cdtmc/eedi-ir · Datasets at Hugging Face

id_ int64 0 2.59k	text large_stringlengths 14 209
400	Thinks multiplying a variable by a number is the same as raising that variable to the power of that number
401	When given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c
402	Does not know the definition of a cone
403	When rationalising the denominator, confuses the numerator with the denominator
404	Uses cos when sin is required
405	Believes the only way to find the interior angle of a regular polygon is to subtract the exterior angle from 180.
406	Believes class width multipled by frequency gives the area of the bar in a histogram
407	Does not equate y=-x with x=-y
408	When multiplying fractions, multiplies both the numerator and denominator
409	Identifies first decimal place value when asked for first significant figure
410	Believes the size of an angle can be given as a word rather than a number
411	When identifying the center of rotation, chooses a point with the wrong y-value
412	Assumes that an enlargement is always from the smaller object to the bigger one
413	Believes that n/n = n, instead of 1
414	Divides by the order of the root
415	Incorrectly identifies angles as vertically opposite
416	Believes the intersection of two complements can be found using the complement of the intersection
417	When reading values from graphs, writes down the wrong units
418	Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x
419	When converting a fraction to a decimal, divides the denominator by the numerator
420	When finding bearings, finds the back bearing to what the question is actually asking
421	Mixes up odd and even numbers
422	Thinks x = y is an axis
423	Does not know the meaning of equilateral
424	Adds 3 decimal places rather than moving 3 places
425	Assumes the third column of a grouped frequency table is always cumulative frequency
426	Believes corresponding angles sum to 90 degrees
427	Answers as if there are 100 minutes in an hour when writing minutes as decimals
428	When a point is on an axis, gives both coordinates as the value it's at on the axis
429	When multiplying a surd by an integer, believes the value under the surd can be swapped with the integer
430	When finding bearings, finds the bearing going in the reverse direction to the one stated
431	Finds interior angle rather than given angle
432	Believes the equation of a straight line is y=-mx-c
433	Believes a negative power results in a negative answer
434	Believes only angles on parallel lines can be called "corresponding"
435	Finds a scale factor but forgets to multiply the original value in proportion questions
436	Does not understand when like terms can be collected
437	Does not recognise that probabilities of all possible outcomes will sum to 1
438	Believes cubing a number means you multiply it by 3
439	Believes gradient = change in y multiplied by change in x
440	Thinks n=0 for the first term in a sequence
441	Does not recognise a unit of volume
442	Confuses cumulative frequency and frequency density
443	Thinks there are 12 hours in 1 day
444	Confuses the value outside of a Venn diagram as the total number of entries in the diagram
445	Counts squares instead of the correct scale when plotting coordinates
446	Repeats the digits twice when squaring a number
447	Believes dividing by 0.1 is the same as dividing by 10
448	Confuses adjacent and opposite sides
449	Does not realise we can scale the perimeter as a whole, rather than finding individual side lengths
450	Confuses the terms faces and vertices
451	Does not recognise parallel lines angle rules applied inside a shape
452	When a variable in an expression has a power, thinks the power applies to the whole expression
453	Believes qualitative data can be continuous
454	Thinks measures of area must end in squared
455	Subtracts 1 rather than 2 from the number of sides when finding the sum of interior angles
456	Believes you can divide the change by 100 to find the percentage change
457	Does not know how to calculate volume
458	When finding an input of a function machine thinks you apply the operations given rather than the inverse operation.
459	confuses circumference and area
460	Believes the graph of x squared + c has the turning point of (-c, 0)
461	When finding the median for an odd numbered data set, find the midpoint of two values rather than giving the middle value
462	Thinks that they can combine functions in a function machine before applying them to the input
463	Reads the complement of what is required from a pie chart
464	Believes that you are unable to calculate the sum of the interior angles of an irregular polygon given the number of sides
465	Does not know the diagonals of a square bisect at right angles
466	When calculating with numbers in standard form, just applies the operation to the number and the power separately
467	Treats zero as a ten when subtracting
468	Believes you find the frequency for a pie chart sector by calculating its angle divided by the total frequency
469	Believes the position of a sequence cannot be an integer
470	Cannot reflect shape when line of symmetry is diagonal
471	Believes that the solution to ax + b = 0 is x = -a/b
472	Multiplies the value as if the original recipe was for 1 person
473	Underestimates the impact of the size of images in a misleading statistical diagram
474	Thinks 1l = 100 cubic centimetres
475	Believes the total of a part whole model is always 1 (or equivalent) instead of the given total
476	Thinks Angle-Angle-Angle triangles are congruent
477	Believes when multiplying fractions you cross multiply top left and bottom right for numerator, and the other diagonal for denominator
478	Does not know what a square number is
479	Thinks a divide and a negative sign next to each other makes a plus
480	Believes that angles that look like they are a right-angle are always 90 degrees
481	Thinks the inverse of subtraction is multiplication
482	When simplifying surds, does not understand that the simplified root is what is left after dividing out the largest square number
483	Thinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression
484	Mistakes cube root for cubing the number
485	Believes 1 is not a factor of a number
486	Does not square the conversion factor when converting squared units
487	Believes a composite function multiplies the functions together
488	Does not correctly apply the distributive property of multiplication
489	Believes speed = time/distance
490	Believes that when constructing triangles, all sides should be measured from the same point
491	Does not know how to calculate the mean
492	Believes the graph of x squared + c has the turning point of (c, 0)
493	Thinks you add the number of wholes to the numerator when converting a mixed number to an improper fraction.
494	When comparing data, only compares one category of data rather than comparing the totals
495	Thinks converting an integer to a fraction means both the numerator and denominator are equal
496	When subtracting decimals with a different number of decimals, subtracts one digit from more than one column
497	Used the digits of the decimal as the denominator
498	Does not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part
499	Does not realise ratio in worded problem can be simplified

