cdtmc/eedi-ir · Datasets at Hugging Face

id_ int64 0 2.59k	text large_stringlengths 14 209
2,500	Believes the gradient of a line is given by an intercept
2,501	Subtracts rather than multiplies when calculating total frequency
2,502	Believes a reciprocal equation will have a quadratic graph
2,503	Believes that a greater percentage represents a greater quantity
2,504	Does not realise that two letters together, or a number and letter together, are multiplying
2,505	Confuses cl and ml
2,506	Believes cumulative frequency is the sum of each class with the previous class, rather than all previous classes
2,507	Mistakes unit of speed for unit of time
2,508	Thinks x = ? is the y axis
2,509	Mixes up the sets in a Venn diagram
2,510	Only reads the percentage symbol as applying to the units digit
2,511	Does not know the properties of a linear graph
2,512	Believes when dividing numbers with the same base you divide the powers, rather than subtracting
2,513	When finding the nth term rule for a quadratic sequence, believes that the coefficient of n squared is determined by first differences
2,514	Does not cube the conversion factor when converting cubed units
2,515	Rounds too early in calculation
2,516	Thinks 3-letter angle notation has to use the nearest vertex on each side of the angle
2,517	Does not rearrange the Pythagoras' Theorem formula accurately
2,518	May have made a calculation error using the order of operations
2,519	Confuses a term with a variable
2,520	Believes the fraction line represents addition
2,521	Does not know how to measure reflex angles
2,522	Believes the total of the circle in a Venn should be included when intersections should be omitted
2,523	Has added on the power of 1/4 rather than raise to the power of 1/4
2,524	Has added the powers rather than multiplying them
2,525	When dividing decimals, divides rather than multiplies when reinserting the decimal.
2,526	Believes a downward line has a positive gradient
2,527	Writes a repeated root once, rather than in a squared bracket
2,528	Thinks that the perimeter on a square grid is the number of squares surrounding the rectangle
2,529	Does not think a ton is a unit of mass
2,530	Subtracts instead of adds when using inverse operations to solve an equation
2,531	Does not understand that the volume of an enlarged shape is the volume of the original multiplied by the cube of the scale factor of the lengths.
2,532	Believes order of operations does not affect the answer to a calculation
2,533	Does not realise that two letters together are multiplying
2,534	When converting between non standard form and standard form assumes changes to the base will not affect the power
2,535	Does not add on 180 degrees when using a protractor to measure a reflex angle
2,536	Misunderstands the capture-recapture method
2,537	Does not know the definition of a rational number
2,538	Confuses the value of the variable with cumulative frequency
2,539	Believes the inverse of square rooting is halving
2,540	Confuses maximum and minimum
2,541	When finding the square root of a decimal, believes the answer should have the same number of decimal places
2,542	Believes that dividing by a decimal is the same as dividing by its reciprocal
2,543	Believes the frequency represented by a pie chart sector can be judged visually, without considering the total it represents
2,544	Confuses reciprocal and exponential graphs
2,545	Does not know that prime numbers have exactly two factors
2,546	Confuses the hundreds and tens place value columns
2,547	Multiplies instead of divides when division is written as a fraction
2,548	Does not increase the denominator when an item is added in a probability question
2,549	Believes only the first term needs to be divided when factorising an expression
2,550	Thinks there are 10m in a km
2,551	Believes range does not need units
2,552	When adding decimals, thinks the answer has to have the same number of decimals as the total in the question
2,553	Gives the second significant figure when asked for the first
2,554	Thinks the diagonal of a square is the same length as the side of the square
2,555	Does not understand how to find a scale factor
2,556	Thinks the subtraction sign means multiply
2,557	Mixes up cubing and squaring
2,558	When writing fraction from diagram, writes total as denominator
2,559	When dividing numbers with different bases subtracts the powers but divides the base numbers.
2,560	Confuses the formulas for the perimeter of a sector and the area of a sector
2,561	Believes a sample space should show repeated outcomes, not just unique possible outcomes.
2,562	Confuses the lower and upper bound
2,563	Believes to complete a part whole model you select a value already given in the model
2,564	Gives the intersect value of a Venn diagram when asked to find the value of a set only
2,565	Confuses the hundreds and thousands place value columns
2,566	When subtracting a negative number, subtracts the absolute value rather than adding it
2,567	Believes they only need to multiply the first pair of terms when expanding a double bracket.
2,568	Believes all the multiples of a number will also be multiples of its multiples
2,569	Confuses pentagon and hexagon
2,570	Confuses interior angles with exterior angles
2,571	When dividing numbers with different bases, divides the powers and divides the base numbers.
2,572	Rotates by the wrong center of rotation (not including the origin)
2,573	Believes the solution to mx + c = a is the y intercept of y = mx +c
2,574	Believes that when multiplying by a power of 10 you add zeroes after the decimal point
2,575	Thinks adding same amount to each side of a ratio gives an equivalent ratio
2,576	Mixes up square numbers and cube numbers
2,577	Does not think a square root can be negative
2,578	Mixes up sides of a ratio, when working with vectors for line segments.
2,579	Forgets to add the numerator when converting from a mixed number to an improper fraction
2,580	Believes degrees can be used to measure length
2,581	When factorising a quadratic with a coefficient of x squared, believes the signs and/or positions of the constants are interchangeable
2,582	When multiplying numbers with the same base, multiplies the powers
2,583	Does not know what a cube number is
2,584	Believes that any percentage of a larger number will be greater than any percentage of a smaller number
2,585	Believes a cubic expression should have three terms
2,586	Misunderstands order of operations in algebraic expressions

