Believes triangle numbers are formed differently to the correct way

272

When finding a missing side of a parallelogram given the area completes an extra step of dividing by 2

273

Thinks 1l = 1 cubic centimetre

274

Confuses angle of a sector with the radius

275

When finding a point on a line, assumes the point is always the midpoint

276

Adds rather than multiplies when scaling up in direct proportion problems

277

Thinks pressure is force per unit volume

278

Believes a power of 2 has no impact on its value

279

Mixes up square rooting and cube rooting

280

Describes lines when asked to describe angles

281

Thinks that if two lines do not intersect on a diagram then they will never intersect and are therefore parallel

282

Does not understand that a point on the line of reflection will stay the same when reflected

283

Believes reflection in y = -x switches x and y coordinates

284

Believes the gradient of a speed-time graph is the speed

285

Lines up the digits incorrectly when doing an addition involving two numbers with a different amount of digits

286

when subtracting a fraction from an integer, just adds their absolute value and places a negative sign in front

287

Thinks y = ? is a vertical line through ?

288

Does not break down all factors in a factor tree to primes

289

Writes the numerator and the denominator the wrong way round in a probability

290

Thinks a decreasing sequence cannot be quadratic

291

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

292

Converts fraction to percentage by putting % sign after the denominator

293

Does not understand that similar shapes sides must all have the same scale factor

294

Thinks that only the sides need to be equal for a polygon to be regular

295

Does not know the word and/or does not know the function of a compass

296

Ordered fractions by comparing denominators rather than using equivalent fractions.

297

Forgets you need a compass to draw arcs

298

Confuses a constant with a variable

299

When solving time problems, finds the difference in the hours and the difference in the minutes but then assumes the minutes will be added on to the number of hours