400

Thinks multiplying a variable by a number is the same as raising that variable to the power of that number

401

When given the equation of a straight line, believes the first term always gives the gradient, even when the first term is actually c

402

Does not know the definition of a cone

403

When rationalising the denominator, confuses the numerator with the denominator

404

Uses cos when sin is required

405

Believes the only way to find the interior angle of a regular polygon is to subtract the exterior angle from 180.

406

Believes class width multipled by frequency gives the area of the bar in a histogram

407

Does not equate y=-x with x=-y

408

When multiplying fractions, multiplies both the numerator and denominator

409

Identifies first decimal place value when asked for first significant figure

410

Believes the size of an angle can be given as a word rather than a number

411

When identifying the center of rotation, chooses a point with the wrong y-value

412

Assumes that an enlargement is always from the smaller object to the bigger one

413

Believes that n/n = n, instead of 1

414

Divides by the order of the root

415

Incorrectly identifies angles as vertically opposite

416

Believes the intersection of two complements can be found using the complement of the intersection

417

When reading values from graphs, writes down the wrong units

418

Believes that when factorising a quadratic, they can choose any two numbers that add to give the coefficient of x

419

When converting a fraction to a decimal, divides the denominator by the numerator

420

When finding bearings, finds the back bearing to what the question is actually asking

421

Mixes up odd and even numbers

422

Thinks x = y is an axis

423

Does not know the meaning of equilateral

424

Adds 3 decimal places rather than moving 3 places

425

Assumes the third column of a grouped frequency table is always cumulative frequency

426

Believes corresponding angles sum to 90 degrees

427

Answers as if there are 100 minutes in an hour when writing minutes as decimals

428

When a point is on an axis, gives both coordinates as the value it's at on the axis

429

When multiplying a surd by an integer, believes the value under the surd can be swapped with the integer

430

When finding bearings, finds the bearing going in the reverse direction to the one stated

431

Finds interior angle rather than given angle

432

Believes the equation of a straight line is y=-mx-c

433

Believes a negative power results in a negative answer

434

Believes only angles on parallel lines can be called "corresponding"