2,500

Believes the gradient of a line is given by an intercept

2,501

Subtracts rather than multiplies when calculating total frequency

2,502

Believes a reciprocal equation will have a quadratic graph

2,503

Believes that a greater percentage represents a greater quantity

2,504

Does not realise that two letters together, or a number and letter together, are multiplying

2,505

Confuses cl and ml

2,506

Believes cumulative frequency is the sum of each class with the previous class, rather than all previous classes

2,507

Mistakes unit of speed for unit of time

2,508

Thinks x = ? is the y axis

2,509

Mixes up the sets in a Venn diagram

2,510

Only reads the percentage symbol as applying to the units digit

2,511

Does not know the properties of a linear graph

2,512

Believes when dividing numbers with the same base you divide the powers, rather than subtracting

2,513

When finding the nth term rule for a quadratic sequence, believes that the coefficient of n squared is determined by first differences

2,514

Does not cube the conversion factor when converting cubed units

2,515

Rounds too early in calculation

2,516

Thinks 3-letter angle notation has to use the nearest vertex on each side of the angle

2,517

Does not rearrange the Pythagoras' Theorem formula accurately

2,518

May have made a calculation error using the order of operations

2,519

Confuses a term with a variable

2,520

Believes the fraction line represents addition

2,521

Does not know how to measure reflex angles

2,522

Believes the total of the circle in a Venn should be included when intersections should be omitted

2,523

Has added on the power of 1/4 rather than raise to the power of 1/4

2,524

Has added the powers rather than multiplying them

2,525

When dividing decimals, divides rather than multiplies when reinserting the decimal.

2,526

Believes a downward line has a positive gradient

2,527

Writes a repeated root once, rather than in a squared bracket

2,528

Thinks that the perimeter on a square grid is the number of squares surrounding the rectangle

2,529

Does not think a ton is a unit of mass

2,530

Subtracts instead of adds when using inverse operations to solve an equation

2,531

Does not understand that the volume of an enlarged shape is the volume of the original multiplied by the cube of the scale factor of the lengths.

2,532

Believes order of operations does not affect the answer to a calculation

2,533

Does not realise that two letters together are multiplying

2,534

When converting between non standard form and standard form assumes changes to the base will not affect the power

2,535

Does not add on 180 degrees when using a protractor to measure a reflex angle

2,536

Misunderstands the capture-recapture method

2,537

Does not know the definition of a rational number

2,538

Confuses the value of the variable with cumulative frequency

2,539

Believes the inverse of square rooting is halving

2,540

Confuses maximum and minimum

2,541

When finding the square root of a decimal, believes the answer should have the same number of decimal places

2,542

Believes that dividing by a decimal is the same as dividing by its reciprocal

2,543

Believes the frequency represented by a pie chart sector can be judged visually, without considering the total it represents

2,544

Confuses reciprocal and exponential graphs

2,545

Does not know that prime numbers have exactly two factors

2,546

Confuses the hundreds and tens place value columns

2,547

Multiplies instead of divides when division is written as a fraction

2,548

Does not increase the denominator when an item is added in a probability question

2,549

Believes only the first term needs to be divided when factorising an expression

2,550

Thinks there are 10m in a km

2,551

Believes range does not need units

2,552

When adding decimals, thinks the answer has to have the same number of decimals as the total in the question

2,553

Gives the second significant figure when asked for the first

2,554

Thinks the diagonal of a square is the same length as the side of the square

2,555

Does not understand how to find a scale factor

2,556

Thinks the subtraction sign means multiply

2,557

Mixes up cubing and squaring

2,558

When writing fraction from diagram, writes total as denominator

2,559

When dividing numbers with different bases subtracts the powers but divides the base numbers.

2,560

Confuses the formulas for the perimeter of a sector and the area of a sector

2,561

Believes a sample space should show repeated outcomes, not just unique possible outcomes.

2,562

Confuses the lower and upper bound

2,563

Believes to complete a part whole model you select a value already given in the model

2,564

Gives the intersect value of a Venn diagram when asked to find the value of a set only

2,565

Confuses the hundreds and thousands place value columns

2,566

When subtracting a negative number, subtracts the absolute value rather than adding it

2,567

Believes they only need to multiply the first pair of terms when expanding a double bracket.

2,568

Believes all the multiples of a number will also be multiples of its multiples

2,569

Confuses pentagon and hexagon

2,570

Confuses interior angles with exterior angles

2,571

When dividing numbers with different bases, divides the powers and divides the base numbers.

2,572

Rotates by the wrong center of rotation (not including the origin)

2,573

Believes the solution to mx + c = a is the y intercept of y = mx +c

2,574

Believes that when multiplying by a power of 10 you add zeroes after the decimal point

2,575

Thinks adding same amount to each side of a ratio gives an equivalent ratio

2,576

Mixes up square numbers and cube numbers

2,577

Does not think a square root can be negative

2,578

Mixes up sides of a ratio, when working with vectors for line segments.

2,579

Forgets to add the numerator when converting from a mixed number to an improper fraction

2,580

Believes degrees can be used to measure length

2,581

When factorising a quadratic with a coefficient of x squared, believes the signs and/or positions of the constants are interchangeable

2,582

When multiplying numbers with the same base, multiplies the powers

2,583

Does not know what a cube number is

2,584

Believes that any percentage of a larger number will be greater than any percentage of a smaller number

2,585

Believes a cubic expression should have three terms

2,586

Misunderstands order of operations in algebraic expressions