id_ int64 0 2.59k | text large_stringlengths 14 209 |
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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 |
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