435

Finds a scale factor but forgets to multiply the original value in proportion questions

436

Does not understand when like terms can be collected

437

Does not recognise that probabilities of all possible outcomes will sum to 1

438

Believes cubing a number means you multiply it by 3

439

Believes gradient = change in y multiplied by change in x

440

Thinks n=0 for the first term in a sequence

441

Does not recognise a unit of volume

442

Confuses cumulative frequency and frequency density

443

Thinks there are 12 hours in 1 day

444

Confuses the value outside of a Venn diagram as the total number of entries in the diagram

445

Counts squares instead of the correct scale when plotting coordinates

446

Repeats the digits twice when squaring a number

447

Believes dividing by 0.1 is the same as dividing by 10

448

Confuses adjacent and opposite sides

449

Does not realise we can scale the perimeter as a whole, rather than finding individual side lengths

450

Confuses the terms faces and vertices

451

Does not recognise parallel lines angle rules applied inside a shape

452

When a variable in an expression has a power, thinks the power applies to the whole expression

453

Believes qualitative data can be continuous

454

Thinks measures of area must end in squared

455

Subtracts 1 rather than 2 from the number of sides when finding the sum of interior angles

456

Believes you can divide the change by 100 to find the percentage change

457

Does not know how to calculate volume

458

When finding an input of a function machine thinks you apply the operations given rather than the inverse operation.

459

confuses circumference and area

460

Believes the graph of x squared + c has the turning point of (-c, 0)

461

When finding the median for an odd numbered data set, find the midpoint of two values rather than giving the middle value

462

Thinks that they can combine functions in a function machine before applying them to the input

463

Reads the complement of what is required from a pie chart

464

Believes that you are unable to calculate the sum of the interior angles of an irregular polygon given the number of sides

465

Does not know the diagonals of a square bisect at right angles

466

When calculating with numbers in standard form, just applies the operation to the number and the power separately

467

Treats zero as a ten when subtracting

468

Believes you find the frequency for a pie chart sector by calculating its angle divided by the total frequency

469

Believes the position of a sequence cannot be an integer

470

Cannot reflect shape when line of symmetry is diagonal

471

Believes that the solution to ax + b = 0 is x = -a/b

472

Multiplies the value as if the original recipe was for 1 person

473

Underestimates the impact of the size of images in a misleading statistical diagram

474

Thinks 1l = 100 cubic centimetres

475

Believes the total of a part whole model is always 1 (or equivalent) instead of the given total

476

Thinks Angle-Angle-Angle triangles are congruent

477

Believes when multiplying fractions you cross multiply top left and bottom right for numerator, and the other diagonal for denominator

478

Does not know what a square number is

479

Thinks a divide and a negative sign next to each other makes a plus

480

Believes that angles that look like they are a right-angle are always 90 degrees

481

Thinks the inverse of subtraction is multiplication

482

When simplifying surds, does not understand that the simplified root is what is left after dividing out the largest square number

483

Thinks that the square root of an expression square roots each term in the expression, rather than square rooting the whole expression

484

Mistakes cube root for cubing the number

485

Believes 1 is not a factor of a number

486

Does not square the conversion factor when converting squared units

487

Believes a composite function multiplies the functions together

488

Does not correctly apply the distributive property of multiplication

489

Believes speed = time/distance

490

Believes that when constructing triangles, all sides should be measured from the same point

491

Does not know how to calculate the mean

492

Believes the graph of x squared + c has the turning point of (c, 0)

493

Thinks you add the number of wholes to the numerator when converting a mixed number to an improper fraction.

494

When comparing data, only compares one category of data rather than comparing the totals

495

Thinks converting an integer to a fraction means both the numerator and denominator are equal

496

When subtracting decimals with a different number of decimals, subtracts one digit from more than one column

497

Used the digits of the decimal as the denominator

498

Does not understand that in a ratio 1:n that one part of the ratio would be n times bigger than the one part

499

Does not realise ratio in worded problem can be simplified